ieee paper template in a4 (v1) dofir let: linguistics, literature and language teaching journal vol. 8 no. 2 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 2 ||pages|| 177-188 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| second language acquisition based on grammatical rule for the first semester of tadris bahasa inggris department at stai mempawah dofir dofirghoni@gmail.com stai mempawah article history: received: 7 th september 2018 accepted: 1 st october 2018 abstract language acquisition is very similar to the process students use in acquiring first and second languages. it requires meaningful interaction in the target language natural communication--in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. error correction and explicit teaching of rules are not relevant to language acquisition (brown, 1970), native speakers can modify their utterances addressed to acquirers to help them understand. grammatical functions are assigned directly to the underlying representation in a more or less across the board fashion, only taking into consideration the language dependent semantic function hierarchy. this approach bypasses a number of constraints on subject assignment that may be gathered from typological data, and observed from the actual behaviour of speakers. we propose a treatment of subject assignment on the basis of a combination of semantic factors of the relevant referents and other functional aspects of underlying representations. in subject (and object) assignment are now located in the daily diologue, in mackenzie, j (2004). corresponding author: tel.: ...................... keywords second language, grammar rule, english teaching. introduction language acquisitionis very similar to the process stuednts use in acquiring first and second languages. it requires meaningful interaction in the target languagenatural communication-in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. error correction and explicit teaching of rules are not relevant to language acquisition, but caretakers and native speakers can modify their available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:dofirghoni@gmail.com p a g e | 178 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 utterances addressed to acquirers to help them understand, and these modifications are thought to help the acquisition process. (krashen, 1975). acquirers need not have a conscious awareness of the "rules" they possess, and may selfcorrect only on the basis of a "feel" for grammaticality. conscious language learning, on the other hand, is thought to be helped a great deal by error correction and the presentation of explicit rules . error correction it is maintained, helps the learner come to the correct mental representation of the linguistic generalization. students in every language and cultural community learn to understand and speak to remarkebly early age. they are able to produce a proper and unique language even invancy but they are not merely mimicking language patterns they hear. they are creating language themselves. second language acquisition theory. as developed, second language acquisition theory can be viewed as a part of "theoretical linguistics", it can be studied and developed without regard to practical application. as is the case with any scientific theory, it consists of a set of hypotheses, or generalizations, that are consistent with experimental data. they must, however, be able to predict new data. in other words, hypotheses are not summaries or categories for existing data and observations, but must pass the test of accounting for new data . second language attitude refers to acquirers' orientations toward speakers of the target language, as well as personality factors. the second hypothesis is that such factors relate directly to acquisition and only indirectly to conscious learning. briefly, the "right" attitudinal factors produce two effects: they encourage useful input for language acquisition and they allow the acquirer to be "open" to this input so it can be utilized for acquisition. discussion the monitor hypothesis the acquisition-learning distinction claims that two separate processes coexist in the adult, it does not state how they are used in second language performance. the monitor hypothesis posits that acquisition and learning are used p a g e | 179 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 in very specific ways. normally,acquisition "initiates" our utterances in a second language and is responsible for our fluency. learning has only one function, and that is as a monitor, or editor. learning comes into play only to make changes in the form of our utterance, after is has been "produced" by the acquired system. this can happen before we speak or write, or after (self-correction). models this process. acquisition and learning in second langauge production (monitor ) monitor use results in the rise in rank of items that are "lateacquired" in the natural order, items that the performer has learned but has not acquired. 3 only certain items can rise in rank, however, when monitor use is heavy, this rise in rank is enough to disturb the natural order. (krashen, 1978), it is not easy to encourage noticeable monitor use. experimentation has shown that anything less than a real grammar test will not bring out the conscious grammar in any force. having adult subjects (university level international students) correct their own written output, and still found a natural order for the corrected version. the natural order hypothesis acquirers of a given language tend to acquire certain grammatical structures early, and others later. the agreement among individual acquirers is not always well, but there are clear, statistically significant, similarities. acquired competence learned competence (the monitor ) ouput p a g e | 180 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 the hypothesis now is that for most people, even university students, it takes a real discrete-point grammar-type test to meet all three conditions for monitor use and encourage significant use of the conscious grammar. grammatical rule the resulting grammatical focus, places serious constraints on what can be discussed. too often, it is difficult, if not impossible, to discuss or read anything of real interest if our underlying motive is to practice a particular structure. in other words, a grammatical focus will usually prevent real communication using the second language. theoretical linguists see a grammar as an abstract device that characterizes the presumably infinite set of sentences of a language, that is, which differentiates the sentences from other strings which are not sentences. computational linguists, on the other hand, have usually taken a grammar to be a transducer showing how a meaning comes to be represented as a string of words or, more frequently, how a string of words is analyzed to reveal its meaning. functional grammar has both aspects. it can also be said to be a transducer whose input is a more or less incomplete account of the syntactic relations among the parts of a sentence and whose output is one or more accounts which are complete according to the theory. given a more or less incomplete description, it verifies that it describes a legal grammatical object – a word, phrase, or sentence – and adds such additional detail as the grammar allows. if it is not a legal grammatical object, no output is produced. if it is, one or more descriptions are produced, each an enrichment of the original, but reflecting different grammatical interpretations. (nelson (1973), the ideal speaker comes to the syntactic processor wanting a sentence with a certain. meaning; the processor’s job is to complete his picture of the sentence by the whole to complete the picture. a more realistic hearer starts with a picture including imperfectly heard words and some notions about what is being said and needs details filled in in a variety of places. in any case, the process consists in applying the grammar to a functional description to yield a p a g e | 181 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 more complete functional description or, if the description does not correspond to a grammatical object, the null functional description. an individual variation in monitor use the individual variation we see in adult second language acquisition and performance can be accounted for in terms of differential use of the conscious monitor. there is three basic types of performer (krashen, 1978 ) monitor overusers. these are people who attempt to monitor all the time,performers who are constantly checking their output with their conscious knowledge of the second language. monitor under-users. these are performers who have not learned, or if they have learned, prefer not to use their conscious knowledge, even when conditions allow it. underusers are typically uninfluenced by error correction, can selfcorrect only by using a "feel" for correctness. the optimal monitor user. our pedagogical goal is to produce optimal users, performers who use the monitor when it is appropriate and when it does not interfere with communication. now, we see the case 1. case 1 structure of tenses (present tense and past tense) an example of the real data in the case 1. s. all : buildings l : buildings or building ? s. all : buildings l : buldings. ya, buildings s. all : he l : he. orang ke ? s1 : tiga l : tiga. jamak atau tunggal ? s : tunggal l : he builds the house. s.all : hometown (lecturer wrote it in the board) l : village, field, house, family, and shop s. all : village l : and house. the use of present tense , language featuren juga langsung to your action. p a g e | 182 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 s and l are as the persons who do the diolog based on the their experience, many sentences whcih they are speaking not correct, but the other ones are corrects in their dialog. we know that second language is craeted based on the knowledge as long as they know using the second language. between s and t speaks using the simple present and simple past of real data in the case 1. forms simple present (+) ( s + v1 (s/es) + object + (adverb ) he builds the house .. forms simple past (+) ( s + v2 + object + (adverb) the teacher wrote in the white board. s and l speak in the diolog just express their second language acquition based on their feeling and whether they know of second langauge, without using the procedure well. but this is a good process for the studnets or children who learn the second language in their life, so, as the teachers should give the directed rules when looked students speak incorrct in the classroom learning.so that the students can use the second language acquisition well. recount the example of the real data in the case 1 (zoo) there is a zoo in my hometown. it is very crowded during the holidays. (sometimes the teacher did some gestures). look at the picture. coba perhatikan dulu tidak begitu jelas gambarnya. dari teks tersebut, dengan tenses yang digunakan, terus ciri-ciri dari bacaan tersebut, itu termasuk teks apa ? it is also related based on the human’s real experice in the past. it can be experienced by the studunts, teacher, and others. in the text above, the students are learned the form of tenses, the characteristics, and what is the text ? some asking from the teacher that should be answred by students. p a g e | 183 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 1. the form of tense is simple present of nominal sentence. the form : ( + ) s. tobe (is,am,are). 3complements (adverb, adjective, and noun ) ( ) s. tobe (is,am,are). not. 3complements (adverb, adjective, and noun ( ? ) tobe (is,am,are). s. 3complements (adverb, adjective, and noun ) example in the case 1 : it is very crowded during the holidays. 2. the text is named recoun text. we know that the students are learned complete enough by the teacher. students learn of the second language acquition doesn not only of they do the diolog but also they are learned of the recoun text, its purpose to involve their speaking of their second language. descriptive the example of the real data in the case 1. topic and the instruction to the students. ( family) you can describe about person, something, or certain place. jadi untuk menggambarkan yang bisa kita gambarkan itu bisa keluarga, orang, benda, ataupun binatang, jadi yang sifatnya khusus. seperti apa misalnya. orang. kalau kalian ingin menggambarkan seseorang, kira-kira yang sudah kalian kenal betul. yang sudah pernah kalian lihat, yang sudah kalian kenal sifatsifatnya, misalnya ayah anda. jadi anda tentu tahu dari sifat dan karakternya atau secara fisiknya. students are requested 1. forms of tenses in this text ; simple present and simple past. nominal simple present ( s. tobe (is,am,are ). 3 complements/ adjective,noun, adverb ) p a g e | 184 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 nominal simple past ( s.was/were. 3 complements ) example of the real data in the case 1: s5 : the big shops.. l : the big shops (am are-is), be yang sesuai ? s6 : the big shops are l : the shop. be yang sesuai ? s7 : the shop is . l : good.. 2. first and second verb example : 1. (she write the sentence in the board). (v1). this is also like eat, climb, have, help, etc. 2. (the teacher wrote in the board ) (v2). case 2 in the case 2 most of the dialog is tended of how the students say the nominal and verbal sentences. we see in the real data 1. verbal of simple present form : (+ ) s. v1. s/es. o. adverb ( ) s. do/does.not. v1. o. adverb ( ? ) do/does. s. v1. o . adverb t : what do you say for mahasiswa membersihkan kelas ? l+ s : the students clean this room. (verbal sentence) l : paham maya ? jelas ? s : paham, pak. l : jika ruangan ini bersih ? ss : this class is clean.. 2. nominal of simple present form : ( + ) s. tobe (is,am, are). 3 complements ( ) s. tobe (is,am,are ). 3 complements (? ) tobe (is,am,are ) . s. 3 complements p a g e | 185 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 the real data in case 2 s : late l : lalu, gimana ini ? s : i late.. l : yes. i late. jika pronounya ( they ) ss : they late. t : yes, good. perhatikan contoh tadi s : i am late ( nominal sentence ) l : yang ini ( nunjuk they ) s : they are late ( nominal sentence ) l : repeat ss : i am late, they are late. students are learned of the structure in verbal and nominal sentences. in the second language acquisition, they say in the diffirent way, as they say in eror form, like i late , so they are laughing together. but this proces is natural based on their willingness. so then this correct form is repaired to be right one. it is to be i am late. the process of how improving the second language is isteresting becuase the students does not focused on the second language but they also use with the first language (javaness language ). case 3 repetition of sentence the students repeat an utterance so soon as he/she heard. the utterance must be brief enough to be retained by the ear. sound is as important as form and order in second language acquisition. example real data in the case 3. l : repeat after me, please. what am i? ss : what am i? l : what am i? i am a …. ss : what am i? i am a university student. l : repeat. all of you! ss : what am i? i am a student. p a g e | 186 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 l : ya. right. gantian, kalian bertanya kepada saya. gimana? what….? s1 : what do you do? l : what do you do? yagitu. all of you, what do you do? (the teacher asked the students to repeat what she said). ss : what do you do? 1. l : i am a lecturer. l : coba jawabdengan kalimat yang baik. my father is… s3 : my father is a police. l : yak, my father is a police. and then what is your father? (the teacher asked one of the students to answer the question). s4 : saya ya miss? l : yes, you fenita. s4 : my father is a wiraswasta. apa ya wiraswasta? (the student asks to her friend). l : ada yang tau bahasainggrisnya pengusaha ? s : entrepreneur l : yes, good. so, your father? s : my father is a entrepreneur. l : he is preneur or an entrepreneur? l : sorry, an entrepreneur. l : repeat, all! s : my father is an entrepreneur. this data, students are learned how say the good word and sentence in their speaking. the way is the repetition. teacher ask students to repeat the word after she/he said it. beacuse the sla is not easy to speak perfectly, so they need to practice more with their friend and teacher as learning process. this is ofcourse with the guidance a teacher.so it can be seen in the data above. p a g e | 187 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 conclusion to conclude this brief, the theorists of sla may be interested in knowing more about how learners learn (for example how motivation affects learning), they don't necessarily consider how this might be relevant for the practice of additional language learning and teaching. it may be left to decide what the specific implications of the research are for her students. glosarry : contrastive analysis was used to attempt to identify areas of convergence and divergence between the l1 and the l2 in order to predict elements of the l2 which would be easier or harder for the learner to learn. so, for example, with respect to word order, japaness should be easier to learn than english for japaness-speaking learners, since the former is subject-verb-object, but the latter is subject-object-verb. error analysis of learners' spoken and written output involved identifying and explaining mismatches with “native-speaker norms” in order to uncover how learners (failed to) learn. so for example, if an english-speaking learner of japanese produced sentences with the object after the verb, then one might conclude that their l1 syntax was being (mis-)used to order l2 words. comprehensible input is language that learners are exposed to which they are able to understand because it is used in contexts which are meaningful to them. it is the key ingredient in stephen krashen’s (much challenged) recipe for effective additional learning, which calls for input only slightly ahead of the learner’s current competence. individual differences between learners are those which potentially account for the wide variety of paths followed and ultimate outcomes achieved in additional language learning. “don’t give up” provides examples of best practice for giving adult language learners motivation, one of the biggest differences between successful and unsuccessful learners. references butler, c. s. structure and function: a guide to three major structural-functional theories. amsterdam: john benjamins, 2003 p a g e | 188 dofir let: linguistics, literature and language teaching journal vol.8 no.2 2018 brown a, “ group work and communicative competence in the esol classroom." in m. burt and h. dulay (eds.), new directions in second language learning, teaching, and bilingual education. washington: 1970 krashen,"two studies in adult second language learning." kritikon litterarum 2/3: 220-228, 1974. krashen, s. and p. pon (1975) "an error analysis of an advanced esl learner: the importance of the monitor." working papers on bilingualism 7: 125-129. krashen, "the role of formal and informal linguistic environments in adult second language learning." international journal of psycholinguistics 3: 15-21, 1978. mackenzie, j. a new architecture for functional grammar. berlin: mouton de gruyter, 2004. nelson, "syntax acquisition: impact of experimental variation in adult verbal interaction with the child." child development 44: 497-504, 1973. richards, j "error analysis and second language strategies." english language teaching 25: 115-135, 1971. ______. grammatical relations: an introduction. in: ______. (ed.) grammatical relations. amsterdam: john benjamins, 1997. p.1-84. ieee paper template in a4 (v1) cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||2||pages||170-180||2017|| |p-issn: 20869606 ; e-issn: 25492454| analyzing the picture of eyl textbook through multimodal discourse perspective cahyaning fristiara tiarafristie@student.uns.ac.id sebelas maret university surakarta, indonesia article history: received: 31 st oct 2017 accepted: 10 th nov 2017 abstract the aim of this research is to find out the value inside the picture of english textbook based on the characteristic of young learners. this research used qualitative research method. data collected by analyzing an eyl textbooks and choosing one theme deserved with the aim of the research. some pictures in chapter four of eyl textbook in indonesia with the title dinda cooks in the kitchen used as the data. analyzing the data used descriptive analysis through multimodal discourse perspective related with systemic functional linguistic. the result shows that most of the aspect in the picture appropriates with characteristic of eyl and needs additional information and revision insight the design. furthermore, the textbook developer should design the appropriate picture in transferring indonesian culture. transferring the culture assumed to maintain students‟ interest, to evolve more meaningful picture, and to increase students‟ ability in remembering the lesson based on the real context. corresponding author: tel.: .............................. keywords: multimodal discourse analysis, systemic functional linguistic, young learners, qualitative method. introduction the use of textbook in english classroom is important in achieving the goal of teaching and learning. formal institution enhances the acquisition of the target language and stimulates the learners to achieve higher level of proficiency. english as foreign language in indonesia has a major position in indonesian educational system. it is one of the compulsory subjects studied in junior and senior high school in indonesian curriculum. the large numbers of public and private university, realize the demand of producing graduates mastering english. available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:tiarafristie@student.uns.ac.id p a g e | 171 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 that is why english is included as one of the subject taken in early semester of the study. moreover, now there is a preference to teach english at elementary schools even in kindergartens. teaching children is not same as teaching adults because they have different characteristics and motivation. in order to make english teaching successful, an english teacher has to consider some factors such as the quality of teacher, students‟ interest and motivation, the book used and the others. all of them are involved in the teaching and learning process. a teacher plays an important role in teaching english for young learner, related to give ground theory and first introduction about material in learning english as foreign language. it assumed that the important point is teacher know students‟ interest and motivation in learning english, regarding to achieve the goal of learning. the goal of teaching and learning is gaining the proficiency of the students‟ in understanding the material into their daily activities. student as the object in teaching and learning process needs high attention and treatment by the teacher to keep the balance of teaching and learning process. it stimulates the effectiveness and efficiency of the learners. harris (1997), states that the effectiveness of teaching and learning are depending on learners‟ perceptions of the learning process and their belief on themselves as language learners. in a similar vein, hunt, gow, and barnes (1989) assert that successful language teaching must start from the learners rather than the teachers so language learners must aware that they are the most important element in the learning process. english teaching and learning is the process when a teacher transfers english knowledge to the student. transfer knowledge means that the teacher give the material and information, supported with the used of technique and media. the topic of this paper is about multimodality in english language teaching. cubillo & garrido (2010), point out that multimodality refers to the combination of various communicative modes (sound, images such as graphs or pictures, video, written text, transcribed speech, etc.) within one text. when talking about multimodal text, it is not only talks about the process in understanding the text, but also understanding the interaction among all its components in different formats. the challenges faced by linguistic researcher and english teacher, in the field of language teaching is the need to conduct theoretical research on both the multimodal texts into the design of pedagogical. multimodality p a g e | 172 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 multimodality according to ideema (2003) does not priori privilege language over images but shows how the two are heavily dependent on the other in meaning making. meaning making gives the teacher and student some interpretation and understanding about the material. multimodality treats the meanings of text as a potential rather than as fixed since meaning lies not so much individually in language or visuals but through their membership of a code which is „visual grammar‟ which gives the poster the potential to mean (kahari, 2013). the use of picture in english teaching and learning not only make the interpretation of meaning of the text but also make the interpretation of the meaning of the purpose of learning. in multimodal discourse analysis ,visual images can be read as „text „ while the metaphor of „grammar‟ is not a set of rules for the correct use of language but rather a set of socially constructed resources for the construction of meaning (kress and van leeuwen, 2001). multimodal discourse approach adopts the view that diverse semiotic modes (e.g. language, images, music, sound, animation, and so on) are combined together to multiply the meaning in multimodal texts or communicative events (li, 2016). systemic functional linguistic systemic functional linguistics is relevant to the analysis of the picture in eyl textbook since it offers a descriptive and interpretative framework for explaining language and visual semiotics as strategic meaning making resources in the picture. this also captures how language according to halliday (1985) has developed in response to three kinds of social-functional „needs‟ which he calls meta-functions namely ,ideational, interpersonal and textual which work simultaneously in a piece of text. it means how the text can make the other definition from the other learner and enhance in the decision of meaning making. picture is one of semiotic resource, stimulates language to make an interaction between language and the other semiotic resource in the process of meaning making. van leeuwen‟s (2005) multimodal approach which informs this study is built on the work of halliday (1978:192) who argued that, „the grammar of a language is not a code, not a set of rules for producing correct sentences but a resource for making meanings‟. van leeuwen (2005) extends the idea of „grammar‟ of semiotic modes such as, visuals and goes on to define semiotic resources as the actions and artifacts used in communication. young learners p a g e | 173 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 human cannot be separated in terms of learning process, because human doing this activity in daily life. learning is a process of development, which is contained in child and surroundings environment (soejanto, 1979). according to soejanto, learning is factor that naturally appears from within of people and influenced by surroundings environment based on the character and behavior of each individual. learning generally defined as relatively permanent changes in behavior, skills, knowledge, or attitudes resulting from identifiable psychological or social experiences (seifert & sutton, 2009). according to petersen and hayden (1961), there are nine basic objectives of elementary education. 1. the importance of the individual is a basic goal or objective 2. provision for individual differences is a major goal for elementary school teachers. 3. the elementary school must provide a type of continuous guidance for all children. 4. teachers and administrators must recognize the importance of considering all phases of the pupil‟s development. 5. each child‟s intellectual development is a paramount goal of the elementary school staff. 6. the development of social intelligence is an important goal of elementary education. 7. the effective emotional development of each boy and girl is also an important goal for every elementary school staff. 8. the previously discussed objectives, if efficiently achieved, result in the realization of the most fundamental objective: that the elementary schools produce effective citizens in our democracy. there are several studies conducted in different countries, different skill and different characteristic of student. in a study by bachrudin musthafa, teaching english to young learners in indonesia: essential requirements (2010), the researcher studied some requirements that teachers should know to teach english to young learners. this is a literature study of the theory to teach english for young learners. the result of this research is some components of professional expertise of teachers of english that are crucial implications for teacher training programs. those training programs are expected to create effective teaches. p a g e | 174 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 there are some scholars explain about the characteristic of young learner. according to halliwell in puskas (2016), there are some qualities of young learners that useful for language learning. she states that children: 1. are already very good at interpreting meaning without understanding the individual words 2. can use limited language in a creative way 3. learn indirectly rather than directly 4. tend to find and create fun in what they do 5. have a wonderful imagination 6. have a great delight in talking these characteristic are important by the teacher in other to achieve the goal of teaching and learning process. another scholar ytreberg in the same books assume the following characteristic: 1. they understand situations more quickly than they understand the language used. 2. their understanding is based on the physical worldit is always connected with direct experience 3. they have a short attention and concentration span. 4. young children are enthusiastic and positive about learning. therefore, it is especially important to praise them to keep them motivated and enthusiastic. 5. they will rarely admit they do not know something. to be more specific in english young learners, brewster, ellis and girard still in the same book conclude that the characteristic and learn a foreign language most effectively in the following way: 1. they often respond to an initial stimulus such as a set of pictures, however, they need guidance about how to set about doing and activity or a task. 2. children need to be given a clear goal when starting on an activity. 3. they learn better if there is a relaxed classroom atmosphere and they are not afraid of making mistakes. 4. children need time to absorb all the input they receive so they can later produce related work on their own. objective of the papers the objective of this study is to find out the value inside the picture in the textbook based on the appropriateness to characteristic of eyl. p a g e | 175 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 method qualitative research method used to observe each unit of the textbook especially the meaning of picture accordance to systemic functional multimodal discourse in meaning making. the object of the study consists of fourth-grade english textbook and the title is “my next words” published by cv prima surya pustaka (rahmawati, angrisia & nailuvari, 2007). this textbook selected because the writer consultant and editor of the book is itche chodidjah, an expert in teaching eyl. document review used to collect the data based on qualitative research method. the multimodal discourse of three pictures in chapter four of eyl textbook in indonesia with the title dinda cooks in the kitchen observed through systemic functional linguistic multimodal discourse analysis. the nature of sfl-mda from some scholars such as from kress and leeuwen said in (victor, 2011) that a particular orientation to ideology and derives general principles of visual design which are illustrated via text analysis. halliday and matthiessen also said in (victor, 2011) that systemic functional linguistics examines the meanings made in language through the systems choices oriented around the ideational, interpersonal and textual metafunctions. according to djonov in (victor, 2011), systemic functional linguistics is thus a social semiotic theory because it models language in relation to social context. in this research, for the document review used yildirim and simsek theory in (aybek and aslam, 2016). they said that document review consists of five phases. these are: 1. access to the document: in this phase, the researcher accesses the appropriate documents by identifying which ones will fit the research aim. in this research, an elementary education fourth-grade english textbook was identified and the appropriate book was found. 2. checking authenticity: the authenticity of the accessible documents should check, since the reliability of the research damaged if documents are used without checking their authenticity. in this research, an original copy of the fourth-grade english textbook obtained; the first researcher in this study serves as a fourth grade teacher, which ensures the reliability of the research. 3. understanding the documents: in the third phase, the obtained documents should be examined within a particular system. in this research, the textbook analyzed the pictures of the books for eyl students in elementary fourth-grade. p a g e | 176 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 4. data analysis: descriptive analysis used to explain the systemic functional multimodal visual image in meaning making. based on yildirim and simsek in (aybek and aslan, 2016), descriptive analysis made from the aim of presenting findings to the reader in a well-organized manner. in descriptive analysis, the obtained data can summarized and interpreted based upon the systemic functional multimodal discourse visual image. this research, analyzed the picture that have a socially and functionally meaningful or meaningless. reliability and validity are most important criteria for ensuring or increasing credibility of a research‟s results. in this research, data collection and analysis process were analyzed in a detailed way with a view to ensure the validity of the research results accordance to the systemic functional multimodal visual image in meaning making. according to merriam in (aybek and aslan, 2016), one of the approaches for ensuring reliability is the analysis of the research by an expert, where researchers present their study to an expert for examination and the expert gives feedback by checking the analysis, findings, and results of the study. in this research, one english studies teachers reviewed the study. 5. data report: at the fifth phase, the results should be reported. in this research, the obtained results also reported. findings and discussions picture 1 (in the kitchen: a mother with her daughter) 1. this picture shows that mrs mutia and her daughter named dinda is cooking in the kitchen. the daughter looks really help full, it can be seen from she helps her mother to bring some plates for the fish is being frying. based on visual semiotic analysis that can used to know the meaning of that picture to communicate the message, it can interpret p a g e | 177 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 that the relation between mrs mutia and her daughter is good. the environment in the kitchen is logic based on the real life, for example where mostly indonesian people has a cat as the pet in their house. 2. according to english teaching and learning for young learners, we know that the character of young learners are respond to an initial stimulus such as a set of pictures, however, they need guidance about how to set about doing and activity or a task. this picture can be used as the media in teaching vocabulary for young learner. the bright color used in some specific thing in the kitchen stimulates the student to memorize well the name of that thing in english. picture 2 (in the living room : a family enjoying their quality time) 3. this picture shows that mr ilham‟s family is enjoying their dinner time in the dining room. mr ilham and mrs mutia love their children. the influence of west culture is strong from this picture. it can be seen, they use shoes in the dining room. mostly, indonesian culture do not use shoes in the house. 4. according to english teaching and learning for young learners, we know that the character of young learners are respond to an initial stimulus such as a set of pictures, however, they need guidance about how to set about doing and activity or a task. this picture can be used as the media in teaching vocabulary for young learner. the bright p a g e | 178 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 color used in some specific thing in the kitchen stimulates the student to memorize well the name of that thing in english. picture 3 (in the livingroom: mr ilham family) 5. this is a picture of indonesian family consist of mother, father, brother, sister, little sister, and their pet. they have different activity in one room. mrs. mutia as a mother accompanies dinda watch television. mr. ilham as a father reads a newspaper. aninda as a little sister of dinda is playing doll. azam as a brother is reading a book. this picture shows a kinds of activity and easy to understand by young learners. it is related with characteristic of young learners that they are very good at interpreting meaning especially through colorful picture. 6. it can be a stimulus for the young learners to understand and learn new language and new vocabulary. design of the picture is appropriate with indonesian family but one of differences is the use of shoes. indonesian culture never uses shoes in home. the color is beautiful and full of harmony. it is related with characteristic of young learners enthusiastic and positive. they feel motivated with the picture that related with their daily activity that they can use in daily. young learners also can easy to give attention through the fun picture in the textbook. in the picture students can learn togetherness of the family, even though some of them have a different activity but their parents still can control the activity of their children that their activity is still in a right line. the description above tells that this picture is meaningful for the young learner. p a g e | 179 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 conclusions and suggestions the textbook developer should give attention for the discourse of the content in textbook especially the discourse of the picture for young learner‟s textbook. appropriateness discourse picture in textbook are better related with the characteristic of young learner. the values of the picture is important to know by the teacher in order to achieved the goal of teaching learning based on eyl‟s need. references aybek, b., &aslan, s. (2016). an analysis of the units “i’m learning my past” and “the place where we live” in the social studies textbook related to critical thinking standards. eurasian journal of educational research, 65, 35-54 10.14689/ejer.2016.65.03 cubillo & gariddo, (2010). language value. language value 2, (1), 1–26. halliday, m, a, k. (1978).language as social semiotic, london: edward arnold. halliday, m, a, k and hassan. (1985).language, context and text: aspect of language and social semiotic perspective, oxford: oxford university press. harris, m. (1997). self-assessment of language learning in formal settings. elt journal 51,12-20. oxford: oxford university press. hayden, v.d., & petersen, d.g. (1961). teaching and learning in the elementary school. usa: appleton-century-crofts, inc. hunt, j., gow, l., & barnes, p. (1989). learner self-evaluation and assessment-a tool for autonomy in the language learning classroom. in v.bickley, language teaching and learning styles within and across cultures (pp. 207-217). hong kong: institute of language in education, education department. iedema, r. (2003).multi-semiotic mediation in hypertext, in k.l o‟halloran (ed).multimodal discourse analysis, pp 131-159, london: continuum. kahari, l. (2013). a multimodal discourse analysis of selected male circumcision posters used in zimbabwe. global journal of arts humanities and social sciences vol.1, no.4, pp.61-71, december 2013. kress, g and t, van leeuwen. (2006).reading images. the grammar of visual design, london: routledge. li, d. (2016). multimodal discourse analysis of the interpersonal meaning of tv advertisements. international journal of social science and humanity, vol. 6, no. 12, december 2016 musthafa, b. (2010). teaching english to young learners in indonesia:essential requirements, journal of educationist, 4 (2). p a g e | 180 cahyaning fristiara let: linguistics, literature and language teaching journal vol.7 no.2 2017 puskas, a. (2016). the challenge and practices of teaching young learners.komarno: j. selye university. rahmawati, l., angrisia, n.f., nailufari, l. (2007). student‟s book for fourth-grade elementary school my next words. indonesia: cv. prima surya pustaka. seifert, kelvin & rosemary sutton. (2009). educational psychology (second edition). switzerland: the global text project. soejanto, agus. (1979). bimbingan kearah belajar yang sukses. surabaya: arena ilmu. van leeuwen, t. (2005). introducing social semiotics. london: routledge victor, l. f. (2011). a systemic functional multimodal discourse analysis approach to pedagogic discourse. (published master degree theses). national university, singapore. ieee paper template in a4 (v1) elfa yusanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 1 ||pages|| 64-77 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| listen-read-discuss (lrd) in teaching second language reading elfa yusanti elfayusanti1630@gmail.com uin raden intan lampung sukarame, bandar lampung article history: received: 3 rd february 2018 accepted: 10 th march 2018 abstract reading is one of language skills that should be mastered by the students. in reading the text, readers can find the knowledge and get information from printed text. the students’ reading comprehension of sma perintis 1 bandar lampung is still low especially in reading narrative text. the objective of this research is to know whether there is a significant influence of using lrd strategy towards students’ reading comprehension on narrative text at the first semester of the eleventh grade of sma perintis 1 bandar lampung in 2017/2018 academic year. the research methodology was quasi experimental design. in this research, the population was the eleventh grade of sma perintis 1 bandar lampung. the sample of this research was two classes consisting of 25 students for experimental class and 25 students for control class. in the experimental class, the researcher used listenread-discuss and in the control class the teacher used questioning strategy. the treatments were held in 5 meetings in which 2 x 45 minutes for each class. in collecting the data, the researcher used instrument in the form of multiple choice questions which had been tried out before the pretest. the instrument was given in pre-test and post-test. before giving the treatment, the researcher gave pre-test for both classes. then, after conducting the treatments, the instrument was given in post-test. after giving pre-test and post-test, the researcher analyzed the data using spss to compute independent sample t-test. therefore, there is a significant influence of using listen-read-discuss towards students’ reading comprehension of narrative text at the first semester of the eleventh grade of sma perintis 1 bandar lampung. corresponding author: tel.: .............................. keywords: listen-read-discuss; narrative text; reading comprehension. introduction english is the international language. international english is the concept of the english language as a global means of communication in numerous dialects, available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:elfayusanti1630@gmail.com p a g e | 65 elfa yusanti let: linguistics, literature and language and also the movement towards an international standard for the language. in english there are four skills that must be mastered by the learners, they are listening, speaking, reading, and writing. mastering english language means acquiring four basic skills of language. the skills are intercollected one to another (wijaya, 2014). it means that in the end of teaching and learning process, student are hoped to master all of the skills, especially reading skill. reading received a special focus. reading is useful for language acquisition. provided that students more or less understand what they read, more they read, the better they get at it. reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and word knowledge and fluency. in indonesia, teaching reading is a part of english subject which is taught in either junior high school or senior high school (see the copy of attachment published by minister of education and culture number 64 in 2013 on standard of content for primary and secondary education page 79) (wijaya, 2016). since it is taught as a second language, students find it hard to understand the reading materials taught in the school. this happens also to students of sma perintis 1 bandar lampung. based on preliminary research at the eleventh grade of sma perintis 1 bandar lampung, there is a problem that researcher found there. the problem is it was found most of them confused with strategy a given as well as bored the read just only, the students’ reading comprehension is still low, the students had difficulties in comprehending text because of their lack of vocabulary. so, it made a students’ confused and lazy in read the text. in teaching reading the teacher did not use specific strategy that focuses on reading comprehension. she only asked the students to read the text and answer the comprehension questions provided in the book without discussing about the question. narrative text reading texts essentially provide information for a reader in which a writer wants to convey (wijaya, 2013). one of reading texts is narrative text. narrative p a g e | 66 elfa yusanti let: linguistics, literature and language is popular in everyday life since through narrative people construct social reality and make sense of their past experiences. it means that narrative text is a kind of text that deals with telling about event or something action the real in life to someone. anderson (1997:8) narrative text is a piece of text tells a story and, in doing so, entertains or informs the reader or listener. it means that narrative text is tells a story in form text the important and for give information to the reader and listener. the purpose of narrative is to present a view of the world that entertains or informs the readers or listeners. then, language features that are usually found in narrative, there are: (a) using past tense (s+v2+o), example: riko went to paris last year. (b) specific characters, example: the king, the queen. (c) time words that connect events to tell when they occur, example: then, before, after, soon. (d) verb to show the actions that occur in the story, example: climbed, turned, brought. (e) descriptive words to portray the character and setting, example: long hair/black. the generic structure is used in making narrative text to guide and make a good text. there are five of generic structures in narrative text they are orientation, complication, sequence of events, resolution, and coda (anderson 1997:10). listen-read-discuss strategy manzo (1985:28) lrd strategy is one strategy for the teacher and learning strategy for the students more active in comprehending material. it means that listen-read-discuss can help the students to comprehend about text and students’ can discuss make students exchange ideas to his friends in small group. in other word, lrd is a strategy to help students to comprehend the text before during reading in small groups discussion. mckenna (2002:94) states that listen-readdiscuss is a strategy especially designed for struggling readers. its three stages represents before, during, and after stages of all reading lesson format. it means that, there are three stages in this strategy. so the researcher concludes that listen-read-discuss strategy is strategy that build students’ background knowledge in comprehend the text. it might be active teaching in learning for the students and the teacher in teaching reading comprehension. lrd that is simple and good reading strategy for students, with p a g e | 67 elfa yusanti let: linguistics, literature and language this strategy the students will be more active because in this strategy the students build their prior knowledge before reading by themselves then this strategy also use discuss, so the students can share their idea to other friends in small group. according to manzo (1985:11), there are some steps of teaching reading using listen-read-discuss strategy, follow as: (a) before reading, students listen to a short lecture delivered by the teacher. a guide or graphic organizer can be used to help students follow the information. (b) the students then read a text selection about the topic. this explanation is compared with the information from the lecture. the passage from the textbook should cover the same information introduced in the lecture. long reading assignments that bring in other topics are not appropriate. the teacher should let the students know that the purpose for reading is to experience another explanation of the topic and to compare it to the information they have just heard. (c) after reading, there is a large group discussion or students engage in small group discussions about the topic. then, students may be asked to complete an information sheet or a writing activity to further develop understanding. advantages of listen-read-discuss strategy there are some advantages and disadvantages of listen-read-discuss strategy. the advantages of listen-read-discuss, they are: (a) lrd can be used for proficient or weak reader. (b) teachers observe reluctant reader approaching the text with more confidence. (c) it is easy to use and require little preparation. (d) it helps students to comprehend the material presented orally. (e)it builds students’ prior knowledge before they read a text. (e) it engages struggling readers in classroom discussion. (f) students bring more information and enthusiasm to be pos-treading discussion. (g) students capable of reading with greater understand. (h) they have more to contribute to class discussion. (i) lrd is flexible strategy can be use across all curriculum areas with almost any text. there is also disadvantage of lrd strategy is difficult to use on a daily basis because developing the lecture and the students prior knowledge is time intensive. definition of questioning strategy harvey (2007:109) questioning strategy is strategy that can helps students in clarify confusion when read a text. it means that questioning strategy is a key p a g e | 68 elfa yusanti let: linguistics, literature and language to solve the misunderstanding of the reading’s problem. kahfi (2014:21) questioning strategy is the types of question teacher ask stimulate the various type of thinking that students engage in during reading. it means that questioning strategy is the teacher guides the students creative thinking in reading a text. questioning strategy is one of the important tools to extending students' learning which can help teachers develop their own strategies to enhance the students work and thinking. it means that questioning strategies is to increase the opinion students in read the text. procedure of questioning strategy be able says there are three sessions to applied teaching questioning strategy: (a) questions play at the beginning, (b) questions play at the middle of teaching. (c) and the questions play at the end after teaching in the classroom. the questions are used frequently at the end of the lesson, but sometime at the beginning and the middle of teaching the questions are also used. furthermore, the questions are applied in each section based on the functions. advantages of questioning strategy there are some advantages and disadvantages from questioning strategy, follow as: (a) it can use in all teaching situations. (b) it helps in developing the power of expression of the students. (c) it is helpful to ascertain the personal difficulties of the students. (d) it provides a check on preparation of assignments. (e) it developing critical thinking skills and inquiring attitudes. and then disadvantages questioning strategy there are: (a) it requires a lot of skill on the part of teacher to make a proper use of this strategy. (b) it may sometime mar the atmosphere of the class. (c) this strategy generally is quite embracing for timid students. method in this research, the researcher used quantitative research. ary (2002:301) experimental designs the general plan for carrying out a study with an active independent variable. the design is important because it determines the study’s internal validity, which is the ability to reach valid conclusions about the effect of the experimental treatment on the dependent variable. p a g e | 69 elfa yusanti let: linguistics, literature and language the researcher used quasi experimental research design. creswell (2012:301) quasi experimental design is a research design that includes assignment, but not random assignment of participants to groups. this is because the experimenter cannot artificially create groups for the experiment. it means that we do not have the opportunity for random assignment of students to special groups in different condition. it would disrupt the classroom learning. population and sample population is defined as all members of any well defined class of people, events or object (ary 2002:148). the population of this research is all the students at the eleventh grade of sma perintis 1 bandar lampung 2017/2018 which consist of 147 that are divided into five classes (xi ipa 1, xi ipa 2, xi ipa 3, xi ips 1 and xi ips 2). based on those statements, all the classes are the population in this research. and then, sample is a portion of a population. in this research, the researcher took two classes as the sample of the research, one class as the experimental class and one class as control class. experimental class was xi ipa 2 and control class was xi ipa 1. in collecting the data, the researcher used some techniques, they are: (a) in the first meeting, the researcher gave try out test. (b) this test is multiple choice in that consist of 50 items with four a, b, c or d. the tests were distributed in class eleventh. (c) in the second meeting, the researcher gave pre-test, the test was multiple choices with 4 options a, b, c or d. the total number of the test was determined by the validity and reliability. after being determined by the validity and reliability, there 25 questions pre-test. (d) in the third meeting, after given the pre-test to the students, the researcher conducted the treatment by using listenread-discuss in the experimental class and using questioning strategy in control class for five meetings. (e) in the last meeting, the writer gave post-test, the test was multiple choices with 4 options a, b, c or d. the total number of the test was determined by the validity and reliability analysis of the try out. after being determined by the validity and reliability, there 25 questions pre-test. the data analysis of this research as follows: the researcher is going to analyzed the data by using independent sample t-test. there were two tests that must be done before analyzing the data by using independent sample t-test. they p a g e | 70 elfa yusanti let: linguistics, literature and language are normality test and homogeneity test. the researcher used statistical computation by using spss (statistical package for social science) for normality. the tests of normality employed are kolmogorov – smirnov and shapiro wilk and the test of homogeneity employing levene statistic test. and the last, the researcher used statistical computation by using spss (statistical package for social science) for hypothetical of test. the purpose of using spss in this case is to practicality and efficiency in the study. findings and discussions the result of pretest and posttest the researcher conducted pretest in order to know students’ ability before the treatment. the pre-test was administrated on september 15 th , 2017. the scores of students’ narrative text tested in pre test in the experimental class seen figure 1. figure 1 graph of the result of the pretest experimental based on figure 1, can be seen 1 student got score 36 (4%), 12 students got score 40 (48%), 5 students got score 48 (20%), 4 students got score 52 (16%), 2 students got score 56 (8%), 1 students got score 76 (4%). the mean of pretest in experimental class was 46.08, standard deviation was 8.650, n was 25, median was 40.00, mode was 40, variance was 74.827, minimum was 36 and maximum was 76. it showed students’ reading ability before they got treatments. p a g e | 71 elfa yusanti let: linguistics, literature and language the researcher conducted pre-test in order to know students’ ability before the treatment. the pre-test administrated on september 15 th , 2017. the scores of students’ reading tested in pre-test in the control class could be seen in figure 2. figure 2 graph of the result of the pre-test in control class based on figure 2, can be seen 1 student got score 40 (4%), 2 students got score 56 (8%), 2 students got score 56 (8%), 4 students got score 60 (16%), 5 students got score 64 (20%), 7 students got score 68 (28%) and 4 students got score 72 (16%). the mean of pretest in control class was 63.20, standard deviation was 7.659, n was 25, median was 64.00, mode was 68, variance was 58.667, minimum score was 40 and maximum was 72. it showed students’ reading ability before they got treatments. the researcher also gave post-test in experimental class to know students’ narrative text after the treatment. it was administrated on october 2 th , 2017. the score of pos-test in experimental class are presented in figure 3. p a g e | 72 elfa yusanti let: linguistics, literature and language figure 3 graph of the result of the post-test experimental class based on figure 3, can be seen 10 student got score 76 (40%), 9 students got score 80 (36%), 4 students got score 84 (16%), 1 students got score 88 (4%) and 1 students got score 92 (4%). the mean of post-test in experimental class was 79.84, standard deviation was 4.239, n was 25, median was 80.00, mode was 76, variance was 17.973, minimum was 76 and maximum was 92. it showed students’ reading ability before they got treatments. the researcher also gave post-test in control class to know students’ narrative text after the treatment. it was administrated on october 2 th , 2017. the score of pos-test in control class are presented in figure 4 figure 4 p a g e | 73 elfa yusanti let: linguistics, literature and language graph of the result of the post-test control class based on figure 2, can be seen 1 student got score 68 (4%), 3 students got score 72 (12%), 8 students got score 76 (32%), 6 students got score 80 (24%), 3 students got score 84 (12%), 1 students got score 88 (4%) and 2 students got score 92 (8%). the mean of post-test in control class was 78.56, standard deviation was 7.659, n was 25, median was 76.00, mode was 76, variance was 39.840, minimum was 68 and maximum was 92. it showed students’ reading ability before they got treatments. the result of data analysis fulfillment of the assumptions the normality test was used to measure weather the data in the experimental class and control class are normally distributed or not. the result normality test of the experimental and control class class kolmogorov-smirnov a shapiro-wilk statistic df sig. statistic df sig. experimental control .166 25 .074 .958 25 .379 .204 25 .113 .885 25 .123 a. lilliefors significance correction based on table 5, it can be seen that pvalue (sig.) for experimental class was 0.379 and pvalue (sig) for control class was 0.123. because sig. (pvalue) of experimental class > α 0.05. so, ho is accepted and sig. (pvalue) for the control class > α 0.05. so, ha is rejected. the conclusion is that the data in the experimental class and control class had normal distribution. after knowing the normality the data, the researcher calculated the homogeneity test to know whether the data were homogenous or not. the result homogeneity test levene statistic df1 df2 sig. score based on mean .999 1 48 .323 on table 6, it can be seen the result of the homogeneity test is 0.323. it was told that h0 is accepted because sig. (pvalue) > α =0.05. thus, it can be concluded that variance of data was homogenous. the result of hypothesis test p a g e | 74 elfa yusanti let: linguistics, literature and language based on the previous explanation that the normality and homogeneity test were satisfied. therefore, the researcher used the hypothetical test using spss (statistical program for social science), independent sample t-test. the result of hypothetical test t df sig. (2-tailed) 6.968 48 .000 based on the results obtained in the independent sample t-test in table 7, that the value of significant generated sig. (pvalue) = 0.000 < α = 0.05. so, ha is accepted and ho is rejected. based on the computation, it can be concluded that there was a significant influence of using listen-read-discuss toward student reading comprehension of narrative text at the second semester of the eighth grade of sma perintis 1 bandar lampung in academic year of 2017/2018. discussion at the beginning of the research, the pre-test was administered to know students’ achievement in reading narrative text before they were given treatments by the researcher. the result showed that the mean score of pre test between experimental class and control class were slightly different. the mean score of pre-test in experimental class was 46.08 and the mean score of pre-test in control class was 63.20. afterward, the students were taught by using listen-read-discuss in the experimental class and questioning strategy in control class. the material was five topics of narrative text for three treatments. before studying, the researcher greeted to the students asked the students’ condition. after that, the researcher asked to the students to pray together. after taking pray together, the researcher checked the students attendant list. for the first meeting, the researcher introduced herself to the students. in the beginning of the treatment the researcher asked the students about narrative text and explained it to the students. at the end of the research, post-test was given to measure the improvement of students’ narrativet text reading comprehension in both classes after the treatments done. the mean score of post-test in experimental class was 79.84. and the mean of post-test in control class was 78.56. p a g e | 75 elfa yusanti let: linguistics, literature and language from the result, we can see that the result of students’ post-test is higher in pre-test. besides that, listen-read-discuss can improve each aspect of students reading comprehension including main idea (topic), expression/idiom/phrases in content, inference (implied detail), grammatical feature, detail (scanning for a specifically stated detail), excluding fact not written, supporting idea, and vocabulary in content. the result of pre-test and post-test also showed that the students who taught by using listen-read discuss got better result than the students who taught by using questioning strategy. based on the analysis of the data and the testing of hypothesis, the result of t-test null hypothesis (ho) is refused and alternative hypothesis (ha) is accepted. it means that the treatments had influence of using listen-read-discuss towards students’ reading comprehension of narrative text, so alternative hypothesis is accepted. it had been supported by the previous research conducted listen-readdiscuss is effective to be implemented in teaching learning reading comprehension. it has been applied by dewi sri murni at sma negeri 1 musuk boyolali, on her research entitled improving students’ reading comprehension through listen-read-discuss strategy showed that in teaching reading this strategy. the class condition when lrd strategy implemented was enjoyable and interesting. lrd strategy gives good effect to the students’ reading comprehension. the students were more confident when shared their idea with their friends and comprehend the text easily. this strategy can build the students’ prior knowledge before they read atext. it helps the students to comprehend the material presented orally and improve student’s reading comprehension, then the students have critical thinking and creative in learning and understanding the text because they have been given opinion and response about what they read, they can integrate their ideas. conclusions and suggestions at the end of the research, the post-test was given to measure the influence of listen-read-discuss strategy towards students’ reading comprehension on narrative text in both classes after treatments done. the mean score of post-test in p a g e | 76 elfa yusanti let: linguistics, literature and language experimental class was 79.84 and the mean score of post-test in control class was 78.56 it showed that the students’ post-test score in experimental class was higher than students’ post-test score in control class. the result can be seen from sig. (2-tailed) of the equal variance assumed in the independent sample test table where the sig. (2-tailed) is 0.000. it is lower than α = 0.05 and it means that h0 is rejected and ha is accepted. based on the result of data analysis, the researcher concluded that there was significant influence of listen-read-discuss towards students’ reading comprehension on narrative text at the first semester of the eleventh grade of sma perintis 1 bandar lampung in 2017/2018 academic year. references anderson, mark and kathy anderson. (2003). text types in english 2. south yarra: macmillan andigi, kahfi. (2014). the effectiveness of using questioning strategy in student’s reading comprehension, english journal, at mts negeri bandung. ary, donald. (2010). introduction to research in education. belmonth, wardsworth, cengage learning. cooton, kathleen. (2016). classroom questioning. english journal creswell, jhon w. (2002). educational research: planning conducting and evaluating quantitative and qualitative research. united states of america: pearson education. casale and manzo. (2002). help for struggling readers: strategies for grades 3-8. new york: guilford. casale and manzo. (1985). literacy and learning: reading in the content areas. florida: ted buchhoz. casale and manzo. (1985). listen read discuss: a content reading heuristic. journal of reading. harvey, stephanie. (2007). strategy that work: teaching comprehension for understanding and engagemen. new york: stenhouse publisher. kenna, mc. (2002). help for struggling readers: strategies for grades 3-8, new york: guilford. p a g e | 77 elfa yusanti let: linguistics, literature and language asian efl journal, professional teaching articles, vol. 44 may 2010 reading rocket, classroom strategies: listen-read-discuss. retrieved from http://www.reeadingrockets.org weta public broadcasting, listen-read-discuss, available reading, http://www.readingrocketsorg’strategieslisten_read_discuss, recconed on january 15 th 2016 wijaya, m. s. (2013). readability of reading texts in alexander’s practice and progress: an integrated course for pre intermediate students. english education: jurnal tadris bahasa inggris, vol. 5 (1), 100-113. wijaya, m. s. (2016). the correlation between prior knowledge and skimming ability in reading comprehension of second semester students of english language teaching department at stain jurai siwo metro. pedagogy, vol. 2 (2), 74-81. wijaya, m. s. (2016). pre reading acitvities for muslim and non muslim students. english education: jurnal tadris bahasa inggris, vol. 9 (1), 119-131. http://www.reeadingrockets.org/ http://www.readingrocketsorg'strategieslisten_read_discuss/ p a g e | 54 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||54-70 ||2017|| |p-issn: 20869606 ; e-issn: 25492454 | the analysis of english used by broadcasters of music programs in banjarmasin husnul athiya husnulathiya@yahoo.com antasari state islamic university article history: received: january 2 nd 2017 accepted: march 1 st 2017 abstract this article investigated about language used phenomenon in broadcasting field. it focused on why the broadcasters tend to mix their language with english while speaking. the subjects are four broadcasters from two radio stations, dbs fm and rri pro 2. the object is reasons of doing code switching into english during the broadcast. the writer uses recording, interview, and documentary techniques. after collected, the data are analyzed with theories and explained descriptivequalitatively. the result shows that the reasons of using english are because they have been accustomed to saying those words in english, their perception of english as sophisticated language, they want to make variation on their broadcast, imitating someone, make special characteristics, forgot the indonesian words, adjusting with the program and the listeners, and lazy to translate the script into indonesian. corresponding author: tel.: .............................. keywords broadcasters; code switching; contexts; reason. introduction indonesia is the multicultural country. it automatically makes indonesia becoming a multilingual country. in indonesia, each region and culture has its own language and dialect. thus, the existence of region language cannot be denied in available online at: jurnal.uin-antasari.ac.id/index.php/let mailto:husnulathiya@yahoo.com http://jurnal.uin-antasari.ac.id/index.php/let p a g e | 55 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 terms of communication in society. beside the region language, indonesian, as an official language has a crucial position in society as well. it is taught in school, used in formal occasion, media, public area and government offices. therefore, in communicating with others, indonesian people not only acquire their region language, but also acquire indonesian as an official language perfectly. in daily life, they often use both languages with mixing them. sometimes, they also speak indonesian with various dialect based on their regions. many indonesian people are able to speak foreign language as well. they can speak english, arabic, chinese, japanese, korean, and many more. as an international language, english surely becomes the foreign language which is acquired most by indonesian people. in interaction with their community, people tend to mix indonesian or their local language with the foreign language that they mastered. for example, students in the english department of antasari state institute for islamic studies who acquire indonesian and banjarese, and master english exactly, speak with mixing language with other student. people often hear “aku worry ih”, “where we go nih?”, “teacher/ma‟am nya yang madahi kaitu”, “eh, kita lunch bareng yuk” “duh very nervous nah handak maju seminar”,etc. in sociolinguistics, this phenomenon is called bilingualism, where someone can speak two or more languages. this condition allows people to use various language in their speaking. it also allows them to use certain language in certain condition. as humans have the capacity to use complex language, sociolinguistics also makes a term “language choice” or “code choice” to show the language that people choose to use the majority. holmes (2008: 23) states that there are three important social factors influence in code choice – participants, setting and topic. the form of language choice can be represented on code mixing or code switching, where someone mix their language with other language or variation when speaking. holmes (2008: 35) states that code switching or code mixing may be related to a particular participant or adressee. sometimes, the switch reflects a change p a g e | 56 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 in the social situation and take a positive account of the presence of a new participant. it is motivated by the identity and relationship between participants and often expresses a move along the solidarity or social distance. for young people, it can be a signal of sophistication and identification with modernity. as yule (2008: 209) stated, people can change their language when they perceived that the language has a better status or more positively value in the larger community. this research also focuses on broadcasting field: radio and broadcasters. it is because the use of english in this field is significant nowadays. english has been forbidden to use in radio for the first time in indonesia. the most language used at that time were dutch and indonesian. time by time, as globalization era, english (which is the part of globalization and modernity) common to use there, because radio is the media for showing life style as well. it becomes a unique phenomenon since the purpose of english used is not only for communication, but for other particular reason. the broadcasters frequently mix their language with english words when they are on air. on broadcasters‟ case, they use english not only for communication need like common people, but it is for supporting their job. they provide a different point of view about language choice factors. hence, they are appropriate for being the subject in gaining the reason of doing code switching or mixing in terms of language choice phenomenon. the use of english by broadcasters can be found on music programs which are the most popular program in the radio. these programs are mostly listened by teenagers and adults. it seems on people who request for the music, deliver greeting, and the genres of music that are played. generally, these listeners also know and use english in their daily life or at least have basic english competence. this condition certainly supports the use of english (whether in the form of code switching or mixing), because the broadcasters‟ speaking can be understood by their listeners. in order to get success in doing communication, there is a set of knowledge or information that the speaker and listener share which is believed understandable by p a g e | 57 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 both of them. this is known as “common ground”. clark (1996) as kashima quoted said that common ground helps people coordinate their language use. thus, the listeners and the broadcasters have the same common ground of english words. that is why they keep on mixing and switching their language with english until now. so, the broadcasters of music program are very suitable to be the subject in this research. there must be certain reason why the broadcasters tend to mix or switch their language with english since as a broadcaster who presents a program, they have to aware of their listeners‟ taste. meanwhile, these broadcasters are indonesian. they acquire indonesian for sure. in fact, they prefer to say “single” to “lagu”, “bye bye” to “sampai jumpa”, “stay tune” to “tetap di sini”, “break” to “rehat”, etc. although those words also have the equivalent in indonesian. therefore, this research was purposed to get the information about the reasons of using english which is done by four broadcasters of music programs in banjarmasin. code when communicating with people who know the same languages, bilinguals have to make a choice of which language to use. it is natural sometimes that they may use two or more languages at the same time to communicate. the languages that they share in sociolinguistics called as „code‟. oxford dictionary defines „code‟ as a system of words, letters, figures, or symbols used to represent others, especially for the purposes of secrecy. in terms of code, there are many opinion appear. some of the linguists divide code into two: code switching and code mixing. but the others do not. generally, „code-switching’ refers to the situation where people switch between different languages within the same communication activity. it can be done by using a different language in a different sentence or different part of the communication activity. it can also be done by using two languages within the same sentence. the latter is sometimes referred as „code-mixing‟. p a g e | 58 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 in the ethnography of communication, saville-troike (2003:48) define „codes‟ as different languages, or quite different varieties of the same language (comparable to classical versus colloquial arabic, or katharevousa versus demotike greek). based on gumperz (1976) as their cited, there is also term „code alternation‟ which means changing in language according to domain, or at other major communication boundaries. besides, „code switching‟ means changing in languages within single speech event. „style shifting‟ will refer to change in language varieties which involves changing only the „code-markers‟; these are variable features which are associated with such social and cultural dimensions as age, sex, social class, and relationship between speakers. in this case, the changing can be intersentential switching (change which occurs between sentences or speech acts) or intrasentential switching (change which occurs within a single sentence). some sociolinguists refer to the latter type as „code mixing‟, but savilletroike avoid to use it because of the pejorative connotation it carries that intrasentential switching involves a random or unprincipled combination of languages. saville and troike divided code switching into „situational‟ and „metaphorical‟. people use „situational switching‟ when a language change accompanies a change of topics or participants or any time the communicative situation is redefined. furthermore, „metaphorical switching‟ occurs within a single situation but adds meaning to such components as the role-relationships which are being expressed. it is used as a verbal strategy. according to holmes (2008:43) code mixing suggests the speaker in mixing up codes indiscriminately or perhaps because of incompetence, whereas the switches are very well motivated in relation to the symbolic or social meanings of the two codes. thus, holmes prefers to use a term „metaphorical switching‟ for referring to the term „code mixing‟. in terms of dividing code switching, holmes uses „situational‟ and „metaphorical‟ as well. based on him, „situational switching‟ is when people switch from one code to another for reasons which can be identified. whereas, „metaphorical switching‟ (that he uses for „code mixing‟) where each of the p a g e | 59 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 codes represents or symbolizes a set of social meanings, and the speaker draws in the association of each, just a people use metaphors to represent complex meaning. it is used for affective functions. wardhaugh (2015:96) precisely uses „multilingual discourse‟ in mentioning „code switching‟. multilingual discourse is used for covering term for a number of different linguistic patterns. its focus is in models for language choice, especially on the social aspect of multilingual discourse. but, he still uses „code switching‟ in certain topic. as holmes, wardaugh also defines „metaphorical‟ and „situational switching‟. he states that „situational switching‟ is when the language used changed according to the situations in which the speakers find themselves. „metaphorical switching‟ actually has an affective dimension to it. the choice of code carries symbolic meaning, that is, the language fits the message. however, bhatia & ritchie (2006:337) give the clear distinction between „code switching‟ and „code mixing‟. “code switching” refers to the use of various linguistic units (words, phrases, clauses, and sentences) primarily from two participating grammatical systems across sentence boundaries within a speech event. in other word, „code switching‟ is intersentential and may be subject to discourse principles. it is motivated by social and psychological factors. moreover, „code mixing‟ refers to the mixing of various linguistic units (morphemes, words, modifiers, phrases, clauses, and sentences) primarily from two participating grammatical system within a sentences. thus, „code mixing‟ is intrasentential and is constrained by grammatical principles and may also be motivated by socialpsychological factors. finally, they use „language mixing/switching‟ as a cover term for both code mixing and code switching. as a conclusion, wardaugh and saville-troike do not distinguish the term „code switching‟ and „code mixing‟. they prefer „code switching‟ for covering both. they also divided „code switching‟ into „situational and metaphorical‟. whereas, holmes differentiates it, but decide to saying „code mixing‟ as „metaphorical switching‟. holmes also highlighted „incompetence‟ as the factor of code mixing. as p a g e | 60 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 holmes, bhatia and ritchie differentiate it as well, they have a clear definition for „code switching‟ and „code mixing‟. but at the end, they state that they use the term „language mixing/switching‟ as a cover term for both. in this research, the writer will use saville-troike theory that use the term „code switching‟ (cs) for covering the both term. the writer agrees with their reason for avoiding the pejorative connotation if using „code mixing‟ as well. reason for code swithcing there are many reasons why someone switches their language into another language when they speak. that probably because the influence of their partner in speaking, the topic that they talk about, or the situation when they speak. many experts reveal the motivation of doing code switching. according to holmes (2008:35-40) several reasons of code switching are: a. to distance a speaker from those they are talking to. b. to serve ethnic identity marker by using interjection or a linguistic tag in the other language. c. to signal their sophistication and identification with modernity. d. to show status relations between people or the formality of their interaction. e. to quote a proverb or a well-known saying in other language. f. to talk about the certain topic for affective function. bhatia and ritchie (2006:339) state on the basis of a number factors such as with whom (participant and their backgrounds and relationship), about what (topic, content) and when and where a speech act occurs, make bilinguals choose their language to speak. there are several factors which contribute to the tendency in switching the language: a. participant roles and relationship p a g e | 61 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 participant roles and relationships play a very critical role in bilinguals‟ unconscious agreement and disagreement on language choice. that is whether bilinguals code-mix or not, depends on whom they talk to. b. situational factors some language are viewed as more suited to particular participant / social groups, settings or topics to other. they also postulate that social variables such as class, religion, gender, and age can influence the pattern of language mixing and switching both qualitatively and quantitatively. c. message-intrinsic factors there are some factors which generate code-switching and codemixing such as : quotations direct quotations usually make a bilingual mix or switch their language. in indonesia, most of quote come from a well-known figures from some english-speaking countries. so, they usually switch their language when they have to say a quotation. reiteration when a bilingual wants to clarify her speech to someone, he tries to find another word that has a same meaning through switch or mix his language and make the listener understand it. topic-comment / relative clauses sometimes, people can start a conversation with a language then comment on it or end it through another language. hedging when bilinguals do not want their speech is understood by other, they usually mix or switch their language. interjections p a g e | 62 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 inserting sentence fillers or sentence connectors. people can sometimes mark an interjection or sentence connectors. it may happen unintentionally or intentionally. idioms and deep-rooted cultural wisdom it has same function with direct quotations, but it is about idioms, a very common words or wisdom words. according to hoffman (1991:116) as soeprayogi and damanhuri cited there are a number of reasons for bilingual persons to mix their language. these reasons can be classified as follows: a. talking about particular topic. sometimes we often change the code when we are in talks with someone. a speaker feels free and more comfortable to express his/her emotional feelings in a language that is not his/her everyday language. b. being emphatic something (express solidarity). as usual ,when someone who is talking using a language that is not his native language suddenly wants to emphatic about something, he either intentionally or unintentionally , will switch from his second language to his first language. on the other hand, he switches from his second language to his first language because he feels more covenants to be emphatic in his second language rather that his first language. c. interjection (inserting sentence, fillers or sentence connectors). interjection is words or expression, which are inserted a sentences to convey surprise, strong emotion, or to gain attention. language switching and language mixing among bilingual or multilingual people can sometimes mark an interjection or sentence connector. d. repetition used for clarification. when a bilingual or multilingual person wants to clarify his speech so that it will be understood better by listener, he can sometimes use of both p a g e | 63 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 of the language (codes) that he masters to say the same message. frequently, a message in one code is separated in the other code literally. e. expressing group identity. code switching and code mixing can also be used to express group identity. the way of communication of academic people in their disclinary groupings, are obviously different from the other groups. in other words, the way of communication of one community is different from the people who are out of the community. f. intention of clarifying the speech content for interlocutor. when bilingual or multilingual person talks to another bilingual / multilingual, there will be lot of code switching and code mixing occurs. it means to make the content of his speech runs smoothly and can be understood by the listener. g. because of real lexical need. the most common reason for bilingual / multilingual person switch or mixing their language is due to the lack of equivalent lexicon in the languages. when an englishindonesian bilingual has a word that is lacking in english, he will find it easier to say it in indonesian. h. quoting somebody else a speaker switches and mix the code to quote a famous expression, proverb, or saying of somewell-known figures. the switch and mix involves just the words that the speaker is claiming the quoted person said. the switch like a set of quotation marks.those famous expressions or sayings can be quoted intact in their original language. i. to soften or strengthen request or command mixing and switching indonesian into english can also function as a request because english is not their native tongue, so it does not sound as direct as indonesian. however, code mixing and code switching can also p a g e | 64 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 strengthen a command since the speaker can feel more powerful than the listener because he can use a language that everybody can not. j. to exclude other people when a comment is intended for only a limited audience sometimes people want to communicate only to certain people or community they belong to. to avoid the other community or interference objected to their communication by people, they may try to exclude those people by using the language that no everybody knows. those are some experts‟ theory about the reason of doing code switching. mostly, it is because the topic which are talking about and the participants who involve. moreover, quoting something and expressing solidarity also become the reason for those experts. therefore, code switching motivations are vary and broad. method this research used qualitative-descriptive method. qualitative research aims to gather an in-depth understanding of human behavior and the reason that govern such as a behavior. the qualitative method investigates the why and how. this research is called as qualitative research because the writer conduct the research based on the analysis of the transcript and interview of the broadcasters. then, the writer will report it descriptively based on the findings and relate it to the theories. in gaining the data, the writer investigated four broadcasters of music programs in banjarmasin. the data which is needed are audio recording and transcript of broadcaster‟s voice when they are on air to find out the english utterances. related to the techniques of data collection, the writer used recording for getting the english utterances, interview for answering the reason of english used, and documentary for completing the data. findings and discussions p a g e | 65 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 reason of english used based on the interview to four broadcasters, the writer got eight reasons. generally, it is because their good perception of english as a fashionable and stylish language. they also tried to adjust their presentation with the program and the listeners. some of them just imitate their senior or other presenter in presenting the program. sometimes, their switch their language because they forgot the equivalent in indonesian. they also want to make the variation in their broadcast. when the writer asked whether they do it intentional or unintentional, they gave different answers. some of them said that they do it intentionally because they just read the script, or because they have planned their speaking while the song is played. the other said the contrast. they did it unintentionally because they have been accustomed to use it. thus, when saying “single”, “request”, “stay tune”, “title”, “booming”, “greeting”, “mention”, etc. they did it spontaneously. the words above are the familiar terms in radio, therefore the broadcasters totally sure that their listeners will understand the meaning. they believe on the common ground as clark (1996) said. they said those words in english without doubt. they also more comfortable when said that words in english than in indonesian. as hoffman (1991:116) and holmes (2006:38) said, people can switch their language to another in talking about certain topic because they feel free and comfortable to say it in that language; the broadcasters also have the same reason. they also feel free to make a variation and special characteristic for themselves if they switch their language into english. in other word, this theory is fit with the findings. when asking about why they switch their language into english, all of the broadcasters have same answer: they feel fashionable and stylish, sophisticated and more confidence when using english. one of them also said that ”bahasa inggris itu adalah bahasa yang laku di mana aja”. related to this fact, holmes (2006: 36) reveals that code switching is a signal for the sophistication and identification with modernity. in this case, they believe that by using english, they have showed their p a g e | 66 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 sophistication and modernity, because english nowadays is not only an international language, but also “prestige” language. as it is used everywhere, in the television, social media, instructions of medicines or electronic stuff, in branding, etc, english becomes language which sells like hot cake. this is what bhatia and ritchie (2006:519) stated: according to the british council website, english is the main language of books, newspapers, airports and air-traffic control, international business and academic conferences, science, technology, diplomacy, sport, international competitions, pop music, and advertising. over two-thirds of the world‟s scientists read in english, three-quarters of the world‟s mail is written in english, 80 percent of the world‟s electronically stored information is in english. of the estimated forty million users of the internet, some eighty percent communicate in english.... the massive spread of english turns it into the most popular language in the world. it is perceived to have a higher social status than other language. as a result, it makes everything that is spoken or written in english seems fashionable, stylish and precious. english can change the status of stuff. it can raise someone‟s level and make something become “expensive”. it is also the language that is used by people of „high status‟ like american idol presenter. in broadcaster case, surely english can raise their level and make their program become fashionable and stylish. their tendency to switch their language into english can be explained with yule‟s theory (2008:209) of prestige. he stated that when a change is in the direction of a form that is more frequent in the speech of those perceived to have higher social status, it is called as overt prestige or status that is generally recognized as „better‟ or more positively valued in the larger community. in other word, in broadcasting field, this phenomenon is considered as overt prestige. moreover, the situational factor as bhatia and ritchie (2006:339) said, and expressing group identity like hoffman (1991:116) said also fit the result of the p a g e | 67 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 interview. the broadcasters reveal that they try to adjust their presenting (including their language) to the program and the listener (like dbs which play 70% western song and the listeners mostly teenagers and young, so their intensity to use english is raise). in this answer, the writer saw that the broadcasters switch their language to english because of the situational factor where their participants are young and the topic / content of the programs are western. hence, the broadcasters use english to adjust with the listener and the content of program. besides, english is a fashionable and stylish language (like the writer said above). teenager or young considered as a fashionable, stylish and sophisticated society. therefore, english and young have the close relation and it becomes an identity. the english words that used by the broadcasters also shows young identity like “guys”, “man”, “coz”, “nge-dance”, “nge-date”, “ber-title-kan”, “men-translate-kan” etc. it carries information that this program is consumed by the young generation with informal situation. the last reason is they forgot the indonesian words and lazy to translate the script (which written in english) to indonesian. hoffman (1991:116) inserts the real lexical needed as one of the code switching factors. this theory can explain the forget factor. according to hoffman, the most common reason for bilingual person switch their language is due to the lack of equivalent lexicon in the language. thus, when someone lacks in one language, they will use other language to express the message. it obviously happened to the broadcasters. sometimes they forgot the words in indonesian. because they are bilingual, they are able to speak in english as well; then, they try to find the equivalent words in english and speak it out. it is also same with their reason of laziness to translate. laziness to translate can be because of lack equivalent lexicon (vocabularies). as a result, they prefer to read the script just the way they are. when they know the equivalent words and able to translate it, they will. but if they do not, they just read without translate it. in addition, the english used is not only influenced by their educational background, but also with the content and the image of radio itself. as the writer said above, only the male broadcaster of rri pro 2 who have graduated from english p a g e | 68 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 department and the female broadcaster of dbs fm who took english course. but, the male broadcaster of dbs fm (who learned english autodidact) seemed more using english. his utterances also more complicated than the male broadcaster from rri pro 2. for the female broadcaster of dbs fm, she also used more complicated english compared with the female broadcaster of rri pro 2 who just learned english autodidactly. therefore, the broadcasters in dbs fm which is percieved as the sophisticated radio station and explore more about western songs used english more compared with the broadcasters in rri pro 2. in other word, the image and content of the radio contributes to their english used. finally, most of the findings can be explained by the theories from bhatia and ritchie (2006:339), hoffman (1991: 116) and holmes (2008:35-40). sometimes, their theories are same even conveyed in different words. their theories also can complete each other. however, both bhatia and ritche (2006: 339) and hoffman (1991:116) didn‟t present the theory of signal for sophistication like holmes (2008: 36). hence, in explaining the broadcasters‟ perception of english as the fashionable, stylish and sophisticated language, the writer just used theory from holmes. furthermore, among these theories, only hoffman (119:116) stated about lack of equivalent lexicon. whereas, it is the important and significant reason in doing code switching. therefore, the writer only used hoffman‟s theory for explaining the forget and laziness factor from the broadcasters. conclusions and suggestion conclusions based on the research which was conducted in four broadcasters, the writer found several reasons (which was gained by interview). for the reason of doing code switching, it is mostly because their perception of english itself, which is not only as the international language but also the language which sells like hot cakes. they feel more comfortable, sophisticated and stylish when using english. it also because the lack of lexical needed that they have, for making variation on their broadcast, etc. p a g e | 69 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 the use of english is not only influenced by the english educational background, but also by the content of the program and the image radio itself. finally, all of the reason of code switching theories which presented here can be proved by the findings. the reasons of code switching are because of situational factors, message-intrinsic factors, interjection, showing status relationship, talking about particular topic, signal for the sophistication and identification with modernity, expressing group identity, and real lexical needed. suggestion further research should be done in term of factors influencing the tendency in doing code switching. references holmes, janet. (2008), an introduction to sociolinguistics third edition, uk: pearson longman. hornby,a s. (1995), oxford advanced learner’s dictionary, new york: oxford university press. oxford learner’s pocket dictionary fourth edition, new york: oxford university press. ritchie. william c. and bhatia, tej k. (2004), social and psychological factor in language mixing, in bhatia, tej k. and ritchie. william c. (2006), the handbook of bilingualism, hongkong: blackwell publishing ritchie. william c. and bhatia, tej k. (2004), bilingualism in the global media and advertising, in bhatia, tej k. and ritchie. william c. (2006), the handbook of bilingualism, hongkong: blackwell publishing romaine, suzan. (2004) the bilingual and multilingual community, in bhatia, tej k. and ritchie. william c. (2006), the handbook of bilingualism, hongkong: blackwell publishing saville, muriel and troike. (2003), the ethnography of communication, england: blackwell publishing p a g e | 70 husnul athiya let: linguistics, literature and english teachingjournal volume 7, issue 1, june 2017 wardaugh, ronald and fuller, janet m. (2015) an introduction to sociolinguistic,seventh edition, england: blackwell publishing yule, gorge. (2008), the study of language third edition, usa: cambridg univeristy press electronic sources http://www.nobaproject.com , kashima, yoshihisa, language and language use. retrieved january 18 th , 2016 ieee paper template in a4 (v1) aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 1 ||pages|| 15-30 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| employing local wisdom based short stories for teaching english at elementary school aninda nidhommil hima aninda@umm.ac.id rosalin ismayoeng gusdian rosalingusdian@umm.ac.id universitas muhammadiyah malang jalan raya tlogomas no. 246, tlogomas, lowokwaru, kota malang, jawatimur 65144 article history: received: 10 th january 2018 accepted: 20 th february 2018 abstract in the indonesian educational system, the english as a foreign language has an important position (fristiara, 2017). it a affects the number of people learning english that increases every year, beginning at younger and younger ages (rokhayani, 2017). however, the process of teaching english in elementary schools becomes problematic today. according to the situation analysis, it was found that many elementary school teachers lack of ability and knowledge in teaching eyl especially in preparing the materials. in regard to the issue, this community service project was designed to upgrade the teachers' ability in designing english short stories book as their teaching material as well as teaching the stories in the classrooms. in addition, the teachers were also expected to be able to include local wisdom in their short stories. the project implementation falls into three phases as follows (1) collecting all short stories which contain local wisdom (2) translating the short stories, and (3) implementing the short stories in the classroom. corresponding author: tel.: .............................. keywords short stories; local wisdom; elementary school; english for young learners; community service. introduction due to the introduction of primary english language teaching (elt) worldwide, teaching english to young learners has become very popular in recent available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:aninda@umm.ac.id mailto:rosalingusdian@umm.ac.id p a g e | 16 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 years (panteeva, 2015). english is one of the subjects taught in indonesia from pre-school (kindergarten or play group), elementary school, junior high school, senior high school and university. in the indonesian educational system, english as a foreign language has an important position (fristiara, 2017). it affects to the number of people learning english in indonesia increasing every year, beginning at earlier and earlier ages (rokhayani, 2017). this trend comes up for several reasons. first, there is a belief „the younger the better‟ assuming that age has a positive correlation with the success of acquiring the second language. it is deemed better to learn a foreign language at the early age since children acquire languages including the sound system, and the other language competences more quickly and only need less effort as well as greater ease than adults do (panteeva, 2015). this is because they can do natural acquisition processes (uysal & yavuz, 2015). moreover, if they start to acquire language earlier, they will have opportunities to make some improvement over time that can lead them to achieve greater proficiency by the end of the learning process. second, english is respected as a major global language. economic globalization has forced the universal use of english and many governments believe it is necessary to have english speaking personnel in order to compete (gimenez, 2009; mufwene, 2010). it is supported by pasi (2001) and sturza (2005) that the english language is the key to international understanding and world regulation, under the phenomena called globalization. knowledge of the english language has indeed appeared as a dominant tool for development and advancement throughout the world to struggle for self-sufficiency and success (johnson & johnson, 2009) third, the parents‟ acceptance that their children will obtain a better academic achievement and career opportunities by mastering english skills, have directed to raise the number of english for young learners (eyl) programs (gimenez, 2009; zein, 2017; menheere & hooge, 2010). the parents believe an early start of learning will affect to the better learning outcomes (chang, 2008). p a g e | 17 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 as stated before that teaching young learners is obviously different from teaching adults. hence, the teaching of eyl programs can be a very demanding task (onu, 2013). in order to make english teaching successful, it assumed that the important point is that the teachers should know the students' interest and motivation in learning english, regarding achieving the goal of learning. therefore, an english teacher has to consider some factors including the book used (arikan, 2014). in accordance with the curriculum 2013 which is implementing integrated thematic learning, english is still being taught in elementary school. it is supported by (setyaningrum, sumarsono, & lestiono, 2014) who found that 50% percent of public and private elementary schools in batu agree if english is still taught in schools either as a local content or extra-curricular subject. however, the process of teaching english in elementary schools becomes problematic today. a preliminary research was then conducted to identify the problems and issues faced by the partner schools in batu. based on the result of the interview with the teachers and the headmasters of the schools, the project team found some problems. the first problem is that there is an instruction from the government that english should be taught as a local content. it means that the schools have the autonomy to include english in their curriculum. second, the classroom teachers that mostly did not have english educational background since they graduated from elementary school education were required to teach or lead the english subject in the classroom. it makes them get difficulties in teaching english because their english language proficiency is very low. the teachers, therefore, find themselves teaching english without adequate training in teaching english to young learners. third, although there were also english teachers in the schools, they do not have enough knowledge about young learners' pedagogy. fourth, the teachers also have difficulties in finding culturally appropriate teaching materials. they just used the lembar kerja siswa (students‟ worksheet) as the guidance in teaching english in the classrooms. fifth, there was no standard for the implementation of english as a local content subject since it is not to be tested in p a g e | 18 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 the final examination in elementary schools. nevertheless, the state junior high schools in batu requires an english score for new student enrollment. this condition makes the elementary schools must include english in their curriculum so that they can provide the english grades for the students to enroll in junior high school. from those cases, it could be concluded that the existence of english subject in elementary schools today (especially in batu) becomes unclear. since the focus of the community service project is in the preparation stage of the teaching and learning english for young learners process, the project team then initiates to make a priority of the problems faced by both partner schools to overcome. as previously mentioned, the teachers lack training and knowledge of eyl especially in providing culturally appropriate teaching materials. therefore, the project team and the partner schools agree that the focus of the project is on upgrading the teachers' ability in designing english short stories book as their teaching material as well as teaching the stories in the classrooms. the teachers think that by joining the training they will have a capability to prepare the materials for their own english class later. method this project was done through a community service program which was relevant to the project team‟s (the lecturers) professional background in two partner schools (elementary schools) in batu. the program aimed to assist the elementary school teachers in batu to teach english for young learners (eyl) especially in developing materials of english short stories which contains local wisdom. through this paper, the writers describe the activities conducted when the community service project was running. participants during five training sessions, 12 teachers from two different elementary schools in batu who taught grade 1 to 6 were involved. they were selected because as previously mentioned that they were required to teach english in their classrooms although they did not have an adequate capability in teaching english p a g e | 19 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 for young learners (teyl). through this project, it is expected that they can later provide their own materials before coming to the classrooms. instruments since the writer needed to capture all the activities conducted by the project team and the participants during the training sessions, the instruments used in this project were observation sheets and also video recorder. procedure all the steps in conducting this community service project were done to give solutions to the main problems the teachers encountered in the classrooms. there were several steps to train the teachers to have a capability in providing short stories as the material as well as bring them to the class: 1. selecting stories 2. translating the stories 3. teaching practice findings and discussions findings based on the observations done during the community service project, the implementation of upgrading the teachers‟ ability in teaching eyl covered: 1. selecting stories, 2. translating the stories, 3. teaching practice. the explanations of each stage are as follows. table 1. the short stories to translate no. title (indonesian) title (english) grade 1 kelinci pemalas the lazy rabbit 1 2 gagak sang pembohong the liar crow 3 nelayan dan ikan mas the fisherman and the golden fish 2 4 semut dan belalang an ant and a grasshopper 5 kiki, kelinci yang tak mau kalah kiki, rabbit who will not lose 3 6 rino si badakjawa rino the javanese rhino p a g e | 20 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 1. story selection this activity was conducted during the two-day meeting. in meeting 1, all the teachers and the team of the community service project collected all the stories in the thematic books that also have been used in teaching english in the classroom for grade 1 to 6. the team also added some legends from batu. from this meeting, there were 25 texts including 19 stories and 10 legends from malang that had been collected. further, the agenda for meeting 2 was to sort out the texts that would be translated. in this meeting, the teachers and the team agreed that there were 12 texts (6 short fiction stories taken from the thematic book and 6 legends from malang) to be included. the short fiction stories are the lazy rabbit, the liar crow, the fisherman and the golden fish, an ant and a grasshopper, „kiki” rabbit who will not lose and rino the javanese rhino. meanwhile, the legends are mbah batu (batu), songgoriti temple, wendit, roro jonggrang, singosari temple and ki ageng gribig. 2. translating the stories in meeting 3, the workshop on translating stories was given to the teachers. the project team introduced the topic by providing an example of the translation of a short story entitled "mbah batu” then asked the participants to analyze how the translator transferred l1 to l2 in this story. the next material was “the things to remember” when translating a manuscript such as 1. knowing the readers, 2. abridgment, 3. omission, 4. language adjustment. the team explained it is important for the teachers to know the readers, “who are they? the 1st graders? 2nd? 3rd? 4th? 5th? or 6th?” she said. by knowing the readers, the teachers can 7 mbah batu (batu) mbah batu (batu) 4 8 candi songgoriti songgoriti temple 9 wendit wendit 5 10 roro jonggrang rorojonggrang 11 candisingosari singosari temple 6 12 ki ageng gribig ki ageng gribig p a g e | 21 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 decide the level of difficulty of the text as well as adjust the vocabulary size for the students. the next aspect was abridgment which allows the translator to understand the content of the story before they started to translate the manuscript. also, the translator required to simplify the language to adjust the readers‟ proficiency level. meanwhile, during the drafting stage, the next important aspect to consider is the omission aspect in which the ideological issues and the local wisdom should be raised up. finally, the last stage is an adaptation. in the adaptation, the translator ought to adjust the process of transferring l1 and l2. further, the teachers were assigned to work in pairs and given a sentence to translate before they finally shared what they had translated to the others. after all the materials had been delivered to the participants in this meeting, then they started to translate the short stories previously selected into english. in this session, the teachers were given a responsibility to pick one selected text based on the difficulty level of the grade they teach. after doing this task, they should send it to the team through email or whatsapp. afterward, the project team gave some comments and suggestions on the translated works done by the teachers. the comments were about the errors and mistakes occurred in the short stories translated. the errors and mistakes were dominated by the grammatical, diction, and also spelling issues. after all the participants edited and revised their work based on the trainers‟ comments, they submitted their translated work that later would be compiled. 3. teaching practice before going to the step that was practice teaching short stories to the students, the participants were trained on how to prepare the lesson plan. the training included how to choose the materials, the media, and the activities arrangement. in preparing the lesson plan, the project team first explained that a teachers should know the ultimate goal of the topic as the teachers should know what the students can do after learning the topic. the teachers may then break down the ultimate goal into several objectives which can be achieved in some p a g e | 22 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 meetings. in other words, at this stage, the teachers should know the length of the class period for each topic. after deciding the goal of the topic, the teachers started to select the materials and the media. since this was for teaching the students by using short stories, the materials prepared were obviously the text that was appropriate for the students‟ level. for the media, they could be in the form of pictures, dolls, or puppets. when coming to the practice of teaching, the teachers prepared the media such as the picture of owl and rabbit which were the characters in the story of the lazy rabbit. the first thing done in the practice of teaching this story is brainstorming the students about the name of animals in english they knew. upon entering the core activities, the model teachers introduced the owl character and the rabbit in the story using the image media. the model teachers also gave names to both figures, namely owlie for owls and rabby for rabbits; the selection of names is adapted to the english of the two animals so that the students are easier to memorize. in storytelling, model teachers always do it in two languages. after the story in english, the model teachers directly interpreted it in bahasa indonesia. this is done so that the students can still follow the story. after the story ends, the model teachers gave reinforcement in the form of moral values that were taken from the story if they must be diligent in learning english. in addition, the reinforcement of new vocabulary about animals such as owl and rabbit was also done. right after the participants doing practice teaching, the trainers evaluated the participants‟ performance on that meeting. the trainers gave some feedbacks afterward. they said that the teachers should check the pronunciation as well as the spelling of every single word the mentioned. table 2. community service agenda no meeting agenda descriptions 1 1-2 selecting stories  collected all the stories used in the teaching of english in the classrooms p a g e | 23 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018  sorting out the stories to translate 2 3-4 translating the stories  training in translating manuscripts  translating the stories individually  giving comments, suggestions, and correction on the translated works done by the participants 3 5 teaching practice  training on preparing a lesson plan  conducting teaching practice  evaluating the participants' performance in teaching students by using short stories discussions as previously explained, the community service project aimed at upgrading the teachers‟ ability in teaching english to elementary school students. this project covered: 1. selecting stories, 2. translating the stories, 3. teaching practice, in the selecting stories stage, the team and the participants decided to choose the stories by considering the students‟ level in terms of vocabulary size and structure also the contextual aspect of the stories. it is done because not any story is appropriate for young learners. if the teachers want their learners to benefit from reading a story, this story should possess certain qualities. loukia, 2006) mentioned the characteristics of good stories for young learners in the matter of the: 1. language level; 2. content; 3. visuals; 4. motivation; 5 language learning potential. further, she elaborated that stories should include the appropriate language level with regard to vocabulary and grammar structures. the content should be interesting, fun, motivating, memorable, and can encourage p a g e | 24 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 participation. moreover, the visuals ought to be attractive, and potential to work with. the stories should also motivate the readers to imagine, gain curiosity, draw personal experience. in terms of language learning potential, the stories should facilitate the readers to develop skills in practicing language, recycling, predicting. the last, the stories should also enhance the readers to learn other subjects and target culture. in addition to the short stories from the thematic book, the team and the teachers also include the legends from malang. in selecting a story for young learners, it is logical to choose a story with a familiar plot and characters or at least with familiar situations (shin, 2016). thus, the children will be easier to link new information with their background knowledge and the input will be more comprehensible for them. the next agenda of this project is giving a workshop on translation. the materials delivered to the teachers are the things to consider when translating manuscripts such as 1.knowing the readers, 2.abridgment, 3.omission, 4.language adjustment. weeks, swerissen, & belfrage (2007); pan & puente, (2005) have suggested some common stages involved in the process of translation that are determination of the relevance or context, forward-translation of the research instruments (i.e. topic guides), backward-translation, examination of the translated meaning in both source and target languages, and then finally revisiting the whole process to get similar interpretations. sanders-reio, alexander, reio, & newman (2014) also suggested four aspects that can be used when translating to ensure the relevance of the content: 1. semantic (similarity of meaning), 2. technical (method of data collection is comparable), criterion (translated terms are consistent with the norms of each culture), and conceptual equivalence (also called cultural equivalence, having the same meaning and relevance in two different cultures). further, when the teachers practice teaching the students by using storytelling technique, she always uses indonesian after reading the story in english. it is done because when teaching a foreign language to young learners, the teachers needs to remember that they are still building on their first language p a g e | 25 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 vocabulary and are still in the process of acquiring and organizing the concepts of foreign language itself (puskás, 2016). conclusions and suggestions the challenges faced by the elementary school teachers in teaching english in the classrooms lead the project team to conduct a training not only to teach but also to prepare the materials (a short story with the local wisdom) for them. started by selecting indonesian short stories to be translated into english, the training then continued by giving tips and tricks how to translate manuscripts from indonesian into english. after the participants (the teachers) had done translating the stories, the team gave feedbacks to them. further, the project was continued by giving materials on how to prepare the lesson plan in teaching the students by using short stories before the teachers were asked to practice teaching in the classroom and were evaluated. the last step of the project was compiling the translated short stories done by the teachers and the team to be a supplementary book for teaching short stories to the students in the classrooms. in the area of teaching eyl, there are still so many issues need to cope. therefore, the training for the teachers in elementary school especially in teaching english is essentially needed today. the authors give a suggestion to the next community service project team to conduct training and mentoring to the elementary school teachers especially in teaching eyl by using other materials. acknowledgments this article is an output from the community service project funded by the directorate of research and community service center, universitas muhammadiyah malang to promote innovation in teaching english for young learners (eyl). the authors would also like to thank sdn punten 2 and sdn tulungrejo 4 for the cooperation during data collection. p a g e | 26 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 references arikan, a. (2014). an examination of online grammar teaching materials available for young learners. procedia social and behavioral sciences, 158, 18–22. https://doi.org/10.1016/j.sbspro.2014.12.026 chang, y. f. (2008). parents‟ attitudes toward the english education policy in taiwan. asia pacific education review, 9(4), 423–435. https://doi.org/10.1007/bf03025660 fristiara, c. (2017). analyzing the picture of eyl textbook through multimodal discourse perspective. let: linguistics, literature and english teaching journal, 7(2), 170–180. gimenez, t. (2009). english at primary school level in brazil: challenges and perspectives. in u. r. janet enever, jayne moon (ed.), young learner english language policy and implementation: international perspectives. garnet publishing ltd. retrieved from www.garneteducation.com johnson, a., & johnson, a. 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(2005). census bureau guideline for the translation of data collection instruments and supporting materials: documentation on how the guideline was developed. p a g e | 27 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 panteeva, k. (2015). adapting stories for teaching english to young learners : a brain-friendly learning perspective, 2(6), 28–34. pasi, d. (2001). the english language and the globalization. retrieved july 5, 2018, from http://www.arcos.org.br/artigos/the-english-language-and-theglobalization/ puskás, a. (2016). the challenges and practices of teaching young learners. rokhayani, a. (2017). motivating students of young learners through story telling in english class. in teylin 2: from policy to classroom (vol. 2, pp. 30–38). retrieved from http://eprints.umk.ac.id/4446/6/artikel.pdf sanders-reio, j., alexander, p. a., reio, t. g., & newman, i. (2014). do students ‟ beliefs about writing relate to their writing self-ef fi cacy , apprehension , and performance ? learning and instruction, 33, 1–11. https://doi.org/10.1016/j.learninstruc.2014.02.001 setyaningrum, r. w., sumarsono, p., & lestiono, r. (2014). authentic materials for english for young learners ‟ classes at university of, (september), 124–132. shin, j. k. (2016). ten helpful ideas for teaching english to young learners. english teaching forum, 2(january 2006). sturza, d. r. d. (2005). language in the era of globalization, (4), 899–902. uysal, n. d., & yavuz, f. (2015). teaching english to very young learners. procedia social and behavioral sciences, 197(january), 19–22. https://doi.org/10.1016/j.sbspro.2015.07.042 weeks, a., swerissen, h., & belfrage, j. (2007). study instruments. evaluation review, 31(2), 153–165. zein, m. s. (2017). elementary english education in indonesia: policy developments, current practices, and future prospects. english today, 33(1), 53–59. https://doi.org/10.1017/s0266078416000407 p a g e | 28 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 appendix kelinci pemalas burung hantu membuka sekolah untuk binatang di hutan. mereka akan belajar membaca burung hantu memang memang guru yang baik. ia mengajar para binatang dengan sabra. hanya si putih kelinci yang tidak ikut. ia lebih senang bermain saja di hutan. suatu hari si putih tersesat. ia tidak dapat membaca petunjuk arah pulang. si putih sedih karena tidak belajar membaca. (dikutip dari buku tematik terpadu kurikulum 2013, kelas 1) the lazy rabbit the owl opens a school for animals in the forest they learn to read the owl is a good teacher he teaches all animals very well but, the rabbit does not want to learn he always plays in the forest one day, the rabbit gets lost he cannot read the sign to go home he is sad because he never learns reading p a g e | 29 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 ki ageng gribig ki ageng gribig, ulama besar yang waktu mudanya bernama wasibagnotimur, adalah putra kiai ageng gribig (kyai ageng tinom putra browijoyomojopahit) dari ngibig (menantu sunan giri) saat wasibagno berumur belasantahun, ia sudah ditinggal wafat oleh ayah-ibundanya. ia tidak mau mengikutitradisi kerajaan, melainkan memilih jalan hidup bertapa.usai mendapatkan wangsit dari kakeknya, yaitu sunan giri, berangkatklahwasibagno ke arah barat. sesampainya di hutan merbabu di lereng gunungmerapi, ia memutuskan mulai bertapa (semedi) dibawah bendungan kalibogowondo. di situlah ia bertapa bertahun-tahun lamanya. mendengar kejadianitu, sunan kalijaga dari kadilangu demak segera menemui sunan tembayat,yang juga disebut sunan pandanaran, untuk memberitahukan bahwa di bawahkali bogowondo ada seorang pertapa yang masih punya hubungan darahdengan sunan tembayat. sunan kalijaga meminta agar sunan tembayat maumenemui dan mengajarkan ilmu kebendaan, serta yang menyangkut ilmuserengat (syari'ah), hakikat dan ma'rifat.setelah jelas apa yang dikehendaki sunan kalijaga, berangkatlah sunantembayat menemui wasigbagno. di tempat pertapaan itulah terjadi perdebatanantara wasigbagno dengan sunan tembayat mengenai ilmu yng dimaksudsunan kalijaga. wasigbagno merasa kalah, dan ia pun bersujud sertamenyatakan diri untuk masuk islam dan meminta segera diberi pelajaran tata cara bersembahyang. setelah mendapat pelajaran dari sunan tembayat, wasigbagno pun segeraberangkat ke arah timur kali bogowondo. ia berganti nama menajdi ki agenggribig, nama ayahnya. di sebuah hutan jati, ia memutuskan mulai babat alas danmembangun masjid serta mendirikan padukuhan. bertahun-tahun lamanya kiageng gribig babat alas sendiri. kemudian, ia memperdalam ilmu yangdidapatnya dari sunan tembayat. apa yang diinginkan akhirnya p a g e | 30 aninda nidhommil hima let: linguistics, literature and language teaching journal vol.8 no.1 2018 terwujud,padukuhan yang dibangun mulai didatangi orang.konon, suatu saat menjelang salat dluhur, ki ageng gribig membunyikantabuh. tanpa disangka, suara itu terdengar sampai ke mataram yang saat itusedang punya hajat wisudan (pelantikan) sultan agung. sultan agung, tertarikdan memerintahkan mencari asal suara untuk diajak ke mataram. kemudian,padukuhan yang dibangun ki ageng gribig diberi hadiah sebagai tanahperdikan. sebagai gantinya, ki ageng gribig diwajibkanikut hadir setiap peringatan hari kelahiran sultan agung di mataram. selain itu ki ageng gribig juga diberi hadiahisteri, yang tidak lain raden ayu emas,adik sultan agung sendiri.(dikutip dari bilingual nusantara folklores) ki ageng gribig ki ageng gribig, a great islamic wise man, was the son of kyai ageng gribig (or known as kyai ageng tinom, the son of browijoyo majapahit) and the grand son of sunan giri. his original name was wasibagno. wasibagno became an orphan when he was very young. after the death of his parents, he dedicated his life for meditation. after having received a holy message from his grandfather, sunan giri, he went to the west and arrived at merbabu woods on the slope of merapi mountain. there, he meditated under the dam of bogowondo river for several years. one day, sunan kalijaga,heard a news about a hermit under the dam of bogowondo. hearing this news, sunan kalijaga went to see sunan tembayat, and asked him to see this hermitand teach him islamic knowledge. sunan tembayat finally met wasigbagno in his meditation. then, he tried to convince wasibagno to follow his islamic teaching. after a long debate, wasibagno was finally willingto follow the islamic teachings and became the follower of sunan tembayat. after learning islam with sunan tembayat, wasigbagno decided to go to the eastof bogowondo river and changed his name to ki ageng gribig. when he was in a forest, he decided to build a mosque and islamic school by himself. many people came to visit his mosque and study islam there. when dzuhur time came, ki ageng gribig always hit a large drum up to call people to pray. the sound of the drum reached mataram and heard by sultan agung. sultan agung felt excited to the sound and sent his troops to find the source of the sound. then, ki ageng gribig‟s islamic school was freed from any taxation. however, ki ageng gribig had to attend every ceremony in mataram. ki ageng gribig was also married to the younger sister of sultan agung, raden ayu mas. ieee paper template in a4 (v1) yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 let: linguistics, literature and english teaching journal ||volume|| 9 ||issue|| 1 ||pages|| 1-21|| 2019 || |p-issn: 20869606 ; e-issn: 25492454| need analysis on developing skill-based materials for d3 nursing students1 yansyah yansyah.albalangi@yahoo.co.id dina rafidiyah rafidiyahdina@yahoo.co.id hafizhatu nadia hafizhatunadia@gmail.com university of muhammadiyah banjarmasin article history: received: 29 th january 2019 accepted: 16 th february 2019 abstract the present study aims to help nursing students to prepare the language skills required in the workplace. need analysis was conducted to map the students‟ need so suitable materials can be designed for effective teaching. there were fifteen students of d3 nursing in the university of muhammadiyah banjarmasin invited to be the participants of this research. the data were gathered by conducting a depth interview with the english lecturer, bp3tki south kalimantan, alumni who worked abroad, and the head of d3 nursing department. it was intended to collect data related to important language skills the students need to master. besides, a questionnaire was also employed to get data regarding the students‟ need, want, and lack. the findings showed that d3 nursing students need to master at least three skills, such as basic english, work-related language skills, and academicrelated language skills to enable them to go international. corresponding author: tel.: .................. keywords need analysis; esp; skill-based materials 1 this article is the third part of authors‟ research funded by hibah penelitian dosen pemula ristekdikti. the first part can be seen at rafidiyah, yansyah, & nadia ( 2019) and the second part can be seen at nadia, rafidiyah, & yansyah (2019). available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:yansyah.albalangi@yahoo.co.id mailto:rafidiyahdina@yahoo.co.id mailto:hafizhatunadia@gmail.com p a g e | 2 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 introduction esp is the teaching and learning english for d3 nursing students, especially to fulfill the requirement to work as professional nurses abroad. need analysis and evaluation are very important tools to make sure that the esp materials can go in line with the needs of the students in the particular context (dudley-evans, jo, & john, 1998). furthermore, kusni (2013) stated that before implementing esp instruction, there are some steps must be taken as follows: identify students‟ needs and expectation, identify learner ability, identify the priority of teaching materials due to large classes and limited teaching hours. those steps can be done by conducting need analysis, so the learning objectives are more obvious and related to the students‟ study and work areas. needs analysis is the foundation to develop teaching materials and methods that can lead to increase the students‟ motivation and success in mastering english (otilia & brancusi, 2015). in this study, we plan to use need analysis to make language planning or language audit for the english classes that the students had already taken. mohammadi & mousavi (2013) stated that language audit must also be followed by individual need analysis. this is the trends of need analysis to involved not only the students but also the lecturer and the head of the departments. furthermore, the need analysis must be ongoing process during the life of esp subjects. there are many need analysis studies related to esp context. one of which is the article by alsamadani (2017) about case study for civil and industrial engineering students at umm al-qura university, saudi arabia. the types of instruments used were a classroom observation protocol, a structural questionnaire, and semi-structured interview protocol. mixed method was used to gain triangulation and valid results. the results were esp courses focused on reading and writing. it seemed that the participants couldn‟t understand the importance to master all skills of language. the study recommendation was to construct esp for engineering that integrates english and professional world in the way that also motivates the students to involve actively in the learning process. p a g e | 3 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 another article from chovancová (2014) about designing esp course using needs analysis for pre-service students in the context of central europe. the survey was conducted among law students. the result was the teacher must try to make tasks that involving all the students, so the learning environment to stimulate them can be responsive to the future work situations. the esp study with need analysis in indonesia was conducted by indrasari (2016). she focused on exploring problems and the students‟ needs that were faced by physics education of iain raden intan lampung. the qualitative study was done by filling a questionnaire and interviewing some students and lecturers. the results were the physics students‟ needs to master grammar and the ability to read numeric numbers. they also mentioned to do more pair works and explanation more in mechanics and relativity. while the study related to designing esp material using need analysis for nursing students was conducted by saragih (2014). the study used mixed method, quantitative and qualitative to gather information about the learning needs of the nursing students. the instrument tools were questionnaire and interview. the questionnaire was about personal information, english proficiency, the students‟ needs, and the students‟ wants. the interviews were with two indonesian nurses who study abroad, and esp lecturers. the results were the material must focus in listening and speaking to serve the patients. the topics related to nursing fields were “educating the patient, telephone skills, giving advice, giving instruction, checking understanding, explaining drug instructions and administering medication”. there are many approaches of need analysis process that different from one research to the others. in this research saragih (2014) use the approach by brown (2009). in his book, he jots down three steps of need analysis related to skill-based material development, as follows: (a) get ready to do need analysis (define the purpose, delimit the student population, decide the approach and syllabus, recognize constraints, select data collection procedures); (b) do the need analysis research (collect data, analyze data, interpret results); and (c) use the need analysis (determine objectives, evaluate the report on the need analysis project). p a g e | 4 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 we can see from the researches above that there are still lack of research of doing need analysis for d3 nursing students to prepare them to work abroad. therefore, the objective of this study is to find out skills the students need to learn so the lecturer can design skill-based material to be professional nurses overseas. the syllabus of esp for d3 nursing students is the result of this study. literature review need analysis in esp need analysis is important in esp because it differs between esp and general english. in esp need analysis, hutchinson and waters (1987) explain there are three common elements, including necessities, wants, and lacks. necessities refer to what the students have to learn to enable them to use the language appropriately in the target situation, for example nursing students need to learn how to write a nursing care report in english so they can make it when they are required to do so in the workplace. after listing the learners‟ necessities, we can observe in which parts they need to polish. the gap between the required ability and the learners‟ present ability, then, is called as lacks. after listing necessities and lacks, it is possible that the learners will request something out of the list. since the esp learners are commonly adults, they already know what they need to study based on their own perceptions. this need is considered as wants, in which the learners aware of his/her actual necessities or lacks. a nursing student, for example, know that she/he needs reading more than speaking because his/her goal in learning english is to be able to read textbook which mostly written in english for his/her final project. a comprehensive effort should be done to understand those three elements so the result of need analysis can be accurately achieved. there are many techniques can be used for conducting a need analysis. based on the previous studies, interview and questionnaire are most common instruments used by researchers (alsamadani, 2017; dedi, 2017; indrasari, 2016; susandi & krishnawati, 2016). the questionnaire is frequently used because of its practicality and ability to cover big population and items. interview is used because it can deeply dig the required information from the respondents. p a g e | 5 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 skill-based materials skill-based materials refer to teaching materials which are designed to train the students to be good at skills which are required in the target situation. the concept of this material writing is based on the skill-centered approach. hutchinson and waters (1987) describe the step for designing a skill-centered approach as in figure 1. figure 1: steps for designing skill-centered approach (hutchinson & waters, 1987) based on figure 1, it can be noticed that to identify skills/strategies the students should acquire, we need to identify the target situation, the theoretical views of language and theoretical views of learning. the target situation can be identified by knowing where the students are going to work, what the contexts are, and what situations they are going to face in which they will frequently use the target language. next, the theoretical views of language are related to the description of what language skills the students need to learn so they can communicate in the target situation. it will question about the medium of communication, the most important language skills, language skills the students are lack of, and their present language skills. the learning views asks how the identify target situation theoretical views of language theoretical views of learning analysed skills/strategi es required in the target situation write syllabus select text and write exercises make an evaluatio n p a g e | 6 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 students will preferably learn the language. it is important to know their activities or teaching materials preferences so we can design the most appropriate methodology. method the present research is a case study in which the researchers want to investigate a phenomenon on an in-depth investigation of a group (cohen, l.; manion, 2012). in this case, the researchers observe need analysis of d3 nursing students. the subjects of investigation were 15 students, consisting of 10 female and 5 male students. the instruments used to collect the data were two: questionnaire and interview. the questionnaire was used to gather the data related to students‟ necessities, wants, and lacks. it consists of 15 items and some of the statements were adapted from hutchinson and waters (1987). the second instrument was interview. the respondents are various so the triangulation of the data can be achieved. the first respondents were bp3tki, the government agency for service, placement, and protection of indonesian overseas workers, which have information about what skills the nursing students need to have to go international. alumni from the d3 nursing students who have worked abroad were also invited to share their experience in getting the job and what tasks they dealt with in the workplace. besides, english lecturer and the head of d3 international nursing program so the researchers can deeply search the information of curriculum and the current condition of teaching and learning process. the result of questionnaire was analysed quantitatively. meanwhile, the result of interview was transcribed and analysed qualitatively. findings and discussions this part will report the findings from the two instruments for the data collection: interview and questionnaire. the discussion will put together all these findings into a conclusion of how the skill-based materials for d3 international nursing program should be designed. the result from interview the interview was done with various respondents with specific purposes for each one. the first interview was conducted with the government agency for p a g e | 7 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 service, placement, and protection of indonesian overseas workers (henceforth bp3tki). there were two respondents, nq and mas, as the staff of the agency who willingly answered 10 items questions related to the preparation for getting career abroad. according to them there were 6 issues need to ponder for preparing nursing to go international, such as 1) there are a lot of demands every year for nursing to work abroad, but most of them are lack of english skills, 2) speaking and writing are two prominent skills need to emphasize, 3) nurse frequently need to talk about medical topics to colleague, employer, and patients, 4) basic english is still important since they need to have a daily conversation in their daily life, 5) english should be focused on the esp not egp, especially for the vocabulary they have to learn medical terms, and 6) understanding instruction in english is necessary for every nurse. next, interview with the alumni of d3 nursing program who worked abroad was also carried out to strengthen the data from the bp3tki. af and ms were two alumni who voluntarily shared their experiences when they worked in japan and saudi arabia. based on their story, it could be concluded that there were three important points: 1) the curriculum should add materials related to basic and medical english, especially conversation practice need to get bigger attention, 2) the students need to get job preparation lessons, and 3) there are some interview questions need to be taught and practised in the classroom, for example to explain about previous experiences or to explain certain type of illness and how to deal with it. last, interview was carried out with the head of d3 nursing program and the english lecturer. the purpose of this interview was to better understand about the curriculum, the current condition and the description of teaching and learning process. the summary of the interview is as follows: 1) the aim of teaching english in the program is to prepare the students with two kinds of english skills, general english skill and medical english skill, 2) english is taught for 5 semesters, started from general english, nursing english 1, nursing english 2, until advanced english, 3) the students are expected to be able to use english in nursing context, 4) writing and critical thinking are two difficult skills to teach, 5) the materials related to job preparation are still not becoming the concern in the p a g e | 8 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 english curriculum, 6) the facility is considered sufficient, such as language laboratory, speaker, laptop and lcd, and free wifi, 7) toefl test is regularly administered by language centre, but the result was not satisfied. based on the result of these three interviews, it can be highlighted that the english curriculum in the d3 nursing program had been sufficiently designed to prepare the students to be good in both general and medical english. however, based on the result of the interview with bp3tki and the alumni, it is still necessary to give the students more practice related to job preparation and to emphasize the lesson more on the teaching of writing and speaking. the result from questionnaire the questionnaire was adapted from hutchinson & waters (hutchinson & waters, 1987). it consists of 15 items and were used to assess the purpose of learning english, the most important language skill for the students, the context where english will be used, the frequency of using english, self-report of their current english ability, language skill they need to improve, work-related language skills the students need to learn or improve, learning activities preference, and teaching materials preference. regarding the purpose, table 1 shows the students‟ motivation for learning english is for study (87%), for communication with foreigners (100%), for travelling abroad (87%), for getting a job abroad (87%), for studying abroad (67%) and for other purposes (27%) such as searching for information, learning a new language, etc. table 1 the purpose of learning english the purpose of learning english percentage (%) for study 87 for communicating with foreigners 100 for travelling 87 for getting a job abroad 87 for studying abroad 67 for other purposes 27 p a g e | 9 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 related to the most important language skills to learn according to the students‟ perspective, they answered that listening and speaking are in the top list with 93% of them chose these two skills. the next skills to learn respectively are writing (67%) and reading (57%). table 2 shows the result of the questionnaire for this item. table 2 most important skill to learn the purpose of learning english percentage (%) listening 93 speaking 93 writing 67 reading 57 next, the context where the language will be used focused on asking the students how and where they will use english. according to them, english will be used more for face-to-face communication (87%) and over the telephone (53%). they also will need english to deal with written tasks, such as writing a nursing care report (40%). related to the situations, they claimed that english will be used a lot for social interaction (60%) such as talking with the employer, patients, and colleagues. other situations are meeting (33) and telephoning (33). then, for the place where english will be used, most of them agreed that it will be used frequently in the workplace (60%) and other places (27%) such as in the grocery stores, neighbourhood, etc. besides, 20% of the students also told that english can be used to attend an international workshop or seminar. the detail of result is displayed in table 3. table 3 the context where english will be used medium of communication percentage (%) face-to-face 87 telephone 53 written 40 situations where english will be used social interaction 60 p a g e | 10 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 meeting 33 telephoning 33 context where english will be used workplace 60 other places 27 workshop/seminar 20 after that, the questionnaire also asked how often the students practice their english. table 4 shows that most of them practices english sometimes (47%), then followed by fairly often (23%), rarely (20%), and often (10%). table 4 the frequency of using english medium of communication percentage (%) often 10 fairly often 23 sometimes 47 rarely 20 in regard to students‟ self-report of their language skills competence, most of them were not confident to say that they have very good ability in any skills. in listening, most of the students felt that they have average (40%) and good (40%) listening skill. in speaking, the majority of the students admitted that they had poor (53%) speaking skill. then, the report of writing was dominated by those who claimed their ability was average (47%). last, most students said that they had good (40%) reading skill. the detail of the report is presented in table 5. table 5 students‟ self-report of their language skills listening percentage (%) poor 20 average 40 good 40 very good 0 p a g e | 11 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 speaking poor 53 average 27 good 20 very good 0 reading poor 20 average 33 good 40 very good 7 writing poor 13 average 47 good 40 very good 0 when the students were requested to rank which language skills they need to improve, their answer were a little bit surprising because they put speaking and reading in the top list. they said that reading are important for them because they will frequently deal with texts when they need to learn new things, to make a nursing care report, or to make a presentation. table 6 shows the list of language skills the students want to learn more. table 6 language skills students need to improve language skills students need to improve percentage (%) speaking 100 reading 100 writing 60 listening 60 p a g e | 12 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 seeing the list of the skills offered for the english class, the students‟ choice respectively was writing cover letter, resume, and cv (80%), job interview (80%) presentation (53%), international exams (40%), and scientific writing (33%). no one suggested other topic to learn. the detail of the result can be seen in table 7. table 7 list of skills students want to learn skill percentage (%) scientific writing 80 presentation 80 writing cover letter, resume, and cv 73 job interview 67 international exams 60 other topics 0 furthermore, list of learning activities preference was also included in the questionnaire so the researchers could manage which activities should be designed for every lesson. table 8 shows that most of the students prefer to have games (87%), role play (80%), and doing presentation (60%) as the instructional activities in the classroom. table 8 learning activities preferences activities percentage (%) role play 80 case study 20 discussion 20 projects 13 doing presentation 60 games 87 other activities 0 last, the students were asked to select their preference of teaching materials should be included for the developing materials. table 9 shows that most of them wanted that the materials should contain video (87%), journal and online materials p a g e | 13 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 (80%), texts (73%), and samples of work documents, such as cover letter, resume, cv, form, etc. table 9 teaching materials preferences teaching materials percentage (%) textbook 73 video 87 journal and online materials 80 example of form, cover letter, resume, etc 67 other 0 putting all together based on the need analysis above, the researchers then tried to write a skill-based syllabus which was expected to meet the students‟ need. the syllabus was written for 16 meetings, in which two meetings will be used for middle and final tests. the skills taught are not only work-related skills, but also basic english and academic-related skills because some students, bp3tki, and the head of the d3 nursing program suggested to include these skills too in the materials. they need to learn some academic-related skills, such as scientific writing and studying abroad because some students plan to continue their study overseas. therefore, the list of skills taught in the classroom are sequenced in the six units, those are: 1) introduction to advanced english, 2) scientific writing, 3) presentation, 4) working abroad, 5) job interview, 6) studying abroad. each unit represents the result of need analysis as showed in table 10. table 10 matching between result of need analysis and unit of the materials result of need analysis action unit 1 2 3 4 5 6 1. speaking and writing are two important skills for the nursing students speaking and writing skills should be included in every unit √ √ √ √ √ √ 2. nurses need to learn basic english to deal basic english should be introduced in the first unit √ p a g e | 14 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 with daily language tasks, such as conversation of the book 3. esp should be the main focus of the materials most of materials in the book were related to nursing √ √ √ √ √ 4. it is necessary to teach job preparation skills writing work-related language skills √ √ √ 5. the materials should provide relevant examples with the working context such as samples of job interview questions the samples of job interview questions were given in form of videos and sample of cover letter or resume could be seen in the links √ √ √ 6. writing and critical thinking were difficult to teach, but students need to master them one unit focuses teaching students to learn scientific writing √ 7. reading are important skills since students will frequently deal with texts reading will be provided in most of units √ √ √ √ √ 8. the students need to learn about how to study abroad one unit should focus on discussing how to study abroad √ besides, the activities in the classroom was also designed to meet the students‟ expectation they had uttered in the questionnaire. therefore, most of the units of the book require students to practice the language through role-play, simulation, discussion, or games. the complete description of the materials, topics, and activities can be seen in the material mapping showed in table 11. p a g e | 15 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 table 11 material mapping of the developed materials unit/ meeting content method & times outcome indicators unit 1 / meeting 1 introduction  lecture (20‟)  introduction (30‟)  answer quiz and survey (50‟)  the students can give fact about themselves  the students can make wh questions and yesno questions and answer it correctly  the students answer the quiz and survey unit 2 / meeting 2 scientific writing / ten types of plagiarism  lecture (20‟)  answer questions (30‟)  discussion (50‟)  the students understand about plagiarism  the students understand 10 types of plagiarism  the students know how to avoid plagiarism unit 2 / meeting 3 scientific writing / quotations, paraphrases, and summaries  lecture (20‟)  practice (80‟)  the students understand the difference between summarizing, paraphrasing and quoting.  the students can summarize the text  the student can paraphrase the text  the students can make direct and indirect quotation unit 2 / meeting 4 scientific writing /  lecture (20‟)  practice (80‟)  the students can translate from bahasa indonesia into english p a g e | 16 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 translation  the students can translate from english into bahasa indonesia unit 2 / meeting 5 scientific writing / common mistake in academic writing  lecture (20‟)  practice (80‟)  the students can identify the mistakes in scientific writing and avoid it unit 3 / meeting 6 presentation outline  lecture (20‟)  practice (80‟)  the students know and understand the phrases for presentation  the students can use the phrases for their presentation unit 3 / meeting 7 presentation nursing care report  lecture (20‟)  practice (80‟)  the students can use the phrases for presentation their nursing care report meeting 8 middle test  the students make individual presentation video about nursing care report (maximum10 minutes) unit 4 / meeting 9 working abroad / searching for information  lecture (20‟)  group work (80‟)  the students know how to find information about job vacancy.  the students understand how to find key words in the job vacancy advertisement. p a g e | 17 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019  the students understand about their personality traits unit 4 / meeting 10 working abroad / identifying structure of a cover letter  lecture (20‟)  practice (50‟)  pair discussion (30‟)  the students can identify the structure of cover letter  the students can identify the content of cover letter  the students can write their cover letter  the students can give fed back to their friends‟ cover letter unit 4 / meeting 11 working abroad / writing a cv and resume  lecture (20‟)  practice (50‟)  pair discussion (30‟)  the students understand the difference between cv and resume  the students can write their own cv and resume  the students can give fed back to their friends‟ cv and resume unit 5 / meeting 12 job interview preparation  lecture (20‟)  group discussion (50‟)  presentation (30‟)  the students know how to identify good attitude in job interview  the students know the basic interview questions unit 5 / meeting 13 job interview preparation  lecture (20‟)  pair presentation (50‟)  group discussion  the students can answer the basic interview questions p a g e | 18 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 (30‟) unit 6 / meeting 14 studying abroad / dealing with international exams  lecture (20‟)  presentation (80‟)  the students understand the benefit of studying abroad  the students know the kinds of international exams (toefl pbt, ibt, toeic, ielts)  the students know the sections of toefl pbt unit 6 / meeting 15 studying abroad / toefl test prediction  toefl prediction test (120‟)  the students have the experience to answer toefl pbt meeting 16 final test  the students make individual job interview in nursing field (maximum 10 minutes) table 11 shows us that the skill-based materials cover three skills, including basic english skills which aimed to prepare students to deal with daily tasks, work-related language skills such as nursing care report presentation, writing cover letter & resume, and job interview, and academic-related language skills such as scientific writing and international exam preparation. these three skills are expected to meet the students‟ need which were reflected in the need analysis. developing skill-based material must be based on nurses‟ duties in the real world. it can gain by gathering information of the students‟ needs and expectation so they can overcome their english language limitation (latief, 2012). speaking skill become very crucial to master, so the students can fulfill the requirement to work in international settings. p a g e | 19 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 according to wrigley (2014), there are dual needs as english instruction and occupational skills training. this includes oral and written communication in english, not to mention how the students can also master soft skills, such as: problem solving and decision-making. contextual program which emphasizing on skill-based materials can fill in the gap between the nurse ability to speak english and the demand of professional nurse. day (2010) stated that there are many benefit of work-related learning, such as: for the students, they can be involved in realistic project. for the staff or teacher, they can improve their knowledge about „the world of work‟. finally, for the employers, it can enable the employers to gain better understanding of the real skills of the students‟ english knowledge. there are two different relationships between work and learning, namely: „learning through work‟ and „learning at work‟ for people who want to learn more about their job. the other one is “learning for work‟ when the students learn everything through theories about the work for their future jobs. the second one is the one that we mean in this paper which focuses on preparing the students to face possible situations in the real workplace. conclusions and suggestions based on the result of need analysis, it was found that the students need to have at least three language skills to be ready to compete in the international level, those are basic english, work-related language skills, and academic-related language skill. the basic english skill is still need to be introduced since the students need to have social interaction. then, the worked-related language skills, such as giving nursing care report presentation, writing cover letter, and doing a job interview are also necessary since they goal of d3 nursing program is to prepare the students to have international career and that also their reason to choose this program. last, the students have to learn academic-related language skills, for example scientific writing and international exams preparation because some of them one to continue their study abroad. designing skill based materials will help the students to learn skills which they are actually need for their future career or study. therefore, teachers are expected to conduct a need analysis prior to the lesson planning so the instructions p a g e | 20 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 will be more motivational since it is designed on the basis of the learners‟ need and more meaningful because it will be useful when they work. other researchers can conduct further investigation on the same topic by enlarging the samples of need analysis. a research and development also can be conducted so the result of need analysis can be used for writing a skill-based teaching materials. acknowledgement thank you to the ministry of research and higher education as the main sponsor for this study. furthermore, we also extend the gratitude to our sources for interview and research subjects, especially to the students of nursing diploma program in university of muhammadiyah banjarmasin. references banegas, d. l. (2012). identity of the teacher-researcher in collaborative action research: concerns reflected in a research journal. bogotá: profile. buzan, t. (2002). how to mind map?. london: thorsons chow, k.c.k., chu, s.k.w., travares, n. & lee.c.w.y. 2015. teachers as researchers: a discovery of their emerging role and impact through a school-university collaborative research. brock education journal, 24 (2), spring 2015. espina, f., lagos, j., medina, a. & pilquinao, s. 2017. collaborative action research in the chilean efl classroom. unpublished thesis. santiago de chile: universidad andrés bello hutchinson, t. & waters, a. 1987. english for specific purposes. cambridge: cambridge university press kroll, b. (2001). considerations for teaching an esl/ efl writing and going just beyond. in m. celce-murcia (ed.), teaching english as a second or foreign language (pp. 219-232). boston: heinle, cengage learning. mertler, c. a. 2012b. action research: improving schools and empowering educators (3rd ed.). thousand oaks, ca: sage. pellerin, m., & paukner-nogués, f. i. (2015). becoming reflective and inquiring teachers: collaborative action research for in-service chilean teachers. revista electrónica de investigación educativa, 17(3), 47-60. p a g e | 21 yansyah let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 steele, v. 2005. british council: using mind maps to develop writing [online]. barcelona: bbc, [https://www.teachingenglish.org.uk/article/using-mindmaps-develop-writing, access on february, 2018] writing centre learning guide. 2014. mind mapping. north terrace: the university of adelaide https://www.teachingenglish.org.uk/article/using-mind-maps-develop-writing https://www.teachingenglish.org.uk/article/using-mind-maps-develop-writing ieee paper template in a4 (v1) hanung triyoko let: linguistics, literature and language teaching journal vol. 8 no. 2 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 2 ||pages|| 141-157 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| attributes for the fundamental requirements of a good practice of online course: a reflective study on the 1 st indonesian massive open online course (imooc) hanung triyoko hanungina@gmail.com muhamad hasbi muhamadhasbi.official@gmail.com iain salatiga article history: received: 17 th august 2018 accepted: 15 th september 2018 abstract technology advancement has allowed our education to make innovations, and massive open online courses (moocs) has become one of the promising programs that facilitate fruitful learning outcomes for many fields of study especially english language learning. this reflective study evaluated the first iteration of indonesian massive open online course (imooc), in 2017, perceived from both facilitator and participant point of view, taking the imooc iain salatiga camp as the sample subject of the study. our reflections started with vignettes on challenges and opportunities for online learning and some attributes generally referred to as the basic requirements of successful open online course, such as, curiosity and richness in ways of the learning materials, preferences in learning and flexibility for the aspects of learning style and facilitation, and user-friendliness for the aspects of information and communication technology. finally, our reflections as a facilitator and a participant to the first imooc discovered assorted technical and module-related issues faced by facilitator and participants respectively but both assured of opportunities prospective to develop professionalism in english language teaching in the future. in a more serious note, this study has formulated 3 attributes for the basic requirements of successful open online course namely providing multimodal contents in accordance with participant critical thinking level, accommodating different learning styles with stimulating facilitation, and utilizing current and user-friendly digital tools applicable and corresponding author: tel.: ...................... keywords content, facilitation, information and communication technology, massive open online course (mooc) available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:hanungina@gmail.com mailto:hanungina@gmail.com mailto:hanungina@gmail.com mailto:hanungina@gmail.com mailto:hanungina@gmail.com mailto:muhamadhasbi.official@gmail.com p a g e | 142 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 integrative in indonesian teaching context. introduction the growing trend of the pedagogical practices of using technology in english classroom have left us with the questions of how to start it off, manage with lack of technical and technological support, deal with the challenges of integrating it with the school/university syllabus, and so forth. however, studies seem to have never questioned moreover opposed to the premise of its effectiveness and benefits. mokhtari (2013: 1630) reported that a great number of institutions in the world have integrated computer-assisted language learning (call) into their courses and have benefited from its advantages and utilities to speed up the process of language learning. his study also found that students are generally positive about the use of computer technology in language learning and are willing to accept the integration of computer technology resources into their language learning courses. (mokhtari, 2013: 1634). in another study conducted by farivar, a. & rahimi, a. (2015: 648) who tested its impact toward students, an indication was drawn that the experimental group of students, whose learning was call-based, performed better than the control group on posttest with an observable notion of an increase of students’ learning autonomy. the application of call in the classroom is also proven significant in developing teacher’s competencies, as in the study conducted by liu (2015: 131) that highlighted teacher’s positive attitude toward the practice and better confidence about improving students’ learning motivation by means of internet technology, even though they also admitted to have found challenges when it came to matching students’ language levels, evaluating students’ project performance, or creating an online cooperative learning environment among students. a rather new innovation aiming at spreading the positive impacts of this technology enhanced learning was initiated through the development and running of massive open online courses (moocs), a kind of distance and open education and their objective is the promotion of learning among a huge number of people, with common interests (daniel, 2012: 18) which represents a promising area for learning technology growth (kennedy, 2014: 11). by allowing p a g e | 143 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 supposedly unlimited number of interested participants in a particular mooc, the impact is expected to be huge and wide. even though moocs are meant to be implemented in all fields of study, researchers have confirmed that the area of education has taken the most advantage by far followed by engineering and computer science, and information and communication technology related disciplines (bozkurt, a., et al., 2016: 214). for the case of indonesian english language teaching, a similar course named indonesian massive open online course (abbreviated as imooc or more well-known as indonesian mooc) was initiated and launched by the regional english language office, u.s. embassy jakarta in 2017. as the authors themselves were a facilitator and a participant in its first iteration, we have been reflecting about to what extent the course has brought an impact in the academic society. questions about what constitutes a good online learning and what challenges deemed to be found as well as the resolutions to be recommended are the two major issues we would like to address by writing this article. method as this is a reflective study, through this paper, we will share our knowledge on the 1st indonesian massive open online course (1st imooc). we will use our experiences as a facilitator and a participant of this 1st imooc as the starting points of our discussion because we realize that in order to gain much benefits on each of our professional development projects, we must be able to first learn a lot from our experiences. this is in line to what richard and lockhart (1995) say that experience is the starting point for teacher development, but in order for experience to play a productive role, it is necessary to examine such experience. this paper uses vignettes to present our experiences and reflections and discussion to generate the common threads and lessons learned. data presentation: vignettes 1. challenges and opportunities for online teaching and learning through imooc facilitator vignette: hanung triyoko p a g e | 144 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 it was in 2016 when i said yes to an offer from relo to involve in its initiative to launch the first massive open online course in indonesia called as imooc or indonesian mooc. with 14 other elt practitioners around indonesia, i was recruited to develop and to serve as the facilitators for the 1st iteration of imooc launched in january 13, 2017. thanks to the facilitation by relo and mrs. debra lee, an online course specialist from the vanderbilt university usa who trained us quite lots about the development and the practice of facilitating mooc, that we, the 15 developers of imooc, finally managed to create our own 5 modules, with our best efforts to accommodate our local contexts of teaching learning, the indonesian elt context, into the syllabus, as the pilot project for the imooc. i was really enthusiastic knowing that imooc would certainly allow teachers learn online about the concept and the practice of autonomous learning and upgrade their teaching skills through the use of technology from their computers at home or at schools with their own preferred schedules or timing of learning. therefore, the 1st imooc was a very good initiative from relo to provide an access to an alternative professional development since this 1st imooc is a full online course accessible for elt educators and practitioners in indonesia. this is a new era of professional development project by which more participants can be enrolled without difficulties related to accommodations and expenses as the normal consequences of organizing traditional face to face professional development. the 1st imooc can be said to serve the main goal of online distance education as suggested by pawan, et.al (2016) which is to create access. participant vignette: muhamad hasbi technology has reached most people in all corners of the world and thus there is a high demand for english teachers to be able to incorporate it in classroom teaching and learning not only for the sake of innovation itself but also of presenting effective learning experiences which accommodate target students’ socio-cultural values. participating in imooc in 2017 was like breathing a fresh air and gave new insight to me as a rather new english educator that time. as it is promoted in the course tagline namely ‘technology for autonomous learning’, i did learn about many technology related contents such as digital literacy and p a g e | 145 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 online applications usable for english language teaching and learning presented in material readings, discussions, and quizzes activities. this construction has allowed me to garner up-to-date skills and competences necessary for english teaching and inspired to create engaging classroom learning activities that promote students’ learning autonomy. on the other side, it was the first time to all if not most of us to take such online course and therefore when we first came to know about how the course worked such as the amount and contents of modules, the tasks demands, the time frame, etc, we experienced some degree of shock and anxiety apart from excitement and curiosity. 2. curiosity and richness in ways of the learning materials facilitator vignette: hanung triyoko just like previously mentioned, as the developers of the imooc we did our best to produce multimedia learning materials in the forms of texts, voices or mp3, videos or mp4, graphics, to ensure that participants would find the 1st imooc as the representation of two aspects, first the aspect of the use of technology to enrich the learning experiences of the participants and second the aspect of the accommodation or the catering to different learning styles of the participants. among many technicalities in the use of the technology, most of participants in my camp really found it challenging to know how and to produce their own rubrics, infographics, storyboards, and trimmed videos as well as to make and to edit their own video recording. the participants also developed their autonomous learning because they are trained on how to evaluate mobile devices and mobile apps themselves so they earned the skills to select appropriate mobile apps to promote autonomous learning in their own contexts. the theme of 1st imooc technology for autonomous learning was indeed a good choice considering that most participants, representing the characteristics of the people of indonesia, were generally enthusiastic and eager to learn new skills related to the use of their mobile phones and all the advancements the mobile phones producers offer to them. as the facilitator, i often felt amazed with the pace of learning of the participants related to the use of variety of mobile apps for education. that really served as the evidence that the participants as the digital natives own the p a g e | 146 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 digital technology whereas i as a digital immigrant need to adapt really hard to digital technology. participant vignette: muhamad hasbi the course contains introduction to canvas and imooc (pre-module) followed by 5 modules namely autonomous learning, digital literacy, mobile devices for autonomous teaching and learning, promoting autonomous learning using videos, and autonomy through video creation. seeing the list of the module titles for the first time attracted me at ease as the major themes, i.e., technological skills as well as learning autonomy were not only two concerns i was interested to learn but also represented two most important aspects teachers must take account for while teaching at class for nowadays context. each module, by the way, was to be accomplished in two weeks and broken down to four or five activities. it shocked me initially as in our indonesian academic culture having that number of activities in two weeks seemed rather too much, let alone this was the first online class attendance ever to most of us, but the fact that the activities were presented variedly in the form of material reading, discussion, quiz, product creation, closed submission, and even peer-review raised interest and turned down boredom despite the challenge and demands it offered. another good point to be noted is that the material contents are rich, comprehensive, and mostly new thus worthreading and following. in conclusion, even though the amount of activities looked a bit excessive, the diversity of activity presentations and the interesting contents elevated curiosity consistently and this helped me personally to not only remain in the course but to also enjoyed it along. 3. preferences in learning and flexibility for the aspects of learning style and facilitation facilitator vignette: hanung triyoko others developers and i agreed to balance the course content and the delivery of the modules to ensure that all participants would in various degree satisfy their learning styles and get flexibilities in doing all tasks prescribed in imooc and thus we produced some multimedia learning materials and set up varieties of assignments, i.e. discussion, lesson plan writing, video making, educational apps implementation and evaluation, rubric creation, etc., which p a g e | 147 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 were spread into 5 modules delivered in 11 weeks altogether to ensure that participants would not have to spend more than 7 hours per week to successfully complete the course. for the 1st imooc or the pilot project of the imooc, iain salatiga camp enrolled 8 pre-service teachers from the faculty of education and teacher training of iain salatiga, 8 in-service teachers or english lecturers from the same faculty, and the rest, 9 of them were in-service english teachers from various districts in the province of jawa tengah such as salatiga, surakarta, rembang, temanggung, demak, tegal, kartasura, pemalang, and jember. during the course, i lost 8 participants, 1 participant due to an unidentified reason, i couldn’t even contact him by phone or email, 1 because of losing interest to finish the course, 3 because of poor time management or unable to submit all the required assignments, 1 because of bad internet connection, 1 because of illness, and 1 because of another very serious agenda he had to do, to get married before the course is finished. i was really amazed by the fact that despite the flexibilities in doing the tasks required by the imooc. there were still so many situations that prevented the particular participants to successfully finish the course. participant vignette: muhamad hasbi to begin with, the materials in each page were presented in only one not multiple formats such as only in the form of text reading, so there was no room for participants to choose to learn either from textual, audio, or video material; post imooc 2017 i took other massive open online courses and few of them provided different forms of materials to module packets containing contents to learn in a whole module in order to accommodate participants’ different learning style and resolve technological barriers. however, having diverse kinds of activities like has been explained in the above section definitely served us the experience to learn with multimodal literacy, such as through article reading, reading one topic of material from multiple sources given, video watching, material creation using online application, and so on. this is also a good point because it could rehearse participant’s ample skills rather than exploring the course only with their dominant learning style. the course made it possible for us to interact with our facilitator in the discussion pages and grade’s comments and with fellow participants in the discussion and peer review activities so good p a g e | 148 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 exchanges of opinions and feedbacks took place. and the fact that several tasks were designed with first-revised-submission technicality allowed us to improve the quality of our work as well as our final score for certain assignments. 4. user-friendliness for the aspects of information and communication technology facilitator vignette: hanung triyoko thanks to designers of the canvas that i did not have many difficulties working with the app in designing the imooc. canvas is also a very userfriendly app for me to develop as well as to facilitate an online course. i cannot say whether this is a strength or a weakness but canvas works best if the users log in with the gmail account because then canvas can also connect smoothly with other communications tools provided by google such as google drive, google forms, youtube, etc. as a designer and a facilitator i can also swift from teacher’s view to the canvas (figure 1) to students’ view of the canvas (figure 2) so it helps me predict what may happen with students learning experiences when the course is launched or the learning materials are published. i can check whether the links to youtube video, for example, is easily accessible by the participants. figure 1. (teachers’ view to the canvas) p a g e | 149 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 figure 2. (students’ view to the canvas) during the course, i had not had any complaints from participants especially related to the use of canvas as the platform for the imooc, many of them questioned why should they used gmail account to log in to canvas but soon they were there with me on canvas, they got busy with the learning activities and learnt well on how canvas worked in facilitating the imooc. participants common problems with the technicalities were those related to skills in working online such as how to embed pictures, videos, how to convert and resize files, etc. and those problems solved through peer to peer assistance and sharing made possible by the use of wa group. participant vignette: muhamad hasbi the imooc class took place in an online application site namely canvas.instructure.com where the regularity to access the site is similar to other major applications available online so there was neither an exclusivity nor a complicated requirement in accessing the course. the app worked fine when accessed through smartphone using several popular browsers although for completing few imooc activities using computer or laptop would be necessary, especially when we need to upload media files such as documents, images, videos are supported or opening a discussion page where the number of chats got p a g e | 150 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 numerous. in general, it required participants to go online to do the whole course so having internet connectivity for around 5 to 6 hours a week would be needed. thankfully, i worked in a place where computer facilities were frequently available to be used and internet connection was provided for free; without these two, it would be rather challenging and costly to do the course. in consequence, we need to be smart dealing with the issue of time management in general. i admit technical and technological barriers could be faced by any of the participants at any stage of the course, so having whatsapp group as an external community platform that gathered all participants with the facilitator played an important role in helping us out dealing with them because participant problem or doubt reports and clarification from facilitator as well as exchanges of resolution ideas from other participants could happen immediately. 5. technical and module-related issues faced by facilitator and participants facilitator vignette: hanung triyoko my experiences in facilitating the first iteration of imooc in 2017 taught me that the common technical problems shared was on how we could successfully embed pictures or videos from outside the canvas so we did not have to save the files of the pictures and the videos to the canvas because when we did that, we would consume much storage capacity provided by the canvas which was 2 gb limit for the individual files uploaded on canvas, 500 mb limit when participants use the media tools in canvas to create that files, and 50 mb as the limit for personal storage in canvas by default. i agree to the idea that it is necessary to train participants to embed or to put links to their files for pictures, videos, etc from outside the canvas because that kind of skills are very necessary for them to survive in the world of online teaching and learning. the module-related issues with the 1st iteration of the imooc were the distribution of the assignments per module which was not balanced, with most assignments given in the early phase of the course, and the datelines of the assignments which were quite difficult for many of my participants to catch up because we, the developers of the imooc, paid more attention to the time p a g e | 151 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 predicted to be spent to do the assignment but less to the level and the variety of skills required to do the assignments as well as the different background of the participants related to their skills working with internet and their internet connections. i learnt that many of my participants worked on their assignments mostly on weekends and at nights on the weekdays so they depended much on their internet connections during that periods. with many of the datelines were on the weekdays, most of my participants tended to work hard on the weekends preceding the datelines but then when their internet connections were not good they could not perform their tasks well. participant vignette: muhamad hasbi the first hardest challenge i dealt with was about timing. having to accomplish two to three (mostly) activities in a week in the middle of doing other works/activities and to do all of those activities online was demanding already, and the fact that each activity was able to be accessed one after another instead of making them available in one go, such as weekly or per module, often gave an element of shock to me and others as sometimes tasks requiring more times appeared to be scheduled on the same day(s) we had planned agenda(s). this issue had been notified by the imooc program developer and it is good to know that current presentation of imooc has friendlier policy, i.e., publishing the whole contents of a module one day before it starts. secondly, the amount of tasks itself is rather plenty considering such learning is new to most of us and we took it while multitasking of other matters thus some reductions of material could be wiser so as to let us enjoy the course with ideal speed and produce quality works and involve in engaging interaction in the discussions. next, several tasks required participants to produce some video and visual teaching materials using previously unknown online and offline applications and upload them on certain websites and at first it was rather complex and demanding as it required multimedia skills that we might not have before; i presume this could really be difficult especially for senior in-service teachers/non-digital natives or those having internet access difficulties. p a g e | 152 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 discussion having presented our vignettes of experiences to be involved in the 1st imooc in the point of views of a facilitator and a participant, we will then discuss three attributes for the fundamental requirements of a good practice of online course in the following paragraphs: 1. providing multimodal contents in accordance with participant critical thinking level in the 1st imooc, the content of the course, especially in the way learning materials are presented for the course must help achieve the instructional goals of the course. in the vast amounts of online materials already there in the internet about the use of technology to promote autonomous learning the learning materials shall be the ones appropriate for the participants considering the participants’ various different backgrounds of educational and experiential history related to the online learning itself and their previous knowledge on the use of technology to promote autonomous learning. more importantly, the learning materials are set as appropriate with the participants’ level of english and critical thinking level. as it is not easy to measure the level of the critical thinking of the participants, thus the 1st imooc used our own creation of learning materials and materials available on the internet which are appropriate for those participants with the minimum level english mastery of b2 or the independent user of the cefr (common european framework of reference for languages; learning, teaching, assessment). in that level, the potential participants for the 1st imooc were expected to understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization and that they would be able to use their english flexibly and effectively for social, academic and professional purposes. the 1st imooc was launched in the hope that after learning from the learning materials or the content of the course, the participants, equipped with their different level of critical thinking skills, could develop their own knowledge based on their application of their understanding of concepts of autonomous learning and the real situations of their teaching and learning activities with the help of technology and that the participants, based on the opportunities they p a g e | 153 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 themselves created through their local as well as global interactions with other elt practitioners, could have the continuous learning inside and outside classroom. these set goals are in accordance with what huffaker and calvert (2003) say as the goals of curriculum and material design. 2. accommodating different learning styles with stimulating facilitation in the 1st imooc, the tasks the participants needed to do were varied in term of the skills required and the ways to submit or present the assignments. in total there were 26 assignments for the participants to do to complete the course of 1st imooc. the participants were involved in discussions, lesson planning, video trimming and video creation, internet surfing, and making storyboard, rubric, and infographic. these assignments allowed the participant develop multiple skills and exercise various learning styles simultaneously since all kinds of presentations of learning materials such as audio, text, visual, graphics, were used. besides, the participants were required to do the assignments in groups, in peers, and individually. doing the jobs, a facilitator of an online course will know that the participants can contact him/her for any reasons, related or not to the course or the assignments. throughout the course, the presence of teachers or facilitators will not immediately or automatically help the participants coping with their problems in their efforts to complete the course. with the easiness of communication, a facilitator tries to establish with the participants, some participants may not be brought back to their tracks on the course. some participants seem to just disappear, leaving no clues whether they will complete the course or not. the important of instilling the spirit of autonomous learning can help participants survive with all the challenges of online learning. to be a better facilitator of online learning from time to time, one needs to consider this advice from bonk and khoo (2014) who propose guidelines to sustain student motivation and investment in online learning following the principles as follow: goal setting autonomy and curiosity, disequilibrium and variety, responsive feedback-and-encouragement cycle, and community and relevance. no matter how convincing a facilitator for the participants can be in motivating them to successfully complete the course, when the participants p a g e | 154 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 themselves are not clear with the objectives of their involvement in the course, the participants can always be discouraged by the challenges they face during the course and eventually give up from an online course. the designers and facilitators of online course like imooc shall always work together to avoid boredom felt by the participants during the course due to the lack of variations in presenting learning materials and assessing the learning results since an online learning is lack of social interaction that generally ease the boredom of learning. through adding the way of facilitation that enable participants to engage with one another as well as with the facilitator by utilizing a wa group in which all can immediately seek helps and get responses from others, the facilitator can implement what is called by brown (1996) as an atelier model. through this model of facilitation, a facilitator can show herself or himself as an expert in a particular field but at the same time allow the participants to pay more attention to their own innovations and success by observing, commenting, or indeed analyzing on each other works so the participants can learn not only from their facilitator but also from other participants. 3. utilizing current and user-friendly digital tools applicable and integrative in indonesian teaching context the imooc 2017 was structured to equip teacher participants with english teaching skills which promote learning autonomy through giving the experience of creating teaching video, visual, textual materials, creating rubrics, and creating a lesson plan after learning deeper about the theory and practices of autonomous learning and digital literacy through article readings, discussions, and quizzes in the first two modules. as online resources are the dominant part of any computer assisted language teaching course (blake & delforge, 2004), the creations of those teaching products were accomplished using online applications which were completely new to the majority of participants, such as rubistar for creating the rubric and edpuzzle for creating a trimmed video-based teaching material. apart from canvas.instructure, which was the main online platform of the course, whatsapp was also used together by both facilitator and participants to build the community of inquiry which played a very significant role in triggering the successfulness of the program, of any online classes in general especially in p a g e | 155 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 encouraging students to speak their minds and engage in discussions (shih, 2011). therefore, online applications were utilized not only within participants’ learning process but also as an external tool for both parties to communicate. the online applications explored during the course such as those mentioned above were user-friendly and integrative to support preparing english language materials in indonesian context. however, they are all browsed applications, and to maximize the achievement of learning autonomy, making use of several mobile applications could also have been integrated since the trend shows that more and more users used mobile apps more frequently than browsing the web on their mobile devices (perez, 2012) and mobile assisted language learning (mall) can be an ideal solution to language learning barriers in terms of time and place (miangah & nezarat, 2012). last but not least, technological tools both mobileinstalled and web-browsed can be used in educational purposes (çelik & aytin, 2014; hunt-barron, tracy, howell & kaminski, 2015; samah, putih & hussin, 2016 in chmura, 2017) and whatever applications to be picked for learning, it is suggestible to be rather picky and to make sure they fulfill the criteria of a good online english resources such as stimulating interaction and generative, having appropriate instructions, and looking attractive and flexible (howard and major, 2004). conclusion the facilitator and participant vignettes have given a close-to-reality testimony of how the indonesian mooc run in its first batch in 2017 which in general mirrors a success despite several aspects which needed evaluation or improvement as noted by the participants. the reflection highlights three most important elements of an online course namely accommodating different learning styles with stimulating facilitation, providing multimodal contents in accordance with participant critical thinking level, and utilizing current and user-friendly digital tools applicable and integrative in indonesian institutional context. special notes on the number of tasks in a week, course contents publishing policy, and may be resourceful for the developers and facilitators to take account in carrying out the upcoming practice of indonesian mooc. the success of learning through p a g e | 156 hanung triyoko let: linguistics, literature and language teaching journal vol.8 no.2 2018 the course may inspire many other indonesian english teachers to also participate as it gives good promises for their professional teaching development as well as inspires teachers in presenting effective english language classroom teaching and learning. reference blake, r. j., & delforge, a. m. 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(2015). exploring efl teachers’ call knowledge and competencies: in-service program perspectives. language learning & technology. vol. 19, number 1, pp. 119–138. pawan, f., wiechart, k.a., warren, a.n, & park, j. (2016). pedagogy and practice for online english language teacher education virginia: tesol international association perez, sarah. july 2, 2012. comscore: in u.s. mobile market, samsung, android top the charts; apps overtake web browsing. techcrunch.com. richards, j. c., & lockhart, c. (1994). reflective teaching in second language classroom. cambridge, uk: cambridge university press. shih, r. c. (2011). can web 2.0 technology assist college students in learning english writing? integrating facebook and peer assessment with blended learning. australasian journal of educational technology, vol. 27, no. 5, pp. 829-845. ieee paper template in a4 (v1) p a g e | 17 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||17-39||2017|| |p-issn: 20869606 ; e-issn: 25492454| a syntactic analysis on the english translation of surah al qiyamah using tree diagrams alfini iasya putri alfinigreat@ymail.com english education department of uin antasari banjarmasin article history: received: 5 th january 2017 accepted: 15 th march 2017 abstract in this research, the researcher analyzed syntactical patterns of the whole verses (ayah) in the english translation of surah al qiyamah, which has 40 ayah, using tree diagrams theory to be able drawing and seeing hierarchical syntax structure of the verses in the surah. after analyzing the data, the researcher finally found twenty four syntactic patterns of the surah: there are sixteen patterns of sentence and eight patterns of phrases. the phrases patterns are : a) the pattern of noun phrase appears in one position, b) the patterns of verb phrase appear in three position, c) the patterns of adjective phrase appear in two position, d) the pattern of prepositional phrase appears in one position, and e) the pattern of complement phrase appears in one position. corresponding author: tel.: .............................. keywords syntax; tree diagrams; sentence; phrases. introduction in linguistics, study about the sentence of a language is called syntax. syntax focused on the ways in which words are placed and combined together as one sentence. once we have structural knowledge of english sentences, it is easy to get the meaning and the purpose of certain sentence and utterance correctly. it available online at: jurnal.uin-antasari.ac.id/index.php/let mailto:alfinigreat@ymail.com p a g e | 18 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 helps us to avoid or decrease misunderstanding in speaking and reading comprehension. in this research, the researcher chose tree diagrams as a mean to analyze verses in the english translation of surah al qiyamah by t.b irving. tree diagram is one of popular theory of syntactic analysis. it is very interesting if we are able to analyze sentences using tree diagrams. tree diagrams is sentences analysis by using internal hierarchical structure of sentences as generated by set of rules. there are some advantages of using tree diagrams. bornstein (1977, p. 48) states that a sentence is the basic unit of syntactic analysis which is easier to see the parts of phrases and subparts (parts of speech) of the sentence in a tree diagram. finch (1998, p. 107) states that the advantage of tree diagrams is that they enable us to see at a glance the hierarchical structure of sentences. all of the translations of the holy qur‟an have grammatical rule. it contains phrase, clause, and sentences. each of them must be in language as the structure in order to avoid misunderstanding between translators and readers. it is very impossible for the existence of translation without any structural form. in the structural form, the message can be accepted easily and the intention can be understood effectively. for example, in the english translation of surah al qiyamah ayah 1: i do swear by resurrection day, s np vp pro v vp v pp p np n1 n2 i do swear by resurrection day the formula of the diagram : s  np + vp p a g e | 19 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 the pattern of the sentence consists of noun phrase (pronoun) “i” followed by verb phrase consists of verb “do” and followed verb pharse which consists of verb “swear” and followed by prepositional phrase that consists of preposition “by” and followed by noun phrase which consists of n1 “resurrection” and n2 “day”. syntax in oxford advanced learners dictionary (1995, p.1212) syntax is defined as the rule of grammar for the arrangement of words into phrases and of phrases into sentences. while in webster (1988, p.1359), syntax is defined as a branch of linguistics which studies the arrangement of and relationship among words, phrases and clauses forming sentences. bornstein (1977, p. 246) explained that syntax is the processes by which words and grammatical categories are combined to form phrase, clause and sentences in language. then, chomsky (1966, p. 1) said that syntax is the study of the principles and process by which sentences are constructed in particular languages. a linguistics level such as phonemics, morphology, phrase structure is essentially a set of descriptive devices which are made available for the constructions of grammars, it constitutes a certain method for representing utterances. laurel (2000, p. 167) states that the study of syntax is the analysis of the constituent parts of a sentence: their form, positioning, and function. constituents are the proper subparts of sentence. in addition, herman and haegeman (1989, p. 3) said that syntax or syntactic analysis may be defined as: (a) determining the relevant component parts of the sentence, (b) describing these parts grammatically. the component parts of a sentence are called constituent. in other words, matthews (1974, p. 154) explained that syntax is concerned with their external functions and their relationship to other word within the sentence. based on those definitions which are stated by the experts above, the researcher concludes that syntax is one of linguistics branch which is very important to be used while analyzing sentences. by using syntactic analysis, we are able to know the sentence patterns of the sentence such as n, vp, v, det, and aux. furthermore, it can be concluded that syntax is the science which studies p a g e | 20 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 about the arrangement and relationship among words, phrases, and clauses forming sentences or larger constructions based on grammatical rules. transformational grammar there are a lot of definition of transformational grammar based on some sources and experts. according to websters new world college dictionary (1996, p. 1420), transformational grammar is a system of grammatical analysis that posits the existence of deep structure and surface structure and uses a set of transformational rules to derive surface structure forms from deep structure. in addition, bornstein (1977:97) states that the term transformation is given a specialized technical meaning: it is a grammatical process that operates on a string of words and symbols with a particular constituent structure and converts it into a new string with a new derived constituent structure. also, matthews (1974, p. 177) says that the rules of correspondence (rules relating deep and surface structure) are transformation, and it is from these that transformational syntax takes it name. chomsky (1972, p. 17) defines that the grammar of a language must contain a system of rules that characterizes deep and surface structure and transformational between them. we should use grammatical transformations of the sort described to convert deep structure to surface form. moreover, chomsky (1972, p. 155) also states that the grammar of a language must allow for infinite use of finite means, and we assigned this recursive property to the syntactic component, which generates an infinite set of paired deep and surface structures. deep and surface structure based on yule‟s book (2008, p. 87-88), he gives explanation of deep and surface structure by showing example of two superficially different sentence as follows: charlie broke the window. the window was broken by charlie. p a g e | 21 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 in traditional grammar, the first is called an active sentence, focusing on what charlie did, and the second is a passive sentence, focusing on the window and what happened to it. the distinction between them is a difference in their surface structure, that is, the different syntactic forms they have as individual english sentence. however, this superficial differences in form disguises the fact that the two sentences are very closely related, even identical, at some less superficial level. this other „underlying‟ level, where the basic components (noun phrase + verb + noun phrase) shared by the two sentences can be represented, is called their deep structure. the deep structure is an abstract level of structural organization in which all the elements determining structural interpretation are represented. that same deep structure can be the source of many other surface structures such as it was charlie who broke the window and was the window broken by charlie? in short, the grammar must be capable of showing how a single underlying abstract representation can become different surface structure. phrase structure rules according to bornstein (1977, p. 39-46), in transformational grammar (tg) that the phrase structure rules are illustrated by means of tree diagrams that are called phrasemakers, which show the hierarchical structure of sentence. bornstein further symbolizes some of the common symbols used in phrase structure rules as follows: s : sentence pp : prepositional phrase np : noun phrase vp : verb phrase n : noun v : verb d or det : determiner pron : pronoun prop n : proper noun pred : predicate adv. p : adverb phrase c : complement vt : transitive verb vi : intransitive verb vl : linking verb prep : preposition adj. p : adjective phrase pres : present p a g e | 22 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 m : modal be : the verb be in transformational grammar, phrase structure rules are described by means of tree diagram called phrase-makers which show the hierarchical structure of the sentence. we begin with s (sentence) as the highest level, and go down to the lower levels until we get to maximally specific of terminal level where no additional symbols that can be written. this process is called a derivation of sentence. below are steps of derivation of a sentence: a. s  np + vp s np vp det n v the kid slept b. np  det + n s np vp det n the kid c. vp aux + vt + np s np vp det n aux vt np the student det n will buy a book p a g e | 23 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 d. ap adj + pp s np vp ap det n adj pp v prep pron the kid is angry with you e. advp  adv + advp s np vp vp advp adv advp pro v adv he swims very well f. pp  p + np s np vp det n v pp p np det n the girls laughed at the monkey p a g e | 24 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 the tree diagrams above can be explained more detailed as follows: 1. s consists of np and vp 2. np consists of det (determiner) and n 3. vp consists of aux, vt/vi, np 4. ap consists of adj and pp 5. advp consists of adv and advp 6. pp consists of p (preposition) and pp sentence and the types acording to its purpose, sentence can be classified into four kinds; declarative, imperative, interrogative, and exclamatory. a. declarative sentence this sentence kind makes a statement and ends with a period (.). example: every person, man or woman, faithful to islam, must make “hajj” pilgrimage, at least once during his life-time, unless hindered by poverty, ill-health or other reasonable cause. b. imperative sentence it gives a command or makes a request. most imperative sentences end with a period. a strong command ends with an exclamation point. examples: please listen to me. [request] listen to me. [command] stop talking! listen to me! [strong command] c. interrogative sentence it asks a question and ends with a question mark. examples: who is the president of indonesia? have you been to paris? d. exclamatory sentence p a g e | 25 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 it shows excitement or expresses strong feeling and ends with an exclamation point. examples: what a wonderful world! how happy it is to see you again! how sad you look! according to bornstein (1977, p. 52), sentence must have noun phrase and verb phrase (s np + vp). meanwhile, marcella (1972, p. 276) said that there are three types of sub clause, and those are have the name differently according to their function in the sentence. they are: 1) noun clause, 2) adjective clause, and 3) adverbial clause. the explanation of the three sub clauses as follow: noun phrase in transformational grammar, bornstein (1977, p. 242) states that noun is defined as the name of a person, place, thing, or quality. noun phrase is a group of words in which the head word (main word) is a noun or pronoun. then, a noun phrase can consist of a single noun or pronoun, or of noun or pronoun with modifiers (bornstein, 1977, p. 55). noun phrase can be in the form on the following examples: a. np  n (broom, blanket) b. np pron (i, you, they) c. npprop. n (banjarmasin, muhyiddin) d. np det + n (the television, a map) e. np np + s (the woman who is watering flowers) f. np s (she goes to campus) verb phrase transformational grammarians define that verb as the head word in the verb phrase (bornstein, 1977, p. 77). the rules for rewriting the verb phrase, one at a time: p a g e | 26 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 a. vp v ( run, sang, walked, caught) b. vp v + np ( lifted 50 pounds, meet his students) c. vp v/vp + pp ( walked through the park, meet his students in the class) d. vp vp + adv ( read the book loudly, say politely) e. vp v + s ( warned us that storms were coming) f. vp v [aux+] vp (will feel happy, must study english) g. vp v + cp (want to run) adjective phrase the most common environment where an adjective phrase (ap) occurs is in „linking verb‟ constructions as in: masruroh feels _______. expressions in the following paragraph can occur in the blank space above as follows: happy, uncomfortable, terrified, sad, proud of him, proud to be his student, proud that she passed the exam, etc. since these all include an adjective (a), we can safely conclude that they all from an ap. looking into the constituents of these, we can formulate the following simple phrase structure rule for the ap: ap  a (pp/vp/s) this simple ap rule can easily explain the following: a. masruroh sounded happy/uncomfortable/terrified/proud of him. b. masruroh felt proud that her son won the game. c. masruroh sounded *happily/*very/*the student/*in the park the verb sounded requires an ap to be followed, but in example (c) we have no ap. in addition, observe the contrasts in the following example: a. *the employees seem (want to leave the meeting). b. the employees seem (eager to leave the meeting). c. *sari seems (know about the theater). d. sari seems (certain about the theater). p a g e | 27 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 these examples tell us that the verb seem combines with an ap, but not with a vp. adverb phrase another phrasal syntactic category is adverb phrase (advp), as exemplified in the following: soundly, well, clearly, extremely, carefully, very soundly, almost certainly, very slowly, etc. these phrases are often used to modify verbs, adjectives, and adverbs themselves, and they can all occur in principle in the following environments: a. cici behaved very ________. b. they worded the sentence very _________. c. he treated her very _______. phrases other than advp cannot appear here. for example, an np the student or ap happy cannot occur in these syntactic positions. based on what we have seen so far, the advp rule can be given as follows: advp  (advp) adv preposition phrase another major phrasal category is preposition phrase (pp). pps like those in the following are generally consist of a preposition plus an np: from seoul, in the box, in the hotel, into the soup, with sarah and her cat, under the table, etc. these pps can appear in a wide range of environments: a. rina came from seoul. b. they put the book in the box. c. wahdah, atma, and kiya stayed in the hotel. d. the fly fell into the soup. one clear case in which only a pp can appear is the following: the squirrel ran straight/right. p a g e | 28 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 the intensifiers straight and right can occur neither with an ap nor with an advp: a. the squirrel ran straight/right up the tree. b. * the squirrel ran straight/right angry. c. * the squirrel ran straight/right quickly. from the examples above, we can deduce the follo wing general rule for forming a pp: pp  p np the rule states that a pp consists of a p followed by an np. we cannot construct unacceptable pps like the following: *in angry, *into sing a song, *with happily …. modal according to laurel (2000, p. 199) that the second in the verb group is modal (m). the modal auxiliary is the first independent in the verb group, but it need not be present because modal is optional. if a modal is present, it carries tense (however, past tense forms of the modals do not usually express past time). the form of the auxiliary (be or have) or main verb which follows the modal is the basic stem form. the negative item to appear under the auxiliary is modal. since it is optional, it is placed within parentheses which are used to indicate that an item may or may not be chosen: aux  m be have the negative form indicated by the word „not‟ appears under the auxiliary. the helping verb in which precedes the word „not‟ also come from the auxiliary. you do not hear p a g e | 29 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 aux tense do not pres auxiliary according to bornstein in her book entitled an introduction to transformational grammar, does not divide noun phrase, verb phrase, and auxiliary into equal segments. the auxiliary tends to be more closely associated with the main verb. that is why, in this grammar, the auxiliary will be considered to be the first constituent in the verb phrase. the following phrase structure rule states that a verb phrase consists of an auxiliary and a verb: vp  aux + v (will run, shall go) mostly in the models of transformational grammar, the auxiliary is presented as a separate constituent. this method is more effective in accounting for the structure of the verb phrase and for the negative, interrogative, and emphatic transformations in english. therefore, this grammar will represent the auxiliary as a separate constituent which is part of the verb phrase. some models of transformational grammar separate the auxiliary from the verb phrase and divide the sentence into tree parts. the following rule is used for rewriting of s: s  np + aux + vp however, such a division does not seem to conform to the natural intonation patterns of the language. most people would say: you / will study but not you / will / study p a g e | 30 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 generally, modal auxiliaries express a speaker‟s attitudes or “moods”. for example, modals can express that a speaker feels something is possible or probable, necessary, permissible, or advisable; they can convey the strength of these attitudes. bornstein (1977, p. 40) states that the aux (auxiliary) can be rewritten as a modal auxiliary (can, must, will), one of the “helping verb” (do, be, have) of traditional grammar, but it also includes tense (present or past) as its first element. tense must appear under the auxiliary: aux  tense tense must be rewritten as either present or past. this is indicated by placing these two items within brackets. when brackets are used, one and only one item from within the brackets must be selected: tense  present past the next item to appear under the auxiliary is modal. due to that it is optional, it is placed within parentheses which are used to indicate an item may or may not be chosen: aux  tense (m) if the optional modal is chosen, tense is joined to the modal. the sequence “pres + m” leaves the form of the modal unchanged: lailatun will leave aux  pres + m if a modal or another auxiliary (“have”, “be”, or “do”) is not present, the tense ending will be attached to the main verb: lailatun leaves aux  pres when present tense is selected, a form change on the verb appear only for third person singular (he, she, it), and not at all for modals. then, when past tense is selected, a form change is produced to modals and for main verbs for all persons: lailatun would leave aux  past + m lailatun left aux  past p a g e | 31 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 the next item to appear under the aux is the perfect aspect which introduces “have” plus the past participle ending into the sentence. since perfect aspect is optional, it is placed within parentheses: aux  tense (m) (have + -en) if the perfect aspect is chosen and there is no modal, tense attaches to “have”, and the past participle ending is placed on the main verb: lailatun has left aux  tense (have + -en) the last item to appear under the aux is the progressive aspect which introduces “be” plus the present participle ending into the sentence. like the perfect aspect, it is optional and is placed within parentheses: aux  tense (m) (have + -en) (be + -ing) if the progressive aspect is chosen, modal and the perfect aspect are not chosen, tense is attached to “be”, and the present participle ending is placed on the main verb: lailatun is leaving aux  pres + (be + -ing) tree diagrams based on bornstein‟s theory (1977, p. 39), a tree diagram shows the hierarchical structure of the sentence. the sentence is considered the basic of the syntactic system. instead of beginning with actual sentences, we begin with directions for generating or producing structural descriptions of sentences, which are set forth in phrase structure rules. the rules should be interpreted as an instruction to rewrite or expand the symbol on the left of the arrows as the sequence on the right. in s np + vp, s stands for sentence, np (noun phrase) and vp (verb phrase). the item on the left dominates the elements on the right. diane bornstein starts with s as the highest level and works down to lower level until she comes to the maximally specific level, where in addition symbol can be written. this process is called derivational in the sentence. p a g e | 32 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 s np vp pron aux vt np pron n vi advp det + n tense m vl comp np + s pres be be pred past have bornstein (1977, p. 44-45) points of juncture in tree diagrams are called nodes. if one node is immediately by another, it is called a daughter node. if two nodes are immediately dominated the same node, they are called sister nodes. in the following diagram, the nodes np and vp are daughter nodes of s and sister nodes to each other. np is the left sister, whereas vp is the right sister: s np vp in the next diagram, aux, vt and np are daughter nodes of vp and sister nodes to each other: vp aux vt np the term daughter node and sister node are used in transformational rules, which provide directions for moving constituents in the deep structure. tree diagram has two ways to analyze a sentence by using surface structure and deep structure. both of them have meaning each other. bornstein (1977, p. 37) explained that a deep structure that represent the meaning and a surface structure that represent the sound. will he come here tomorrow? (surface structure)  based on the form p a g e | 33 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 s aux np vp m pron vi advp(1) advp (2) tense adv adv will he come here tomorrow will he come here tomorrow? (deep structure)  based on the meaning s q np vp pron aux vi advp (1) advp (2) tense m pres he will come here tomorrow bornstein (1977, p. 37) said that deep structure and surface structure are produced by two types of rules. phrase structure rules generate the sentences that are found in the deep structure. transformational rules change around these sentences, making them into surface structure. method the type of this research is descriptive qualitative because the data are in the forms of words rather than numbers. the researcher describes the syntactic patterns in the english translation of surah al qiyamah using theory of tree diagrams descriptively. miles (1985, p. 1) states that qualitative data tends to be p a g e | 34 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 in the form of words than series of number. this research does not present data and result in the form of digit or static but it yields the data and the result in the form phenomena description. subject the subject of this research is the english translation of surah al qiyamah by t.b irving. object the object of this research is syntactical analysis of the whole ayah in the english translation of surah al qiyamah by t.b irving which will be analyzed using theory of tree diagrams proposed by diane bornstein. data and source of data the data used in this research is the english translation of surah al qiyamah and the data source in this study the english translation of surah al qiyamah which is translated into english by thomas ballantine irving. the researcher took english translation of the holy qur‟an surah because it has grammatical rule and all of them are analyzable. moreover, the structures of the sentences in the surah have different patterns so that the researcher wants to analyze deeply about the syntactic patterns of the sentences. data collection procedure the steps to collect the data are: finding t.b irving‟s english translation of surah al qiyamah, reading the english translation of the surah, and presenting it as the data. data analysis procedure after collecting the data, several steps will be done as follows: first, drawing tree diagram of the whole ayah in surah al qiyamah. second, analyzing the data using bornstein‟s theory of tree diagrams. third, describing the diagrams p a g e | 35 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 descriptively. fourth, finding and mentioning the syntactic patterns used in the data. fifth, consulting the result of the analysis with expert, dr. saifuddin ahmad husin, ma. finally, making final conclusion. findings and discussions datum 1(ayah 1): i do swear by resurrection day, s np vp pro v vp v pp p np n1 n2 i do swear by resurrection day the formula of the diagram : s  np + vp the pattern of the sentence consists of noun phrase (pronoun) “i” followed by verb phrase consists of verb “do” and followed verb pharse which consists of verb “swear” and followed by prepositional phrase that consists of preposition “by” and followed by noun phrase which consists of n1 “resurrection” and n2 “day” datum 2 (ayah 2): as i swear by the rebuking soul, pp p np vp v pp p np det np pro adj n as i swear by the rebuking soul the formula of the diagram : pp  p + np + vp the pattern of the prepositional phrase consists of conjunction “as” and followed by a sentence which consists of pronoun (noun phrase) “i” and followed p a g e | 36 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 by verb phrase which consists of verb “swear” and followed by prepositional phrase consists of preposition “by” and a noun phrase consists of article “the” as determiner and followed by a noun phrase which consists of an adjective “rebuking” and noun “soul”. datum 21 (ayah 21): while you neglect the hereafter! cp com s np vp v np pro det n while you neglect the hereafter! the diagram formula: cp com + s this ayah is a complement phrase which is consists of complement “while” and followed by a sentence. the sentence in this ayah consists of pronoun “you”, verb “neglect”, determiner “the”, and noun “hereafter”. datum 23 (ayah 23): looking toward their lord np n pp np ving p det n looking toward their lord the formula of the diagram: np  n + pp this ayah is a noun phrase consists of noun “looking” which is an verbing and followed by a prepositional phrase consists of preposition “toward”, determiner “their”, and noun “lord”. datum 25 (ayah 25): thinking that some impoverishing blow will be dealt them p a g e | 37 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 vp v cp com s np vp det np vp vp ving ving n aux aux v n thinking that some impoverishing blow will be dealt them the formula of the diagram : vp v + cp this ayah is a verb phrase, consists of verb “thinking” and followed by a complement phrase consists of complement “that” and a sentence. the sentence consists of determiner “that” and noun “impoverishing blow” as noun phrase and followed by verb phrase consists of auxiliary “will be”, verb “dealt”, and noun “them”. datum 34 (ayah 34): (though) closer to you and even closer! ap con ap ap ap cp ap cp np ap ap adj com pro con adj adj ( though ) closer to you and even closer! the diagram formula: ap  con + ap this ayah is an adjective phrase consists of conjunction “though” and followed by adjective phrase. the adjective phrase consists of adjective “closer”, complement “to”, pronoun “you”, conjunction “and”, and adjective “even closer”. p a g e | 38 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 conclusions and suggestion based on the result, there are twenty four syntactical patterns found in the english translation of surah al qiyamah which are described into several part appropriate with the types as follows: a. there are sixteen patterns of sentence 1. s np + vp 2. s pp + np + vp 3. s ap + np + vp 4. s advp + np + vp 5. s adj + np + vp 6. s adv + np + vp 7. s np + vp + vp 8. s con + np + vp 9. s pp + np1 + vp1 + vp2 + np2 10. s np + vp + np 11. s-inv vp + np + vp 12. s-inv vp + np 13. s-inv vp + np + ap 14. s adv + np + vp + adv + np + vp 15. s pp + s-inv 16. s-imp vp1 + vp2 + cp b. there is one pattern of noun phrase 1. np n + pp c. there are three patterns of verb phrase 1. vp v + cp 2. vp con + vp + con + vp 3. vp con + vp + pp d. there are two patterns of adjective phrase 1. ap con + ap 2. ap adv + adj + pp e. there is one pattern of prepositional phrase p a g e | 39 alfini iasya putri let: linguistics, literature and language teaching journal vol.7 no.1 2017 1. pp p + np + vp f. there is one pattern of complement phrase 1. cp com + s references abdurrahman bin nashir as-sa‟di, syaikh. (2013). taisir al-karim ar-rahman fi tafsir kalam al-mannan. jakarta: darul haq. ali as-sobuni, muhammad. (2003). shofwah at-tafsier. jakarta: jet printers johannesburg. bornstein, diane. (1977). an introduction to transformational grammar. new york: cambridge university press chomsky, noam. (1966). topics in the theory of generative grammar. the hague: mouton chomsky, noam. (1957). syntactic structures. the hague/paris: mouton. hornby, a.s. (1995). oxford advanced learner’s dictionary. oxford: oxford university press. irving, t. b. (1985). the quran: first american version. brattltboro, vermount: amana books. retrieved from http://books.google.com/books , may 16, 2016 . oxford learner‟s pocket dictionary (4th edition). new york: oxford university press. radford, andrew. (1997). syntax: a minimalist introduction. new york: cambrigde university press. wekker, herman. & haegeman, liliane,m. v. (1998). a modern course in english syntax. london: routledge. yule, george. (2008). the study of language. ny: cambridge university press. http://books.google.com/books annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||24-39 ||2020|| |p-issn: 20869606 ; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the correlation between social deixis and social class in a speech by nobel prize winners: a sociopragmatic study annur karima zulyanputri annur19001@mail.unpad.ac.id lia maulia indrayani lia.maulia@unpad.ac.id ypsi soeria soemantri ypsisoerias@gmail.com padjadjaran university of sumedang, indonesia article history: received: 8 th may 2020 accepted: 26 th june 2020 this article aims to identify the relationship between one of the linguistic forms such as deixis, specifically social deixis, and the speakers’ social class. thus, the usage of social deixis by nobel prize winners in their speech, are analysed. the data are taken from the banquet speech of nobel prize winners. this research was conducted to find out the types of social deixis used by nobel prize winners using levinson’s theory, which are absolute and relational, and its correlation with speakers’ social class. this research applies block’s theory to provide the aspects or dimensions in social class. furthermore, other additional theories are also provided to support the main theories. this qualitative descriptive research socio-linguistically provides insight into people’s social class that is identified through linguistic feature like social deixis. the findings show that both types of social deixis which are absolute and relational can be identified from every speech uttered by the nobel prize winners. through the findings of the research, only the relational type of social deixis can determine the speakers’ social class dimensions. they are wealth, occupation, education, and social networking. corresponding author: tel.: lia.maulia@unpad.ac.id keywords: social deixis; social class speech; absolute; relational; dimensions http://jurnal.uin-antasari.ac.id/index.php mailto:annur19001@mail.unpad.ac.id mailto:lia.maulia@unpad.ac.id mailto:lia.maulia@unpad.ac.id p a g e | 24 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 introduction communication is an essential part of everyday life. it is a process of carrying and giving message or information from the speaker to the hearer and vice versa to make each other understand the message or information. what is interested in communication is, people do not always or even usually say what they mean (thomas, 2014). they frequently mean much more than their words actually say. hence, we can investigate such phenomenon from pragmatics point of view. levinson (1983) defines that pragmatics is the study of language use. it is the study of the relation between language and context which is basic to an account of language understanding which involves the making of inferences which will connect what has been said before. pragmatics also could solve the matter between the speaker and therefore the hearer, especially the matter about point of view. in everyday language, there is one pragmatics aspect called deixis that is commonly used to communicate. the use of terms such as i, you, she, he, it, here, there, now, etc are commonly used in the daily conversation. a deictic expression or deixis may be a word or phrase that points to the time, place, or situation during which a speaker is speaking. deixis, based on levinson (2004) is classified into five; person deixis, time deixis, place deixis, discourse deixis, and social deixis. person deixis concerns with the grammatical person involved in an utterance (e.g., i and you), it refers to the participant role of a referent such as the speaker, the addressee, and referents which are neither speaker nor addressee. time deixis concerns with the various times involved in and referred to in an utterance (e.g., now, today, and yesterday), it refers to the current time in when the utterance is spoken. place deixis concerns with the spatial locations relevant to an utterance (e.g., here and there), it refers to a location relative to the location of participant in the speech event, generally the speaker. discourse deixi s that refers to the use of expressions within an utterance to refer to parts of the discourse that contains the utterance including the utterance itself. social deixis, as this research focused on, concerns with the encoding of social distinction that is relative to participant-roles, particularly aspects of the social relationship holding between speaker addressee or speaker and some referent. p a g e | 25 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 furthermore, levinson (1983: 90-91) in adane (2014) divided two basic kinds of social deictic information which could occur in language. the first conveys relational information ; this may be between speaker and referent (e.g., referent honorifics), speaker and addressee (e.g., addressee honorifics), speaker and bystander (e.g., bystander or audience honorifics), and speaker and setting (e.g., formality levels). the second type of social deixis is absolute which are absolutely reserved for certain speakers and authorized recipients. the prototypical case involves speech by, or to, a royal person. in connection with the kinds of social deixis, levinson (1983) also argued that social deixis is related to the aspect of sentences reflecting or establishing the social situation when the speech event occurs which means social deixis is also a deictic expression to distinguish speakers’ social class (purwati, 2015). furthermore, according to levinson (1983:63) social deixis is “those aspects of language structure that are anchored to the social identities of participants in the speech event, or relations between them, or relations between them and other referents”. in applied linguistics and sociolinguistics, the relationship between language and social class has been a major concern as sociolinguistics focuses on the study of the relationship between language and society. snell (2014) mentioned that labov (1966), an american linguist who conducted a large-scale survey of the pronunciation patterns of residents of the lower east side of new york city established that language use correlates with social factors such as social class, ethnicity, and gender. the sociolinguistics surveys conducted by labov have supported the idea that those social categories controlled one’s linguistic behaviour (i.e. language use reflects existing social structure). however, block (2015) added that social class is unlike dimensions of identity like gender, race, ethnicity, nationality, sexuality, and religion, but social class is about a wide range of experiences in the day-to-day lives of people. block also defined eleven key dimensions of class, that lists on the table below. p a g e | 26 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 table 1. key dimensions of class (based on block, 2012, 2014, 2015) dimension gloss property material possessions, such as land, housing, electronic devices, clothing books, art, etc. wealth disposable income and patrimony (e.g., what owned property is worth in financial terms). occupation the kind of work done: information-based or manual, specialized or unskilled, etc. place of residence the type of neighbourhood one lives in (poor, workingclass, middle class, gated community, an area in the process of gentrification) or the type of dwelling (individual house, flat, caravan). education the level of schooling attained and the acquired cultural capital one has at any point in time. social networking middle-class people tend to socialize with middle-class people, working-class people with working-class people, etc. consumption patterns shopping at a supermarket that is “cost-cutting” or one that sells “healthy”, organic products. buying particular goods and brands. symbolic behaviour including body movement, clothes worn, how one speaks, how one eats, pastimes engaged in, etc. spatial relations the condition in which one lives: dwelling size, bedroom size, proximity to others across day-to-day activities, etc. mobility the means, disposition, time, and knowledge necessary for travel. life chances quality of life in terms of personal comfort, access to preventive medicine, life expectancy, etc. there are numerous researches in language use, particularly in deixis. a research on social deixis has been done by many researchers, one of them is social deixis in twelfth night that was conducted by sabir & muhammad (2019). their research was aimed to find out the types of social deixis that mainly occur p a g e | 27 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 in twelfth night by shakespeare. the findings reveal that there were two types of social deixis; relational and absolute, with relational deictic words as the type of social deixis that mostly occur in the play. another research on social deixis was conducted by khidhir & majeed (2019), entitled analysis of social deixis in a night in khanzad’s life. apart from the research that conducted by sabir & muhammad (2019), this research was not only concerned with both types of social deixis, but also how each type is related to social identity, relative power, and social relation between the characters in the play a night in khanzad’s life that written by hama kareem hawrami. hence, similar with the previous researches, this research will identify the deictic expressions in banquet speech of nobel prize winners. to develop the differentiation that will give new findings and lead to different results, the author tries to identify and analyze the correlation between the use of social deixis and speakers’ dimensions of class. thus, this research is conducted to identify the types of social deixis used by nobel prize winners using levinson’s theory, which are absolute and relational, and its correlation with speakers’ social class that applies block’s theory to provide the aspects or dimension in their social class. levinson (1983) stated that absolute social deixis is a deictic reference usually expressed in certain forms of address, which will include no comparison of the ranking of the speaker and addressee. meanwhile, relational social deixis is a deictic reference to some social characteristic of referent apart from any relative ranking. to correlate with social class, this research utilizes the theory from block (2015). in defining the social class, there are at least eleven dimensions of social class which are property, wealth, occupation, place of residence, education, social networking, consumption patterns, symbolic behaviour, spatial patterns, symbolic behaviour, spatial relations, mobility, and life chances (block, 2015). considering this research has been supported with proper theories, a suitable research object is required. nobel prize winners’ banquet speech is selected as the research object because the f eature of social deixis is often applied in the delivery of the noble prize banquet speech. it is easier to identify the social deixis in an award -winning speech as it is predicted that the speaker makes references towards someone in their speech such as giving gratitude to someone. p a g e | 28 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 based on that fact, the banquet speeches of nobel prize winners are arranged as the research object to help this research find the correlation between social deixis and social class. method this research applied a descriptive qualitative approach as this research method was done to describe the correlation between the usage of social deixis with the social class of the speakers. according to moleong (2013), qualitative research is a research which has a result of descriptive data in the form of written or oral form observing people or behaviour. data were taken from the official website of the nobel prize (nobelprize.org). the banquet speech of ada e. yonath as laureate in chemistry 2009, robert j. lefkowitz as laureate in chemistry 2012, richard h. thaler as laureate in economic sciences 2017, and john o’keefe as laureate in physiology or medicine 2014 were taken to be identified as the main data for the study. the analysis of the data went through several steps. collecting information, which researchers call data is only the beginning of the research process. once collected, the information has to be organized and thought about (o’connor & gibson, 2003). the author started with read over the written transcripts of nobel prize winners banquet speech, then detected the deictic expressions, specifically social deixis that used in the speech. continued by classified the social deixis into relational and absolute social deixis according to theory that proposed by levinson (1983). thereafter, both relational and absolute social deixis are linked with its correlation with the speaker’s social class based on block’s (2012, 2014, 2015) key dimension of class. findings and discussions after classifying the data, 5 utterances are identified in which relational social deixis is applied. from the social deixis consisted of 5 utterances, 4 social dimensions of the speakers’ social class can be identified. in delivering the findings of this research, first, the author describes the context occurred in the data. second, the relational social deixis is highlighted followed by the explanation of why it is considered as the relational type. lastly, the correlation between the relational social deixis and the identified social class dimension is p a g e | 29 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 explained. after providing the explanation of relational social deixis, the author provides the list of identified absolute social deixis and the comparison between the absolute and relational type in regards with the correlation of social class. relational social deixis relational social deixis to identify speaker’s wealth data 1: “i want to thank warmly my dedicated chauffeur, nisse. without him, i would have been lost in stockholm, the wonderful, albeit dark city, and consequently miss most of the fascinating events of this magic week.” speaker: ada e. yonath social deixis type: relational social class dimension: wealth from the data above, ada e. yonath spoke in behalf of laureate in chemistry 2019. she delivered her banquet speech after receiving the nobel prize winner in chemistry in 2009. the social deixis was identified at the end of her speech. it is represented by the phrase of my dedicated chauffeur. by definition, a chauffeur is defined as a person employed to drive a private or rented automobile. the type of social deixis from data 1 is considered as relational social deixis. the deixis used in the data above is a reference to a social relationship between the speaker and other referents in the extra-linguistic context as the chauffeur doesn’t present in the nobel prize ceremony. in general, the term of chauffeur has a similar meaning to driver. however, the function of chauffeur and driver in terms of specific duty is completely different. therefore, the differences produce a level of social class between chauffeur and driver. to be more specific with the term of a driver, it has a lower class than chauffeur which considerably has more high -class term. the reasons of why the term of driver has a lower social class than chauffeur is that firstly, the word driver usually correlates with several job terms such as taxi driver, cab driver, and bus driver. those kinds of jobs frequently serve people from middle to low social class mostly to provide their daily mobilization. according to indeed.com, the average of a taxi driver’s salary in the united states is $16.71 per hour and the requirement for a person to be a d river is more general rather than to p a g e | 30 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 be a chauffeur where almost every person is capable to meet the requirements. generally, the requirements to be a taxi driver according to thinklimo is that a person must be at least 21 years old and is capable to drive a car proven by driver’s license and insurance. by looking at the requirements, it can be argued that everyone can be a driver. however, on the other side, a chauffeur is very different compare to a driver. according to thinklimo, the cost to hire a chauffeur is approximately around $75 to $250 per hour or all the way to $1.500. to be a chauffeur, a person must have more experiences not only in driving matters but also in other matters that can ensure its passengers to enjoy the travel experiences. in other words, a chauffeur is more expert in terms of customer service rather than drivers where they are likely to focus on getting customers from one destination to another as fast as they can and consequently give more prestige and luxury for the customers. from the utterance above, it is clear that the speaker is pleased by the service given by her chauffeur as she described her chauffeur as a dedicated person. besides, the speaker also elaborates her satisfaction by uttering the expression of “without him, i would have been lost in stockholm”. moreover, a company providing limo and luxurious automobile service, stated that chauffeur mostly drives a first-rate vehicle. the example of first-rate vehicle is such as executive vans, limousines, and luxury sedans. the first-rate vehicles which are operated by the chauffeur proves that a chauffeur is a high-class occupation. as the speaker, ada e. yonath, uses that social deixis, consequently, resulting in an implicit meaning from the utterance regarding the social class of the speaker. regarding with the implicit meaning form the deixis used in data 1, the deixis has a relation with the speaker’s social class. by uttering the phrase of my chauffeur, the speaker implicitly shows that she has a high social class in terms of wealth. most a wealthy person, according to block (2015) is related to financial matters. as it has been mentioned before, by looking at the range of cost to hire a chauffeur, only people from middle to high class can afford the price. in reference with her speech, at the end of the sentence, the speaker utters the expression of “this magic week” and this infers that the speaker has been hiring the chauffeur for a week. based on the explanation about the price rating of a chauffeur which is p a g e | 31 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 elaborated before. it is expected that the speaker should pay the chauffeur extra cash as she is served for a full week. although there is a possibility that the committee of nobel prize provides the accommodation for the speaker, the possessive pronoun of “my” uttered by the speaker reflects that the accommodation of hiring the chauffeur is handled by herself. based on those circumstances, it can be said that the speaker has no problems in spending that range of cost to hire the chauffeur. in conclusion, being able to spend the amount of money to hire a full week service from a chauffeur in the city of stockholm, sweden where the nobel prize is held, it is understandable that the speaker is a wealthy person and hence the speaker has a high class in terms of wealth. additionally, based on the utterance uttered by ada e. yonath, the social class dimension of wealth is implicitly mentioned by her during her banquet speech after receiving a nobel prize award. relational social deixis to identify speaker’s education data 2: “many of our trainees are major leaders in our field of science, a source of enormous pride for both of us.” speaker: robert j. lefkowitz social deixis type: relational social class dimension: education in data 2, robert j. lefkowitz, the winner of nobel prize in chemistry back in 2012, uttered his banquet speech after receiving the award. during his speech, he informed the audience that he and his colleagues always do training mostly about science to the young trainees. the social deixis spotted in the data above can be seen from the phrase of our trainees, it is considered as relational social deixis as it shows a social relationship between robert j. lefkowitz with the trainees. the relationship between the two of them is as t rainers and trainees. the term of our trainees uttered by the speaker in a speech implicitly shows the speaker’s social class in term of his education. by definition, trainee means a person undergoing training for a particular job or profession. by its definition and the context of the data, it can be implied that the speaker also acts as the trainer for the trainees. it can be shown from the p a g e | 32 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 use of the word “our” that shows a possession. the definition of a trainer is a person who teaches skills to people and prepares them for a job, activity, or sport. however, being a trainer is not something that every person can acquire, especially being a trainer in the science field where the knowledge is more complicated compare to other knowledge. to be a trainer in the science field, it can be said that a person must have good credibility and considerable reputation to carry out the process of the training. to be qualified, the trainers must have a high educational background. in relation with the context in data, based on the author’s research on the internet, robert j. lefkowitz graduated from columbia university college of physicians and surgeons in 1966 with an m.d degree and later in 1977 he acquired his rank as professor of medicine. based on those circumstances, a doctoral degree is the highest degree in the educational title and the rank of professor is also one of the highest positions for a person who works in a university. the combination of acquiring his high educational title by completing a doctoral degree and acquiring the rank of professor must surely put robert j. lefkowitz as an educated person with a lot of experience in certain fields. in results, as robert is equipped with valuable educational background, many people are willing to become his trainee as they may find him credible to be a trainer. as a consequence, there is a relation between the fact occurred to the speaker and the social deixis uttered in his speech. the social deixis which is represented by the phrase of our trainees shows that the speaker has a high class in terms of education as being a trainer in the science field surely must have a high educational background. in conclusion, through his utterance of saying our trainees, the speaker implicitly displays social class dimension of education specifically his education to the listeners as it has been mentioned before that the speaker indeed has a high educational background as he managed to acquire professor of medicine title. from that utterance, it can be inferred that the listeners can understand about the social class identity of the speaker and after the explanation above, the utterance in data 2 is reflecting the social class dimension of education. relational social deixis to identify speaker’s occupation p a g e | 33 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 data 3: so what did i do to get up here? i discovered the presence of human life in a place not far, far away, where my fellow economists thought it did not exist: the economy. speaker: richard h. thaler social deixis type: relational social class dimension: occupation based on the data above, the context occurs is that richard h. thaler is appointed as the winner of the nobel memorial prize in economic sciences. after receiving the award, he delivers a speech. in his speech, this resea rch identifies a relational social deixis used by the speaker. as it is shown in data 3, the relational social deixis is identified because of the usage of the phrase “my fellow economists”. the phrase is a referent to the extra-linguistic context as they are not present during the presentation of the speech. it shows the relationship between the speaker and the addressee. the word of fellow means a person in the same position, involved in the same activity, or otherwise associated with another. it can be implied that the speaker and the addressee have a similar social class or in other words, they are in the same level. however, the phrase of my fellow economist has an implicit meaning for the audience of his speech and it is related to the speaker’s social class. the social deixis applied in data 3 implicitly shows the speaker’s social class in terms of occupation. the definition of the word economist is someone whose work is to study the way in which economies work, or who studies developments within a particular economy. it can be said that the word of economist refers to an occupation. this occupation is attached to the speaker as it is supported by the fact that the speaker uses the word “fellow” and in results, it can be said that the speaker’s occupation is also an economist just like his fellows. an economist is regarded as one of the prosperous occupation or in other words it is a high-level occupation. according to glassdoor.com the average economist salary in the united states is $109.333 per year. that amount of salary makes economist as one of the prosperous jobs. based on the fact, economist job is considered as one of the prosperous jobs. however, it is not only because of the p a g e | 34 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 aspect of the salary, but an economist is also considered as an essential position in business due to the fact that an economist can determine whether a business can be successful or not. some of the duties done by the economists are doing some research to analyse economic issues. afterwards, the result of the analysis is applied as the guidelines to make business policies. according to that process, an economist will surely be valued highly. consequently, the social deixis uttered in the speech of richard h. thaler indicates that the speaker has a high-level occupation. in the data above it shows that the speaker implicitly acknowledges that he has a high social class in terms of occupation. in short, the utterance in data 3 which uttered by richard h. thaler implicitly displays the identity of the speaker himself. the utterance based on the pragmatics point of view has a hidden meaning which can describe the speaker himself. the expression of my fellow economists shows that the speaker has a high level in a social class specifically in occupation dimension according to the classification framework by block (2015). furthermore, condit (2018) in bucchi, loner, and fattorini (2019) stated that banquet speeches offer several insights into the images of science and scientific profession that nobel scientists implicitly or explicitly convey to the audience. relational social deixis to identify speaker’s social networking data 4: “i want to end by recognising and thanking our many collaborators and colleagues too numerous to mention in this short speech, our universities, ucl and ntnu, and our generous funders.” speaker: john o’keefe social deixis type: relational social class dimension: social networking according to data 4, the context occurs is the winner of the nobel prize in physiology or medicine in 2014 john o’keefe, delivers his banquet speech. at the end of the speech, he utilizes the feature of social deixis which is represented by the phrases of our many collaborators and colleagues, and, our generous funders. furthermore, the phrase is a referent to the extra-linguistic context as they are not present during the presentation of the speech. in other words, it shows p a g e | 35 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 the relationship between the speaker and the addressee. as the context of utterance in data 4 shows a sign of gratitude towards the addressee, it can be implied that the relationship between the speaker and the addressee is on the same social environment. through the use of the social deixis in the speaker’s speech, it can be identified that the speaker reveals his social class dimension which is social networking. the speaker shows the state of his social networking through the use of social deixis. it is understandable that to complete his research, the speaker explains that there are many people g ive a lot of contribution both directly and indirectly. it is proven that the speaker elaborates the situation by giving gratitude to three different groups which are collaborators, colleagues and funders. first of all, the definition of the word collaborator is a person who works jointly on an activity or project. by its definition, to carry out his research, john o’keefe works in team or group not only by himself. the collaborators can be people who work voluntarily for him or people who get paid and execute some administrative work for the research. to gather those number of people especially in gathering volunteers, it requires great social networking for the speaker so that they can agree to work together with him. secondly, the definition of a colleague is a person with whom one works in a profession or business. it can be understood that the speaker d id the research that is winning the nobel prize with the help of many people. the words colleague may have different interpretation with the previous word. the level of people in this area of colleague word may have a more important role and have a higher social class in terms of occupation. by its definition, it is clear that colleague is people in a particular profession or business so it can be inferred that they may be more highly valued than collaborators. colleagues and collaborators have different social-class term due to the fact colleagues may get paid higher than collaborators. thirdly, the definition of the word funder is a person or organization that provides money for a particular purpose. among the subjects mentioned in the speaker’s utterance, this subject may have the highest social-class because, without the presence of funders, the speaker’s research may not have been p a g e | 36 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 conducted. as funders provide money that can cover up the operational of the research, everyone involved in the research including its mastermind, john o’keefe himself may value them highly. it can be shown from the speaker’s utterance where he uses an adjective of generous to praise the funders. however, to find funders that willingly provide funds for research is not a simple job. first of all, the proposal of the research itself must have an excellent concept so that the funders can be impressed. second, although the research has an impressive set of proposals, the one who submits or carry the proposal plays a more important role. in this case, john o’keefe himself is the reason that this research can gather funds from various funders. hence, it can be implied that the speaker’s research is supported by someone that can provide a huge amount of fund since the speaker has a good reputation among his social networking. in regards to its connection with the social class dimension, those phrases mentioned earlier indicate that the speaker has a wide range of social networking. to gather a lot of collaborator and colleagues needs a wide social networking. from the context above, it is believed that the collaborators and his colleagues get many benefits in helping the speaker doing the research. additionally, it is harder is for the speaker to find funders to support his research. however, the speaker managed to find one and give the funders a huge feedback by winning the prize. to conclude, the utterance in data 4 shows the relational type deixis and moreover, it also has an implicit meaning of revealing the identity of the speaker himself. the identity of the speaker is revealed by the expression of our many collaborators and colleagues, and our generous funders. that expression shows the speaker’s social-class that covers the dimension of social networking. john o’keefe is the perfect example of block’s theory (2015) of social-class of dimension of social networking as he socializes with people from various socialclass. absolute social deixis this research has identified several absolute social deixis uttered by four nobel prize winners. here is the list of the deixis followed by its definition: p a g e | 37 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 table 2. absolute social deixis in the banquet speech words/phrases type glossary your majesties absolute a title of respect used when addressing a monarch of higher rank than a prince; that is, a king, queen, emperor, or empress. your royal highnesses absolute used as a title for a member of a royal family. your excellencies absolute the title of someone in an important official position, the one who represents certain government. comparing to the relational social deixis, absolute social deixis indicates that there is no comparison of ranking between the speaker and the addressee. the addressee is absolutely higher above the speaker and mostly the absolute type is a reserved term for someone who has an essential position in a certain country or government. based on the background of the nobel prize event, it corresponds with the terms or words used as the absolute deixis type as the event involve people who have essential position especially the royal family and governments of sweden and norway as the host of the event. in comparison, the relational type is more suitable to be used as an indicator for determining the speaker’s social class whether the speaker is higher than the addressee or not. this happens as in absolute social deixis, the addressee cannot be compared to the speaker so that the addressee is always higher than the speaker. conclusions and suggestions based on the findings of the research above, it is concluded that both types of social deixis which are absolute and relational can be recognized in nobel prize winners’ banquet speech. furthermore, social deixis can be correlated with speakers’ social class. however, only the relational social deixis that can describe the speakers’ social class even more than the absolute deixis. with this feature, p a g e | 38 annur karima zulyanputri let: linguistics, literature and language teaching journal vol.10 no. 1 2020 the speakers’ identity can be easily identified while the absolute type is more describing the social class of the addressee. through the finding of the research, the relational type of social deixis can determine speakers’ social class dimension and they are wealth, occupation, education, and social networking. references adane, d. 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(2014). meaning in interaction: an introduction to pragmatics. london and new york: routledge. untitled i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||140-157||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php jon m. chu’s film crazy rich asians: the interplay of western and eastern cultures i gusti ngurah ade wiraldy 211610005@student.machung.ac.id daniel ginting daniel.ginting@machung.ac.id ma chung university, indonesia article history: received: 04 march 2021 accepted: 05 june 2021 the film crazy rich asians released in 2018 represents a complexity of social interactions among people with different cultural background. the adaptability to new environments is not always easy; yet, the main character is persistent and capable of maintaining her identity. being an american born chinese, rachel wu, the main character is depicted as a "banana". --yellow on the outside, white on the inside. feeling like a curse to feel like an outsider in both the country, the main character was born in or the one her parents come from. the article aims to sketch the profile of rachel wu as a thoughtful, moderate person when dealing with other figures from a society that is exclusively oriented to traditional norms. corresponding author: tel.: daniel.ginting@machung.ac.id keywords: social interactions; maxims; chinese; culture introduction people communicate using a language in order to convey their intentions. in so doing, they are able to fulfil their needs. successful communication takes place if both interlocutors are cooperative (pickering & garrod, 2006; boyle, anderson, & newsland, 1994; yule, 1996). this demands that the speakers adhere to the norms of the language. if not, they are likely to mislead and misunderstand others. http://jurnal.uin-antasari.ac.id/index.php mailto:211610005@student.machung.ac.id mailto:daniel.ginting@machung.ac.id mailto:daniel.ginting@machung.ac.id page | 141 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 language is the mirror of the society (hymes, 1974). language as a part of the culture serves a medium for us to see community members’ worldview and behavior: a way to think, feel, and act. people are bound by the norms and culture from which they become the members (housley & & fitzgerald, 2009; triandis, 1989). norms are coercive in nature, and humans must obey these rules. for a simple example, american speakers are bound by the rules of english grammar, so are indonesians bound by indonesian grammar. if they break the rules, they will never be understood by other parties using the same language. because of its influential power, a language influences the mental state of the users. people express joy and sadness with their language. in short, a language is reflection of the attitudes, wish, thoughts, and feelings of its users. the film crazy rich asians released in 2018 becomes the object of this study. this film represents an intricate picture of the interplay of asian and american cultures. rachel wu, physically chinese, has a western style that is moderate, logical and liberal. born in america, the character rachel can be represented as a "banana". --yellow on the outside, white on the inside. it can feel like a curse to feel like an outsider in both the country she was born in or the one her parents come from. this film has a lot of dialogues that presents the cultural views of the speakers. the different cultural backgrounds of the characters in the story makes social interactions rigid and full of tension. in fact, avoiding this rigidity during the dialogue process becomes impossible. new york times on june 23, 2019 reported that the film director, chu, said that 'crazy rich asians' had a strong social dimension (ho, 2018). having been estimated to take up $30 million for the cost production, this movie has won critics on rotten tommatoes. that social aspect of sharing a movie with friends and strangers and family, that's such a strong part of our tradition. crazy rich asians is one of the highest grossing films in various countries where chinese descent society is dominant such as in singapore, taiwan and china. this film provides a big magnet for viewers in these countries to understand the looking glass self or stereotypes of chinese society in the eyes of people with different cultures. page | 142 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 this research focuses on the theme of politeness as a reflection of the cultural behavior of the movie characters. politeness is generated as an attempt to adjust the coercive power of cultural norms. politeness is one of the most popular areas in pragmatics. the modern pragmatic research of politeness started under the influence of the language philosopher paul grice's (1975) cooperative principle (henceforth cp). brown and levinson's framework has had an authentic impact on the field up to the present day because it provides a universal model of politeness across languages and cultures. brown and levinson (1987), and leech (1983) have generated a significant amount of criticism. the concept of face in brown and levinson's work does not coincide with various culture-specific understandings of this notion. despite criticism, there has been no any alternative framework to expand levinson's universal view. instead, research on politeness trend has tended to focus on phenomenon which is co-constructed in a relatively free-flowing way. the article aims to sketch the profile of rachel wu as a complex liberal, moderate and westernized person when dealing with other figures from a society that is very oriented towards a closed and exclusive culture. to achieve a complete profile, this paper examines the social interactions between characters in films from a pragmatic perspective. various kinds of utterances that give space to social dimensions such as politeness (yule, 1996), adherence to principles (grice, 1975) against maxim are used as analysis tools. review of related literature when people talk to their listeners via a language, they intend to communicate a message to them. speakers try to get themselves understood by others correctly and avoid misunderstanding. even if the speakers are able to construct grammatical sentences yet make others confused, the sentences are not meaningful. they do not intended effects. thus, communicating using a language functionally serves as a basis for all linguistic behaviour. page | 143 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 pragmatically, the effects resulted from speeches can be measured through scalar of expressions as expressed in the following words: all, most, many, some, few, and none (levinson 1983). the strongest scalar expression occurs to the left, with strength decreasing as one moves right. when speakers select the word “most”, then it also refers to “not all”. in reality, people do that: making things "vague". they avoid a rigorous or strong impression. learning from this example, we can conclude that language users across nations consider contexts involve a social or cultural dimension important aspect to take into consideration. the fact is because they become a part of the community. being “cooperative” to the speech context is the necessity to make information exchange among people successful. cooperative means the messages they convey are mutually accepted in a pragmatically determined context. grice (1975) calls this concept the cooperative principle (abbreviated cp). this principle demands that speakers are demanded to make contribution such as is required, at the stage at which it occurs, by accepted purpose of the talk exchange in which they are engaged. cooperative principle (cp) serves to umbrella their four sub-principles: the maxim of quantity, the maxim of quality, the maxim of relation and the maxim of manner. cp is indeed an ideal concept. not few people view cp as “moral code”. yet, it is not always so. in fact, adhering to cp’s in day-to-day communication consistently is somewhat impossible. we infer that something else is going on: people flout the maxims for numbers of reasons. these linguistic phenomena are prevalent among societies. for example, the people of malagasy (mey, 2004) highly value speaking opaque, convoluted, or non-perspicuous as possible as politeness. these vague language behaviors are a culture-specific way of dealing with sensitive issues (green, 1989). flouting the maxim is intentional in nature. speakers intend to convey certain effects or indirect addresses to their listeners (leech & thomas, 1988). note that the pragmatic effects resulted from the flouting practices may not be immediately available. listeners need to wait for making sense of the meaning of a speech before they are able to give an appropriate response. misunderstanding often occurs when page | 144 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 listeners from different cultures have no the same ground about these sort of speeches. cultures play an important role in maintaining the existence of society. cultures, composing of norms, values, rules, are the product of people’s social agreement, and they control people’s thoughts, emotions, behavior to guarantee order and peace in the society. politeness, for example, is a representation of a culture that everyone all over the world recognizes. leech (1983) defines culture as “(s) ome illocutions (e.g. orders) are inherently impolite and others (e.g., offers) are inherently polite. being inherently polite implies being always polite, without regard for the contextual factors that define what is polite in a given situation. however, the relativism side of politeness needs to be considered according to the context or culture in which the conversation takes place. illocution about giving "orders" does not become an issue of impoliteness if a general gives orders to his subordinates. sensitivity to cross-cultural differences in a society is an important issue for community members to ensure the togetherness and existence of the population. multiculturalism refers to a concept that describes various aspects of a society which is ethnically and /or culturally pluralistic (hannerz, 1999). in a descriptive perspective, multiculturalism refers to cultural diversity of a society in terms of its demographic make-up. meanwhile, according to a normative perspective, multiculturalism deals with ideologies or policies which aim to promote or institutionalize this diversity. thus, it can be said that multiculturalism has come to "embody both a description of society and a prescription for managing it" (malik, 2005, p. 361). multiculturalists accept the fact that different groups have their own values and lifestyles which should be respected; they support and encourage cultivating minority differences including language, rituals and customs. this is thought to be necessary to ensure the individuals' dignity and self-realization (citrin et al., 2001). multiculturalism is often compared to the concept of assimilation. in assimilation process, minority groups are required to adapt to majority cultural values and practices so that they can successfully function in the society. minorities page | 145 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 ought to abandon the beliefs, attitudes and practices which distinguish them from the majority. in assimilation, the native culture is portrayed as the primary one to which all others are to conform. the example for assimilation is a "melting pot" in which all ethnic and national groups become a homogeneous whole with a common culture (citrin et al., 2001). unlike, multiculturalism allows various cultures to mix rather than merge. this model presupposes that multiple ethnic groups can live side by side keeping their distinct, religions, customs and cultures. second, the key to integration is the respect for values of liberty, democracy, human rights and the rule of law shared by all newcomers. third, what is also important for the members of minorities is to have basic knowledge of the host society's language, history and institutions. finally, integration is facilitated by anti-discrimination laws and policies that strongly encourage immigrants to become full members of the society rather than to remain a separate group. civic integration is thus a two-way exchange — the host society is to provide equal opportunities and resources for immigrants while immigrants are to learn the new language, culture and history of the country as well as act according to its laws. based on these literature reviews, we conclude that multicultural competence is not merely about individual being and doing better across differences. rather, this competency relies heavily on individual awareness and knowledge of institutional structures and organizational processes in society. pope, reynold and muller (2004) state that multicultural competence has a wide range of dominance not only from social identities (white, masculine, christian, enabled / able, etc) but on other structures of power such as whiteness, religious hegemony, patriarchy and others. structures of power that create disparities in the distribution of resources and life chances. people will have multicultural interpersonal competence if they are able to have awareness, knowledge and skills of the oppressive structure of power. method this study belongs to a descriptive research design as it aims to depict the behavior of the main characters though speeches (yilmaz, 2013) in the film crazy page | 146 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 rich asians. her way of speaking to other characters were analyzed to find out rachel wu’s personality. the movie scripts became the primary data of the present study. the data analysis focused on the utterances spoken by rachel wu as the main character. in addition, other characters’ utterances were also analyzed in order to find the meanings and strengthen the data interpretation. the data analysis of the present study was conducted as follows. the writers managed to familiarize themselves with the data they read data several times and looked for basic observations or patterns. later, the writers revisited the research objective and identified the questions that could be answered through the collected data. developing a framework was conducted by turning certain important utterances into codes. the writers identified broad ideas, concepts, behaviors, or phrases and assigns codes to them. for example, the writers put attention to utterances expressing politeness, maxim flouting, implicatures, etc. this coding was helpful for the writers to structure and label the data. once the data were coded, the writers identified themes that answered research questions. findings the social interactions in which the main character of the movie, rachel wu, engages with other people are complex. she, who grew up in america, has inherited a liberal and logical american thinking style. her point of view is challenged with other her chinese fellows whose world life is still ethnically exclusive oriental oriented. in fact, rachel wu is adaptive to different environments. her abilities to assess the prevailing social norms makes her flexible and fluid to communicate with anyone. the following are findings depicting rachel’s traits in the context of her interactions with others. be cooperative rachel wu is an effective speaker. this study has found that she manages herself to cooperative in the sense that she does not intend to mislead others. table 1 shows the results of rachel wu’s ability to effectively communicate with other people in numbers of social contexts. nearly all types of maxims (quantity, quality, and relation) have been equally distributed. rachel is aware that being cooperative page | 147 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 to the norms of the language is central when to interact with people from other cultures. people see, interpret and evaluate things in different ways. what is considered an appropriate behavior in one culture is frequently inappropriate in another one. misinterpretations occur primarily when people lack awareness of their own behavioral rules and project them on others. in absence of better knowledge, people tend to assume, instead of finding out what a behavior means to the person involved. in short, rachel uses this communication strategies in order to maintain good relationships with other people. table 1. types of maxims types of maxim % quantity 25% quality 25% manner 10% relation 40% total 100% the table shows that rachel predominantly has flouted the maxim of manner even though in general she almost has done all kinds of the flouting. the maxim of manner is flouted when a speaker deliberately fails to observe the maxim by not being brief, using obscure language, not being orderly or using ambiguity. this creates an implicature which makes the participants look for an additional set of meanings. rachel is trying to obscure the meaning when she speaks to her interlocutors. rachel intended to be polite that the interlocutors feel good about themselves. leech mentions that whenever the speaker observes a maxim of politeness (s) he flouts a maxim of the cp, and the hearer may draw inferences accordingly (leech & thomas, 1988). when she meets older people, she uses long sentences. she has intentionally done that to show that she is interested in chatting with that particular person. a long page | 148 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 sentence was used by rachel chu as a means to give them deference and try to lower herself before them. eleanor so, economics. sounds challenging. (subtly fishing) are your parents academics, as well? rachel uh, no. well, my dad actually died before i was born and, um, my mom didn’t even go to college. she actually hardly spoke any english when she immigrated to the united states. but she worked really hard, and she studied, and she earned her real estate license while she was waiting tables to support us. now, she likes to say that she’s flushing’s top real estate broker. rachel makes her contribution more informative than is required or can be said. this communication strategy implies exaggeration, giving more information than required. in fact, she does it in purpose, thus she flouts the maxim of quantity. rachel might be able to give simple answers such as yes or no. however, she deliberately does that because she intends to please her interlocutor, eleanor. she has mentioned that eleanor’s family background is wonderful. in fact, eleanor never asks about that topic. when talking to her peers or her best friends, rachel flouts the maxim as well. it is to show her open-minded side and her forthrightly personality. for that reason, rachel makes her sentences short, exaggerating. they appear to be out of the context. page | 149 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 rachel i can’t believe this airport has a butterfly garden and a movie theater. jfk is just salmonella and despair. the sentence "jfk is just salmonella and despair" is said by rachel when she is with her boyfriend. what she said above actually can be considered as flouting the maxim of quality. this is because rachel says something that is not based on facts and leads to lies. it can be considered as exaggerating sentence as well. so, we can see that she deliberately shows her forthrightly personality in front of her boyfriend through her opinion about changi airport. in most rachel’s conversations, she does covey her messages indirectly by not being direct with the answer (thomas, 1995). she is intentionally ambiguous. flowerdew (2013) provides the example “go to work on an egg” which means either that ‘an egg should be eaten before work’ or that the hearer ‘should start eating an egg’. this works since it is possible in both the metaphorical and in the literal sense of the sentence (flowerdew, 2013). according to relevance theory, all maxims can be subsumed under the maxim of relation. the only message that is needed in a conversation is that the information is relevant enough for the recipient to understand, which makes the other maxims redundant (cruse, 2000). the speaker who is conveying information is of the belief that the utterance holds enough relevance for the receiver to understand the information that is being conveyed. being polite rachel chu has social awareness of other people's face-wants. she is very attentive to her utterances. she manages her thoughts and ideas so that what she says through language does not threaten other people’s good image. page | 150 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 table 2. politeness strategies used by rachel types of politeness strategies freq. % positive politeness strategy 30 54,5% negative politeness strategy 10 18,2% bald on record strategy 8 14,5% off record strategy 7 12,8% total 55 100% there is a very minimal tendency where rachel chu applied bald on record or off record strategies in her sentence. bald on record in politeness strategy is considered too rough in communicating with others. this strategy can easily hurt the listener's heart. whereas in the off record strategy, this strategy is considered to be very ineffective because we need to make our listeners understand our intentions without us saying our wants directly. rachel chu was found very rarely using both of these strategies. then, what strategies does she often use to communicate with others? positive politeness strategy. the use of positive politeness strategy shows that rachel has a desire to build friendship and claim common ground with her interlocutors. rachel believes by carefully choosing her words that tend to give a compliment and pay attention to what the other person wants, rachel's interlocutors will definitely be kind to her and also expected to grant her face wants too like what rachel has done to them. moreover, if rachel has a good impression from them, her relationship with those people can be potentially maintained good in the future as well. for example: page | 151 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 rachel wow! oh, my gosh! your house is amazing, mrs. goh. neenah li gaou kong wei ah. [you’re such a sweet talker.] rachel who has just met neenah for the first time opens the conversation by praising her beautiful home. the way rachel praises is classified as positive politeness strategy because she simply exaggerate her expressions in order to please other people. in so doing, rachel not only selects words but also pays attention to her intonation. this communication strategy makes people think that rachel likes neenah's house. by using this strategy, rachel hopes that neenah will have a good impression on rachel, and they become good friends in the future. rachel has flouted the maxims since she is often polite. she has used flouts when she intends to show disagreement indirectly with someone. in fact, it does not happen very often. rachel does politeness to indicate that she takes others' feelings of how they should be treated into account. from the story, rachel is aware of being polite before other people through her assessments of interactional behavior. in fact that, it helps people to build up and maintain interpersonal relationships. the operation of politeness involves people’s social sensitivity: as they behave in what they perceive as polite in a given situation, they attempt to maintain shared values with others. these acts trigger positive emotions, keeping other faces safe. rachel’s treatment to others reflects her perceived moral order of an interactional context/event. she does that because she knows 'how things should be' in a given situation. in short, we can conclude that rachel is aware of social context where norms or conducts have to be upheld. her examination of politeness reveals information about the broader ingroup, social, and cultural values that underlie the evaluative interactional behavior of individuals. page | 152 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 living in harmony that rachel is very aware of her own word choice is because she has strong desire to build good common relationships with people around her. as a visitor from another country, rachel must be very strange to the new culture that she found in singapore. she does not know whether singaporeans is free or open-minded like americans. the best way to get along easily with singaporean is by being friendly and polite. in crazy rich asians movie, that rachel always distinguishes her choice of words when communicating with people she just met and people she has known for a long time. with a new person that she has just met or with an elderly people, rachel tends to always use polite words, lots of compliment, often lifting the person's degree and seemed to like granting that person's face wants through her words. with that way, rachel is considered as a kind, friendly, and warm person. rachel hopes, by elevating the person's degree, that person have a good first impression on rachel. thus, their relationship will last long in the future. rachel grandma, thank you for inviting me to your home. nick always talks about you. he says no one in the world makes better dumplings. ah ma it’s nothing. i can show you how to make them, too. rachel i would be honored. rachel chooses a polite language when communicating with people she had just met, and especially if the person was much older than her like in this example. she gives praise/compliment to that person, and also elevates that person's degree in order to please that person’s face wants. page | 153 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 meanwhile, if she communicates with her peers, rachel wants to maintain their relationship in a good way through friendly and outgoing communication. she prefers to have good relationship with her friends. she is eager to maintain long lasting relationship in the future. if she uses language that is too rigid, praises a lot, or exaggerates as like she does with people she just met, it is certain that rachel's friends will feel uncomfortable communicating with rachel. peik lin what about the ah ma? does she hate your face, too? rachel okay, nobody said they hated my face. and ah ma, she liked my face. she said i had a lucky nose. when rachel talks to her best friend, peik lin, she seems to able to free from being cultural rigidity. she talks whatever she wants to say. she seems to not care much on choice of words. she tends to say what is in her brain clearly without thinking about whether her words can hurt her listener or not. her language is casual: no small talk nor praise for peik lin. yet, rachel is fully aware of what she does to her friend. discussions rachel is the representation of a person capable of adjusting and adapting to different social environments. she was raised by her chinese mother who taught her to be attentive to other people’s conditions. rachel chu is a child of chinese immigrants who have moved to america. her former asian cultural plays an important role in shaping her worldview and maintaining social relationship with others. rachel chu's mother is still a native chinese who was born and raised in a thick chinese culture. having been raised in america, she still adheres to her chinese cultural background through her mother. raised in america, she also inherits westerner’s point of view which is logic, moderate and somewhat liberal to page | 154 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 some extent. rachel has developed in a free and open environment. americans are widely known often communicate in a blunt way/straightforward (callahan, 2007; kim, 2008). rachel is more willing to use her american side when communicating with her close friends because the possibility that she threatens their friends' faces will be smaller rather than use it with new person that she just met. former cultural background has strongly influenced on the way people behave in many ways (matsumoto, frank, & hwang, 2012). in rachel’s case, she is taught to adhere to chinese culture. in chinese culture, politeness is described in very specific ways. in chinese culture, chinese people recognize the term gei mianzi (给 面子). this term can be defined as an effort of one person to take care of the other’s self-appreciation even at the cost of sacrificing his/her own interest at the moment. the chinese people assume, “if you give him face, and he will give you the whole world.” (in chinese: 妳給他面子, 他就給妳全世界) (kadar, 2011) living in harmony is one of the big issues in asian culture (kim, 2011). being aware of other people's faces is the necessity and it becomes common practice in asian’s culture. people are taught to put knowledge into practice in daily conversation. asian are taught to maintain good relationship with other people although they have to sacrifice their own interests. not few asian tend to agree with the majority despite their own ideas. living in harmony means that establishing friendship with others is important. asians are taught to be attentive to other people’s face. in rachel’s case, she manages to grant her interlocutors’ face. in so doing, the relation may last long. rachel has passion on a multiculturalism tendency. multiculturalism refers to situations in which people who hold ‘different’ habits, customs, traditions, languages and/or religions live alongside each other in the same social space, willing to maintain relevant aspects of their own difference and to have it publicly recognized (colombo, 2014). it can be said that in multiculturalism, the people page | 155 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 always deal with the acceptance of the presence of other cultures without diluting or losing their original cultural identity. conclusions rachel chu regards establishing a good social relationship with the other characters is important. she is very selective in using maxim flouting and politeness strategies. rachel does all kinds of maxim flouting in an almost equal way but based on 2 different occasions. if she meets a new person he knows, she uses maxim flouting to show her interest in chatting with that particular person. with her close friends, she maintains casual personality. rachel uses all kinds of politeness strategies in her conversations with her interlocutors. however, she showed a tendency to use positive politeness strategies more often than other politeness strategies. this shows that she wants to build friendship with her interlocutors and also claim common ground against them. in common relationship tendencies, rachel always distinguishes her choice of words when communicating with people she just met and people she has known for a long time. rachel always uses polite words, lots of compliment, and often lifting the person's degree when meeting people at the first time. rachel manages to build a good image as a person who is kind, friendly, and warm. when conversing with her peers, rachel is also concerned with maintaining their relationship. she does that through friendly and outgoing communication styles. rachel adores multiculturalism point of view, viewing different people with all respect. she has chinese culture as her original culture and american culture as her new culture inside herself. when communicating with her close friends, rachel is more willing to use her american side. however, when rachel talks with a new person, she is more willing to use her chinese side to show a good image in front of her interlocutors. the implication of this research is that to build good social relationships with other people requires a good understanding of other people's cultures. we must be willing to be open minded and tolerant of those differences. in page | 156 i gusti ngurah ade wiraldy let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 addition, people must learn to respect and respect others. maintaining the dignity of others by maintaining polite language is another value that people need to pay attention to in order to maintain a harmonious life in society. the conclusions of this study must be understood with caution. this study has limitations in analyzing human behavior in social interactions through the perspective of pragmatics. to understand further about such phenomena, it is certainly not enough to rely on one theoretical approach alone. therefore, the author suggests other researchers to sharpen the analysis of this film with multiple approaches such as sociology, multiculturalism and so on. as a result, the social phenomenon in the film will be more completely presented. references boyle, e. a., anderson, a. h., & newsland, a. 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(1996). pragmatics. new york: oxford university press. ieee paper template in a4 (v1) dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 1 ||pages|| 91-109 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| vocabulary learning strategy used by female students of iain salatiga majored in english education and teacher training faculty: a gender perspective dwi erna susanti dwiernaa@gmail.com universitas muhammadiyah surakarta article history: received: 22 nd february 2018 accepted: 1 st april 2018 abstract strategy in learning a language has its‟ classification on its target skill that will be achieved. one of the target that could be noticed is when language learner intended to posess a varied vocabulary in their mind and to express it appropriately. this study was projected to explore the vocabulary learning strategy applied by the female undergraduate students in an islamic university. 22 female students involved in the study and they filled up the openended questionnaire and engaged in interview to collect the vocabulary learning strategies. the questionnaire items were adapted from schmitt taxonomy (2000) which is in english version. the students were facing the fourth semester when the vls study was conducted. the finding indicated that the variation gender result in the strategy described the general picture of the vls application in iain salatiga. each student actually possessed the different characteristics in implementing the vls and it was not only tied to the gender difference. corresponding author: tel.: .............................. keywords vocabulary learning strategy; female students; islamic university. introduction according to the common perspective of language learners, the prominent goals in learning a language is using the language fluently and communicate effectively. the vocabulary size or the number of known vocabularies is significant in order to become a successful speaker for learning a foreign language (cameron, 2002). despite of the vocabulary knowledge is not prerequisite to language skills performance, understanding a large number of vocabularies available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:dwiernaa@gmail.com p a g e | 92 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 definitely being a supportive aspect for language learner to make a valuable and meaningful communication. furthermore, vocabulary knowledge facilitates language use, while language use enables the increase of vocabulary knowledge, and so forth (nation, 2001). in a simple core view, the more exposed a learner to new vocabularies, the faster the learner would gain the language. in specific point of view, native speakers of english can better understand ungrammatical utterances with accurate vocabulary than those with accurate grammar and inaccurate vocabulary (zimmermann, 1997). it therefore both vocabulary and grammar are influential component of language aspect for successful communication. to compare between grammar and vocabulary, it can be explained that vocabulary is more central than grammar and more attention on vocabulary should be paid to vocabulary instruction. that is why levelt (1989) as written in gass and selinker (2001: 373) claimed that vocabulary errors tend to distract comprehension more than grammatical errors. in a simple case, students may expert in grammar, but if they are in the low size of vocabulary, some of their language skill might be interrupted. for example in creating an article, a student may be skilled in composing the right order sentences, but he later found complexity in choosing the words that will be composed in the article due to the limited english vocabulary in his mind. it therefore, the vocabulary research has the same important position after the grammar case study. the case also followed by the idea that compared with the changes of grammar and pronunciation, the amount of vocabulary is also keeping on changing and increasing, thus teachers should help students to take effective ways to learn vocabularies more efficiently. as an additional description, an adequate vocabulary is also essential for successful second or foreign language use. it is because without extensive vocabulary, people will be unable to use structures and functions which they have learned for comprehensible communication (fauziati, 2015: 133). it describes that by mastering vocabulary people can express their ideas and understand the other basic competence well. however, it is difficult to be struggle on a competency without understanding the vocabulary, because vocabulary is the basic competence that must be reached by students in order to obtain other competencies like reading, writing, listening, and speaking. in consequence, p a g e | 93 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 vocabulary is the aspect that is not to be left to be learned by the second or foreign language students. specifically, vocabulary learning strategies (vls) plays its‟ position in facilitating learners‟ vocabulary learning process and helps them to become more self-directed in vocabulary learning. vocabulary learning strategies are also said to aid learners with their acquisition, storage, retrieval, and use of information. to have a reasonable level of understanding, an efl learner should know around 5,000 word families (nation, 2001). however, statistics have shown that lack of vocabulary knowledge presents for indonesian efl learners has been noted since the year of 1999 (nurweni & read, 1999 and nur, 2004). despite being important in the development of english proficiency too, very little studies have been done concerning vocabulary learning strategies and its relation to the vocabulary size employed by university students in indonesia. the above mentioned information support two keys measurement of foreign language learning including the vocabulary sizes and word knowledge quality. since measuring the growth of vocabulary size and word knowledge quality over time provides an important index for assessing foreign language proficiency. this fact later provides the clarification that vocabulary size of efl students is considered as the part which should not be neglected for investigating. it is useful to discover their difficulties and offer some innovative ideas in order to improve the students learning vocabulary size. however, the first goal that is needed to explore is the strategies that the students use to learn new english words and make them aware that there are many vocabulary learning strategies that they could use in learning new words. the second goal, in order to increase the vocabulary size of the foreign language learners, it is also important to help their vocabulary development by introducing them a number of strategies and examining the how the strategies help them. it is also valuable in mentioning that strategies should be indispensable parts of vocabulary learning and teaching. as the focus has shifted from language teaching to language learning, the independence of learning has come to the front. elaborating on the independence of the students, it is not appropriate for the teacher to dictate everything to students, take all the important decisions about the language learning process p a g e | 94 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 since students have the potential and the skills to cope with all the challenges in the language classroom (cook, 2008). thus, students are needed to be forced as independent language learners who apply their known language learning strategy which focused in this case is vocabulary learning strategies. the recent study found from the indonesian context which was done by putra et al (2015) gave the insight that the study of vocabulary strategy was still limited to be investigated in the stage of indonesian undergaduate level area. based on the enlightenment above, the consideration is drawn up to make a study regarding to the case of vocabulary learning strategies and vocabulary size of efl learner. the case was decided due to the observation that the teachers infrequently monitor their student english vocabulary development. it was also because of the short interview with some of the english department students in iain that they were not acknowledged enough about the vls. they were not also informed their progress of their vocabulary development. that is why the study of vls paticularly on gender perspective arrived much concern to be explored. method the type of the research was qualitative with the case study. cresswell (2007) described that case study is an in-depth exploration of a bounded system (e.g. an activity, event, process, or individuals) based on extensive data collection. the object of the study was the vocabulary learning strategies of english department students of iain salatiga. the participants were 22 female students english department who were in their fourth semester. in this study, the research used open-ended questionnaire items and interview semi structured to collect the students‟ vocabulary learning strategies. the questionnaire items were adapted from schmitt taxonomy (2000) which is in english version. according to schmitt (2000) vocabulary learning strategies were classified into: 1.) discovery strategy and 2.) consolidation strategy. each of the strategy was divided into its‟ strategy group. the discovery strategy consists of: 1.) determination strategy and 2.) social strategy. on the other hand, consolidation strategies consists of: 1.) social strategies, 2.) memory strategies, 3.) cognitive strategies, and 4.) metacognitive strategies. all of the collected data was later analyzed based on miles and hubberman‟s model (1994) which begun by the series steps of: 1) data reduction, 2) data display, and 3) conclusion drawing or verification. in order to make the valid research, p a g e | 95 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 triangulation was applied to gain account information through a variety of sources. the technique of triangulation was projected to aid the credibility, transferability, conformability, and dependability (mackey and gass, 2005: 181). the researcher used data triangulation in which open-ended questionnaire, interview and the test were taken. findings and discussions schmitt (2000) had clarified that determination is the strategies used when learners faced with discovering a new words' meaning without recourse to another person experience. learner try to discover the meaning of a word by guessing it with the help of structural knowledge of language, guessing from first language cognate, guessing from context, or using reference material. from the research findings it can be concluded that the female student of english department in iain salatiga which was studied at fourth semester were often (35,35%) applied the determination strategies. the following statements were taken from the interview process to support the view of determination strategy applied by female students of iain salatiga. this strategy was the most frequently applied by the female students. “dictionary in my cell-phone application. it is offline indonesian english dictionary. at the place where i find english word that i do not know, i always open it first.” table 1. determination strategy used by female students no vocabulary learning strategy number of female students in term of vls frequency mean sd always often some times never 1 analyzing the part of speech 1 9 12 0 2.5 0.59 2 analyzing the word affixes and roots 1 6 11 4 2.18 0.79 3 checking for the first language cognate 10 6 6 0 3.18 0.85 4 analyzing any available pictures or gestures 7 7 8 0 2.95 0.84 5 guessing the word‟s meaning from the text/context 6 13 3 0 3.13 0.63 6 using bilingual dictionary 12 7 3 0 3.40 0.73 p a g e | 96 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 7 using monolingual dictionary 4 5 10 3 2.45 0.96 8 using word lists 8 9 4 1 3.09 0.86 9 deducing the meaning from flashcards and posters shown by the teacher 2 8 7 5 2.45 0.94 total number of determination strategy frequency 51 70 64 13 total percentage of determination strategy used by female students 25,76% 35,35% 32,32% 6,57% schmitt (2000) proposed that there were the strategies in which the other intervention was needed. social strategies were the strategies used by implementing the interaction with other people to improve language learning. students ask teacher or classmates for information about a new word and they can answer in a number of ways such as synonym or the translation. the finding indicated that the female students of english department in iain salatiga which was studied at fourth semester sometimes (42,72%) used the social strategies for discovering the meaning of new english word. although it is not frequently used strategy, the following interview result to support the finding of social strategy applied by female students of iain salatiga. “i usually ask meaning from my friend, if he or she do not familiar with it, i check it in the dictionary. i have closed relation with my pair, so i am enjoy to ask with my friend.” table 2. social strategies for discovery used by female students no vocabulary learning strategy number of female students in term of vls frequency me an sd always often some times never 1. asking the teacher for an l1 translation 1 4 12 5 2.04 0.78 2. asking the teacher for a paraphrase or synonym of the new word 0 5 13 4 2.04 0.65 3. asking the teacher for a sentence including the new word 0 8 11 3 2.22 0.68 4. asking classmates for the meaning 5 12 5 0 3 0.69 p a g e | 97 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 of the word 5. discovering the new meaning through group work 3 9 6 4 2.50 0.96 total number of social strategy for discovery frequency 9 38 47 16 total percentage of social strategy for discovery used by female students 8,18% 35,54% 42,72% 14,54% in term of social strategy for consolidation, cooperative learning group defined by schmitt (2000) as one of the way for the learner to practice consolidating the meaning of new words. based on the following table, it is showed that the female students of english department in iain salatiga which was studied at fourth semester sometimes (34,85%) applied the social strategies for consolidating the english word. even though it is not regularly used strategy, the interview statement below support the finding of social strategy applied by female students of iain salatiga to consolidate the meaning of a new word. “when i find the word devotion in a song which means kesetiaan in indonesian language, then i applied it in speaking activity with my friends though the language is still mixing between indonesian and english” table 3. social strategy for consolidation used by female students no vocabulary learning strategy number of female students in term of vls frequency mean sd alway s often some times never 1. studying meaning in pairs/groups 3 3 12 4 2.22 0.92 2. keeping a word list/card 0 10 6 6 2.18 0.85 3. using the new word in interactions 2 7 5 8 2.13 1.03 total number of social strategy for consolidation frequency 5 20 23 18 total percentage of social strategy for consolidation used by female students 7,58% 30,30% 34,85% 27,27% p a g e | 98 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 memory strategies were referred as relating the word with some previously learned knowledge. it was done by using some form of imagery of grouping which called as memory strategies as it was written by schmitt (2000). the research found that the female students of english department in iain salatiga which was studied at fourth semester were sometimes (36,36%) applied the memory strategies for consolidating the english word. the following interview result become a surprised strategy in supporting the result of memory strategy used by female students of iain salatiga. “yes, i do. i applied the strategy of remembering vocabulary in a status in the whats app nowadays. not only the status but also i write the english diary related to what activity that i have done.” “yes i do. i sometimes hear what should be pronounced of the new english word. usually there is the sound followed the word that i found in my dictionary application.” table 4. memory strategy used by female students no vocabulary learning strategy number of female students in term of vls frequency me an sd always often some times never 1. studying the new word with a pictorial representation of its meaning 2 7 9 4 2.31 0.89 2. studying the word by forming an image of it 2 12 6 2 2.63 0.78 3. connect the word meaning to a personal experience 6 6 9 1 2.77 0.92 4. associating the word with its word coordinates 3 8 10 1 2.59 0.79 5. connecting the word to its synonyms and antonyms (opposites) 1 9 11 1 2.45 0.67 6. using semantic maps (word trees) 1 3 7 11 1.72 0.88 7. using „scales‟ for gradable adjectives 2 3 14 3 2.18 0.79 8. using the peg method (linking the word to one that rhymes with it) to 2 4 7 9 1.95 0.99 p a g e | 99 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 learn the word 9. using the loci method to learn the word 3 5 11 3 2.36 0.90 10. grouping words together to study them 1 8 10 3 2.31 0.77 11. grouping words together spatially on a page, notebook or card by forming geometrical patterns. 4 2 8 8 2.09 1.10 12. using new word in a sentence 6 13 3 0 3.13 0.63 13. grouping words together within a storyline 5 9 5 3 2.72 0.98 14. studying the spelling of the word 6 8 6 2 2.81 0.95 15. studying the sound of the word 7 10 3 2 3.00 0.92 16. saying the new word aloud when studying 5 8 5 4 2.63 1.04 17. imaging the word form 5 6 7 4 2.54 1.05 18. underlining the initial letter of the word 3 6 4 9 2.13 1.12 19. configurating the word 1 7 10 4 2.22 0.81 20. using the keyword method to learn the word 7 7 7 1 2.90 0.92 21. trying to remember the word affixes and roots 7 5 9 1 2.81 0.95 22. trying to relate the word to its part of speech 5 9 7 1 2.81 0.85 23. paraphrasing the word‟s meaning 4 5 11 2 2.50 0.91 24. connecting the word to cognates 6 7 8 1 2.81 0.90 25. learning the words of an idiom together 3 4 10 5 2.22 0.97 26. using physical action to learn a new word 2 6 11 3 2.31 0.83 27. using semantic feature grids 3 4 8 7 2.13 1.03 total number of memory strategy frequency 102 181 216 95 total percentage of memory strategy used by female students 17,17% 30,47% 36,36% 16,00% p a g e | 100 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 cognitive strategies exhibit the common function of manipulation or transformation of the target language by the learner. it is similar to memory strategies but they are not focused on manipulative mental processing. they include repetition and using mechanical means to study vocabulary (schmitt, 2000). the study explored that the female students of english department in iain salatiga which was studied at fourth semester often (37,37%) applied the cognitive strategies for consolidating the english word. the following representative statements were taken from the interview process to support the view of cognitive strategy applied by female students of iain salatiga. this strategy was the most frequently applied by the female students in consolidating new meaning of an english word. “yes i do. i write sort of vocabulary list in my book in the class. sometimes i also provide some meaning above the vocabulary that i do not know its meaning. in fact, this activity is mostly done in home at the night study.” table 5. cognitive strategy used by female students no vocabulary learning strategy number of female students in term of vls frequency mean sd always often some times never 1. using verbal repetition 4 12 4 2 2.81 0.85 2. writing the word several times 1 8 11 2 2.36 0.72 3. using word lists and revise them 0 13 6 3 2.45 0,73 4. using flash cards with the representation of the word to consolidate meaning 3 4 8 7 2.13 1.03 5. taking notes about the word in class 3 10 8 1 2.68 0.77 6. using the vocabulary section in my textbook 2 6 10 4 2.27 0.88 7. listen to tapes of word lists 2 6 8 6 2.18 0.95 8. putting english labels on physical objects 3 4 8 7 2.13 1.03 9. keeping a vocabulary notebook 5 11 3 3 2.81 0.95 total number of cognitive strategy frequency 23 74 66 35 p a g e | 101 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 total percentage of cognitive strategy used by female students 11,67% 37,37% 33,33% 17,68% the vocabulary learning strategies also involved what was called as metacognitive strategy. it involved a conscious overview of the learning process and making decision about planning, monitoring, or evaluating the best way to study. it includes improving access to input, deciding on the most efficient method of study or review, and testing oneself to measure improvement (schmitt, 2000). the investigation showed that the female students of english department in iain salatiga which was studied at fourth semester were often (29,09%) applied the metacognitive strategies for consolidating the english word. this is assumed as the most interesting strategy, but female students were not commonly applied it. the following statements from the interview process support the view that actually metacognitive strategy applied by some female students of iain salatiga. “yes, i do. i prefer to choose song than film. i like listening english song every day, but sometimes i played the same song, so that this strategy resulted in little impact for my vocabulary list.” table 6. metacognitive strategy used by female students no vocabulary learning strategy number of female students in term of vls frequency mean sd always often some times never 1. using english-language media 9 11 2 0 3.31 0.64 2. testing self with word tests 4 5 10 3 2.45 0.96 3. using spaced word practice to revise vocabulary 3 5 4 10 2.04 1.13 4. skipping or pass the new word 2 2 7 11 2.95 0.97 5. continuing to study the word over time 6 9 7 0 2.59 0.78 total number of metaognitive strategy frequency 24 32 30 24 p a g e | 102 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 total percentage of metaognitive strategy used by female students 21,82% 29,09% 27,27% 21,82% the conclusion on the highest usage of vocabulary strategy in term of discovering the meaning of new english word posed by the female students of english department students of iain salatiga is the determination strategies (35,35%). meanwhile, in consolidating the meaning the english word, the female students of english department students of iain salatiga often applied the cognitive strategies for (37,37%). discussion the finding descriptions on this study were discussed with other previous research. from the study who involved korean students, the result indicated that korean university students preferred to apply dictionary to use bilingual dictionary to discover new meaning of english word. korean students preferred to use determination strategy rather than social strategy. in part of consolidation strategy, korean students preferred to use cognitive strategy in term of verbal repetition (lee, 2007). related to this case, the female students of english department in iain salatiga generally applied the determination strategy the same to korean university students. different in term of consolidation strategy, the female students of english department in iain salatiga would rather use the cognitive strategies for consolidation rather than metacognitive strategies. in algeria, the study related to the vls had done in the university of tizi. it later resulted in the conclusion that in term of consolidation, metacognitive were dominantly implemented by the students (nacera, 2010). the supportive study to algerian university, the efl university learner in mediterranean university where metacognitive played its high frequency usage (kalajahi and purshahian, 2012). compared to this case, the cognitive strategies were mostly used by the female students of english department in iain salatiga to consolidate the english word. taking a closer look to the country near to indonesia also had done the study which engaged thai university students revealed that the determination p a g e | 103 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 strategy were preferred to be used by them to discover new meaning of english word. on the other side, in part of consolidation strategy, the most frequently applied by them were metacognitive strategy, where using english media were chosen by them (nirratisai and chiramanee, 2014). to be discussed with this case, the thai students were equal to the female students of english department in iain salatiga in which the strategy of determination were chosen by them to discover new meaning of english word. the different was only on the usage of consolidation strategy. the thai students, algerian students, and mediterranean university students preferred to use metacognitive strategy, while the female students of english department in iain salatiga preferred to use cognitive strategy. the university students in turkey who engaged in a research of vocabulary revealed that the usage of bottom up strategies and note taking strategies were commonly taken by them to consolidate new english word (kirmizi, 2014). thus, the cognitive strategy to consolidate english word commonly chose by turkish students were same to korean students. the female students of english department in iain chosed to consolidate english word by applying cognitive strategy. based on those collected discussed previous study above, it was presented that determination for discover and cognitive strategy for consolidation were played the highest amount of vls usage for female students of english department in iain salatiga. determination strategy was chosen by female students because most of the male students did not prefer to be intervened with other in discovering new meaning of english words. one of the most found in this study when the interview was conducted was that the dictionary phone application in their smart phone played the prominent role in facilitating the strategy of determination. they do not need to ask friend or teacher about the meaning as the first step of discovering meaning of english word. noticed by the slight observation, most of them preferred to make a group inside and outside the classroom. on the other side, the strategy of cognitive for consolidating english word was mostly used by the female students because systematic way in learning english was preferred by them. taking notes, verbal p a g e | 104 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 repetition, written repetition, word lists, putting english labels on physical objects, and keeping a vocabulary notebook were systematic and include mental process in their mind. many researchers provided the catalans' study (2003) as started study of vls which reveal the assumption that the gender difference was found in term of its implementation. related to this study, it was correspond that the difference pattern existed on the strategy on the discovery and consolidating strategies. in part of discovery strategies, there was gender difference in the amount frequency usage of social strategies to discover new meaning of english word. in fact, there was no gender difference in the determination strategies. in part of consolidation strategies there were also differences in the strategies. the strategy namely social strategy for consolidation and memory strategy was indicated no difference in term of gender. lee (2007) explained in his study that korean students in term of hypotheses, the gender differences of vls usage were rejected. compared to this study, where there were 3 gender differences in part of social strategy for discovery, social strategy for consolidation, cognitive strategy, and metacognitive strategy. the opening study that the writer found in iran revealed that by analyzing independent sample of t-test, no significant difference were shown from both male and female undergraduate efl learner (khatib et al, 2011). to be discussed with this study, that iran investigation were related to this case study which explored that some of the strategy such as determination, social strategy for discovery, and memory strategy were not found differences in the gender. in pre-university school of iran, the study which had done by nemati (2013), it was presented that the female students were not in line to this study in which the application of social strategy or grouping activity were mostly used by iranian female students. this study presented that female students mostly applied the cognitive strategy to consolidate english word. it therefore, the iran study were not correlated to this study. in the same country, iran, a study revealed that female students of high school prefer to use cognitive strategy (ahour and salamzadeh, 2014). to compared with this study, it was presented that female students in iran and one of p a g e | 105 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 this indonesian area were in line in the highest result of the application of the cognitive strategy to consolidate english word. the study from yazdi and kafipour (2014) revealed that iranian undergaduate efl learner in iran employed the cognitive strategy in consolidating new meaning of english word. hassan and abubakr (2015) also conducted a study in which their study resulted that the efl university students in iraq employed metacognitive strategy to learn english vocabulary. in morocco country, the university students of english department exposed that the vls application was different from the gender. female students mostly applied memory, metacognitive, and social strategies more than male students (seffar, 2014). in thailand context, it was found the gender difference in statistical analysis result that the female students executed more vls than the male students (siriwan, 2007 and boonkongsaen and intaraprasert, 2014). this resulted that the gender difference could be one of the factors that influence the amount usage of vls, and it was supported by this indonesian university study area. in fact, this gender difference was not showed in all of the type of vls frequency usage and some of them resulted in the similar amount of frequency usage in this case of indonesian university context. gu and johnson (1996) gave his view that in china area the academic major was less potent a factor than gender in determining the learning result and strategies in vocabulary. this study indicated the supportive report that gender was resulted in some differences in the amount frequency of vls usage. the determination strategy were not resulted the differences in the gender because both of male and female students of english department in iain salatiga were mostly adapted with this strategy such as using dictionary to discover meaning of new english word as the first step in learning vocabulary. in part of consolidation, the memory strategy was not resulted differences because the students were mostly not familiar with those items of memory items. it could be seen from the interview that most of the students where clarified brief description on it. gender differences were inconclusive to be taken and they were varied depend on the situation, context area that students face. p a g e | 106 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 conclusions and suggestions it can be asserted that students not only know about the vls, but they need to have the skill in using them. the students‟ vocabulary learning strategy process should be taken into consideration. the students have their obligatory role to expose such kind of learning strategy not only tied in the class. the implementation of vls actually not only tied to the classroom activity, but it should be enhanced outside the classroom. by understanding the type of the strategy that was used by the students seen from the gender perspective on of this study, the learner could independently apply the strategy outside the classroom. this also supported by the statements from boonkongsaen (2012) who arrived at the conclusion that the relationship between students' decision in taking the vls and the gender is still complex. the conclusion lead to the teacher in taking the gender into account in some learning context. however, to strengthen theis study, it could be summed up that all of the vls type strategy should be taken into the consideration to be acted out in order to support the learning english process especially the vocabulary development. the study not only brought to a standstill that the students knew their degree of their vocabulary size but also how was the implementation of their of vocabulary learning strategies (vls) impacted on it. the study figured out that the students need improvement in taking the proper execution of vocabulary learning strategies (vls). to arrive at the proper execution of vls to develop the vocabulary size, the students should acknowledge all of the vocabulary learning strategies. there was the requirement of the autonomous activity in using the vocabulary learning strategies (vls) done by students, so that the activity was not only tied to classroom learning activity. the students should realize that this strategy could be taken as home study activity. references boonkongsaen, nathaya and intaraprasert, channarong. 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(2000). assessing vocabulary.cambridge university press. p a g e | 109 dwi erna susanti let: linguistics, literature and language teaching journal vol.8 no.1 2018 schmitt, n., & mccarthy, m. (1997).vocabulary: description, acquisition and pedagogy. cambridge university press. schmitt, nobert. (2000). vocabulary in language teaching. cambridge: cambridge university press. seffar, salma. (2014). “an exploratory study of vocabulary learning strategies of moroccan university students” .iosr journal of research & method in education.vol.4, issue 2. pg. 38-45 siriwan, m. (2007).english vocabulary learning strategies employed by rajabhat university students.unpublished doctoral dissertation, suranaree university of technology. thailand. yazdi, mahdi & kafipour, reza (2014). a qualitative study of vocabulary learning strategies applied by iranian undergraduate efl learners in real learning setting. canadian center of science and education. vol. 7, no. 7, pg 1-7 zimmerman, c b. (1997).second language vocabulary acquisition. cambridge: cambridge university press. ieee paper template in a4 (v1) eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||42-60||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php maximizing the use of whatsapp in english remote learning to promote students’ engagement at madura eva nikmatul rabbianty eva@iainmadura.ac.id abd ghofur abd.ghofur@iainmadura.ac.id abdul wafi abdulwafi@iainmadura.ac.id state islamic institute of madura, indonesia article history: received: 07 april 2021 accepted: 03 june 2021 abstract there are ample remote learning platforms to be used and obviously each of them has strengths and weaknesses. however, based on a survey, whatsapp becomes the top choice to be used by students in madura for some reasons; this is a case study on maximizing the use of whatsapp to promote students’ engagement in english remote learning. the data are collected through google form questionnaire and in-depth interview via whatsapp voice notes. the subjects are english lecturers and higher education students of english department from several universities in madura whom are volunteers to be taken as sample. the result showed that exploring the various features of whatsapp, blending various learning platforms to whatsapp and lecturer’s creativity in maximising the use of whatsapp enable to promote the students’ engagement toward the english remote learning. thus, it is suggested to maximize the use of whatsapp as to promote the students’ engagement towards the english remote learning. corresponding author: abd.ghofur@iainmadura.ac.id keywords: english remote learning; promote; students’ engagement http://jurnal.uin-antasari.ac.id/index.php mailto:eva@iainmadura.ac.id mailto:abd.ghofur@iainmadura.ac.id mailto:abdulwafi@iainmadura.ac.id mailto:abd.ghofur@iainmadura.ac.id p a g e | 43 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 introduction during the pandemic of covid-19, the disruption is getting clearer in multifaceted aspects including in the education sector. schools are no longer allowed to conduct the regular face-to-face learning for the sake of safety and for stopping the spread of covid-19. students and teachers are working at home the best they can do through the use of online learning or remote learning. it is a must or even a perforce for everyone to get accustomed to having online or remote learning as to continue the education. online education is a pedagogical transformation from conventional to modern teaching-learning approach from classroom to zoom, from personal to interactive and from seminars to webinars. thus, conducting remote learning is taken as emergency due to the outbreak of covid-19. remote or distance education is used to describe education provided through print, audio, video (live or pre-recorded) and/or computer technology to distant or remote locations. (owens et al., 2009). remote learning is described as a rapidly expanding environment that enables users to work flexibly outside of time and location constraints (gilbert, 2015). remote learning aims to replicate the classroom experience while the student learns via the machine by logging in at scheduled times to view lectures or engage in group learning activities in the virtual classroom environment. it is learning that takes place partly or completely on the internet. (means et al., 2010). the learning which is conducted by combining online through internet connection and a face-to-face or classroom session is called as blended or hybrid learning (bach et al., 2007) and (watson, 2008). viewing from an educational perspective, blended learning refers to the integration of online teaching activities with traditional face-to-face class activities in a planned and systematic manner (chowdhury, 2019). meanwhile, the type of communication modes in the online learning is either synchronous or asynchronous. asynchronous e-learning, commonly facilitated by media such as e-mail and discussion boards, supports work relations among learners and with teachers, even when participants cannot be online at the p a g e | 44 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 same time. asynchronous e-learning makes it possible for learners to log on to an e-learning environment at any time and download documents or send messages to teachers or peers. in order to prepare the learning materials, teachers are versatile and encourage students to juggle the demands of home and study. since it works best in digital formats, in the set time, teachers do not have to deliver the content. asynchronous learning provides more space for educators and students to breathe (daniel, 2020). synchronous e-learning has the ability to assist e-learners in the growth of learning networks, also assisted by media such as video conferencing and chat. synchronous sessions make e-learners feel more like participants than isolated participants (hrastinski, 2008). the effectiveness of remote learning is still debatable from day to day. researchers make endeavour to provide the remote learning as effective as possible. one of its effectiveness is enabling to promote students’ engagement in the learning. the term ‘student engagement’ refers in general terms to the effort and commitment that students give to their learning, although nsse specifically considers ways in which active and collaborative learning, the level of academic challenge, interaction between students and faculty, and a supportive campus environment all influence such engagement(kahn et al., 2017). there are three forms of engagement: (1) cognitive or intellectual engagement (investment)investment of effort and self-regulation by the individual focusing on academics 'deep, intellectual learning and intellectual growth, as evidenced by motivation, attitude, commitment, and self-regulation (2) socio-emotional engagement (reaction)-the affective reaction of the students to the student (2) socio-emotional engagement (reaction)-the affective response of students to learning, such as happy, bored, excited and the like, and (3) behavioural engagement (participation)-students take part in learning activities (sesmiyanti, 2016). experts offer many tips on how to achieve the most successful remote learning experience. to make remote learning more successful, wexler offers seven tips: (1) get students into the habit of participating by giving them incentive to show up or complete tasks and making the goals and expectations crystal clear. p a g e | 45 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 (2) concentrating on content, not knowing skills (3) keeping it simple; preventing the use of too many different network apps (4) linking new content to old content and offering an example (5) in short doses, dole out new information (6) make online learning as engaging as possible (7) combine synchronous and asynchronous learning with new knowledge in small doses (wexler, 2020). remote learning uses e-learning platforms. bri, garcía, coll, & lloret, (2009) described e-learning platforms as the environment for hardware and software designed to automate and manage academic training activities for development. management and registration of users, tools and training programs, access supervision, control and monitoring of the learning process, assessment, knowledge and management of communication facilities are the main functions. there are ample e-learning platforms to be used. each of them has their strengths and weaknesses. so, it is advisable to know the basic characteristics of the platforms. in fernandez et.al, bates notes that any platform should have four fundamental and important characteristics; (1) interactivity; ensuring that the individual using the platform is aware of playing the leading role in his or her training; (2) flexibility; the collection of functionalities that enable the elearning framework to be easily adapted to the organization that wishes to incorporate it. (3) scalability; enabling the platform to operate similarly for a small or large number of users (4) standardization; the ability to use courses conducted by a third party; courses are open to the company that developed them and those that comply with the standard (fernandez et al., 2011). various e-learning applications have been made to meet the essential characteristics. they are google classroom, moodle, schoology, edmodo, zoom, whatsapp and so forth. each of them provides benefits as well as barriers. however, due to its simplicity, familiarity and lowcost consumption, someone prefers to use one of those apps moreover during the outbreak of covid-19. according to a survey conducted by wahsun, (2020) to teachers around east java, the result showed that whatsapp becomes the trend or top choice learning platform during the pandemic. of 450 respondents (teachers), 390 of them p a g e | 46 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 (28,19%) in addition, in madura (a small island located in the northern of surabaya, east java), the use of whatsapp also becomes a trend. based on the researcher’s survey to 33 college students and 11 lecturers from 7 different colleges in madura, it was also found that they prefer to use whatsapp in their learning during the pandemic. created in 2009, whatsapp is one of the most widely used apps for social networks by learners in many developing countries (mwakapina, mhandeni, & nyinondi, 2016) and is one of the most popular apps people use for any reason ranging from social exchanges to video or photo sharing (yavuz, 2017). there are numerous studies in the area of e-learning related to the use of whatsapp. a research on the responses of students to the use of whatsapp in learning was conducted by wijaya (2018). the outcome showed that even though some difficulties existed, most students enjoyed learning. the biggest disruption was the internet connection that had to be provided through the efforts of the students themselves. the different characteristics have made it easy for students to learn that english skills can be enhanced. barhoumi conducted a study on the effectiveness of whatsapp. the result showed that, when used in a blended course approach, whatsapp is a good tool for mobile learning. this has contributed to the achievement and attitude of students towards mobile learning and teaching (barhoumi, 2015). guler, through his analysis, whatsapp was found to be a valid tool for peer review anonymously. (guler, 2016). in addition, whatsapp was found as a tool that gave strong effect to students’ achievement (nitza & roman, 2016). related to the use of whatsapp in enhancing online learning, ngalomba shared his best practice in teaching by using whatsapp. he considered that whatsapp is under-utilised and which can provide new impetus for digital education. whatsapp is a primarily a communication application but shares a number of features with social media applications. it is cost-effective and easy to use, giving it competitive advantage. however, as a popular software application used to track online training activities, social media channels such as whatsapp p a g e | 47 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 should be incorporated into a learning management system (lms) to make it more advanced (ngalomba, 2020). yavuz performed a case study on the use of whatsapp in the efl sense and its effect on student performance. the result showed that collaborative applications such as whatsapp messenger improve the performance of the students' homogeneity. it suggested that it could work better to combine traditional and technology-supported approaches (yavuz, 2017). in this study, the researcher would like investigate the use of whatsapp maximally in the remote learning enables to promote the students’ engagement. thus, the researcher would like to address some research questions of (1) what features are there in whatsapp that can be used to promote students’ engagement? (2) what remote learning platforms can be blended to whatsapp in promoting students’ engagement? (3) how whatsapp can promote students’ engagement in english remote learning. method research design this study belongs to a case study with qualitative research design. the term case-study is often used to describe a study involving data from a real setting (in our case, often a practice setting) and is seen as similar to an observational study involving only one or very few events(blessing & chakrabarti, 2009). meanwhile, qualitative study is defined as a systematic empirical investigation that seeks to construct a holistic, primarily narrative, explanation to inform the understanding of a social or cultural phenomenon by the researcher. based on a mixture of observations, interviews, and document reviews, qualitative research was carried out. (astalin, 2013). research site and participants the setting is in madura—an island, located in the north of surabaya, east java indonesia. it consists of four regencies namely bangkalan, sampang, pamekasan and sumenep. there are 7 universities to be sample of survey; they p a g e | 48 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 are universitas trunojoyo madura, insitut agama islam negeri madura, universitas islam madura, institut agama islam al-khairat pamekasan, institut kariman wirayudha sumenep, universitas wiraraja sumenep, institut ilmu keislaman annuqayah (instika) guluk-guluk sumenep. the subjects are 33 college students and 11 english lecturers from those universities. the data were collected through questionnaire via google form and interview via whatsapp voice note. data collection and analysis the collection of the data is conducted through questionnaire via google form and interview via whatsapp. the questionnaire is distributed to students and lecturers via google form and they are in volunteer to fill the form of the questionnaire. the questionnaire for the students consists of six questions. the first question is yes/no question asking whether they use whatsapp for their social media. the second is also yes/no question asking whether they more frequently use whatsapp in their daily life (for social media or online learning). the third is asking whether they prefer if their lecturer uses whatsapp in the learning compared to other applications or platform. the fourth question is related to the third question, asking the reason why they prefer it. the fifth question is asking whether the use of whatsapp enable to make them easier and more actively engaged in the remote learning. the last question is asking their suggestion for their lecturer in the case of maximizing the english learning by using whatsapp to be more interesting and effective. the questionnaire for lecturers covers four questions. the first question is asking whether they prefer using whatsapp in their learning better than using other applications or platforms. the second question is asking their opinion on the strengths of using whatsapp in the learning. the third question is asking their opinion on the weaknesses of using whatsapp in the learning. the fourth question is asking their idea on how to maximize the use of whatsapp to be more effective and to make students more engaged in the learning. p a g e | 49 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the interview is conducted to the lecturer only since it is to investigate their experience in teaching and their opinion on creativity in blending various learning platforms. there are four questions to ask. the first is asking whether they are teaching by using whatsapp. the second question is asking their difficulties in using whatsapp in their english learning. the third is asking their solution to handle those difficulties. the fourth question is asking their opinion on lecturer’s creativity in blending various learning platforms and applications to whatsapp enable to make the english remote learning become more interesting and more effective in promoting students’ engagement toward the learning. findings and discussions findings the data are collected through questionnaire via google form to students and to lecturers and through interview via whatsapp. the findings from the students’ questionnaire are as follow: the first question was asking whether they use whatsapp for their social media and it was that all students (100%) use whatsapp for their social media. the second question was asking they more frequently use whatsapp in their daily life (for social media or online learning) and it was found that 33 (100%) students answered ‘yes’. the third question was asking whether they prefer if their lecturer uses whatsapp in the learning compared to other applications or platform and it was found that 24 (72,7%) students answered ‘yes’ and 9 (27,3%) answered ‘no’ which is meant that they do not prefer if their lecturer uses whatsapp in the learning. the fourth question is a short-answer question asking the reason of question number three. the answer varied. for the students who answer “yes”, they proposed their reasons that the use of whatsapp is simple, efficient and easy to apply. besides, it is cheap data consumption even sometimes it is free internet data. whatsapp is a popular application that everyone has and it is effective to be used for remote learning since it has complete feature that needn’t to install another application such as zoom which makes the internal phone memory p a g e | 50 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 becomes decreased or low. meanwhile, the reasons from the students who answer ‘no’ are (a) using whatsapp distracts the concentration; when online learning occurs, then a text message is coming in. besides, lecturer does not really know whether his students really pay attention to his explanation. in addition, there will be messed-up messages when some students give their comment. the discussion via wa is not so effective since it is only in group and sometimes students only fill the attendance list; different from zoom where it is video conference that the lecturer can monitor every student. the fifth question is a yes/no question asking whether the use of whatsapp enable to make them easier and more actively engaged in the remote learning. from the students’ answer, it was found that 28 (84.8%) students answered ‘yes’ and 5 (15.2%) students answered ‘no’. the sixth question is a longanswer question asking their suggestion for their lecturer in the case of maximizing the english learning by using whatsapp to be more interesting and effective. from their response, it was found that various answers as follow: (a) use more audio (e.g. voice message) to train students’ listening skill (b) use wa for classroom-group only to share info, material and tasks. ask students to make video about the topic given and upload it in instagram or youtube (live) (c) send the learning material in advance that the students make preparation for understanding it. don’t just share ppt or doc. file, but use video call/conference when lecturer conducts teaching (d) to avoid boredom, lecturer should make interesting and interactive learning material such as animated slides completed with audio and moving pictures. (e) attendance list should be in the end of the session to ensure the students join it. answer all questions from students; no choosing as to avoid jealousy. conduct the learning in the morning or afternoon. (f) try to find and use other strategies instead of having wag only (g) in speaking class, maximize the use of voice note. in discussion session, better to use personal chat than group chat to avoid the piled messages (h) make and explain the learning material simple and short (i) have meticulous control and supervision for the students’ engagement and active involvement (j) avoid giving assignments p a g e | 51 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 too much (k) use various and different techniques in each meeting (l) make interesting video explaining the topic then upload it to youtube (lecturer’s channel); share the link via wag and ask the students to watch; with that, students might watch and watch again to get deeper understanding of the topic being explained (m) make games by utilizing anything from other platforms. from the lecturers’ response to questionnaire distributed via google form, it results findings as follow: the first question was asking whether they prefer using whatsapp in their learning better than using other applications or platforms. it was found that 9 (82%) lecturers answered ‘yes’ which meant they prefer using whatsapp in their learning meanwhile the rest 2 (18%) answered ‘no’ which meant that they prefer using other applications or platform for their learning. the second question was asking their opinions related to the strengths of using whatsapp in the learning. from their responses, it was found that using whatsapp is simple, familiar and affordable. using whatsapp is cheap and economical as well as practical and the network is stable. everyone has it because it is easy to apply. meanwhile, the third question was asking the weaknesses of using whatsapp in the learning. their responses varied. they said that the weaknesses of using whatsapp were no ‘auto correction’ feature and messages or chats were overlapping. it needs to link to another app to manage the students’ attendance. using whatsapp was unable to see which student is really joining the learning. there was limited number in video and the network would be unstable if having video-call. it also needs more space if everyone wants to share. there were more passive students that the active (silent) ones. since whatsapp is used for social media, it resulted that the storage is easy to be full due to too many files coming. the fourth question was asking their suggestion on how to maximize the use of whatsapp to promote students’ engagement in the remote learning. their suggestions varied. they suggested that controlling and managing the students’ attendance by making strict rules and technical guides about do’s and don’t’s; ensure that the students engage in the learning by making it as the learning p a g e | 52 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 parameter. there should be effective discussion method by using voice note (as faster response), emoticon (expressing feeling/idea through picture) and text message to improve writing; maximize the voice recorder. another suggestion is to make wag as mini library for learning materials given or to be given. send the ppt to students and ask them to read and review and share it through video or voice notes. another suggestion is to have whatsapp be blended or integrated to other learning applications or platforms. another way to collect the data is by having interview to four volunteer lecturers via whatsapp. there were four questions to ask. the first question was asking whether they teach english in remote learning by using whatsapp. it was found that all of them answered ‘yes’ which meant they use whatsapp in their english remote learning. the second question was asking their difficulties or the problems of using whatsapp in their english remote learning. it was found that the problems encountered were overlapping chatting, being unable to control students and having unstable internet connection. they also feel unskillful in operating all whatsapp features. they also got difficulties in handling or managing the record of students’ assignments. the third question was asking their possible solutions to handle those difficulties. from their responses, it was found that to handle the overlapping chatting, the lecturer should mute the chat that only admin can share or give response. the possible solution to control students was by giving them sudden question or quiz that they could focus and pay attention to the learning. meanwhile, to handle the unstable internet connection, it should move to another place to find better connection. related to their unskillfulness in operating whatsapp features, the possible solution was asking the co-worker and or browsing in google to be more skilful. for handling or managing the record of students’ assignments, the possible solution was by integrating it to other apps such as google classroom, youtube, e-mail and the like. the fourth question was asking their opinions on the agreement or disagreement of the lecturer’s creativity in blending various learning platforms p a g e | 53 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 and applications to whatsapp enable to make the english remote learning become more interesting and more effective in promoting students’ engagement toward the learning. from their response, it was found that all of them agreed with it with several reasons such as to avoid boredom, to encourage students’ active involvement, to avoid monotonous learning activities. another reason was because the creative lecturers or facilitators would develop their students’ creativity. discussion features in whatsapp to promote students’ engagement using whatsapp in english remote learning is getting more popular among us since it is simple and easy to apply. its familiar features such as text messaging, video call, sending files and particularly wag (whatsapp) are the features. according to bere in gon, the following interactive features are supported by whatsapp messenger: (a) multimedia: enabling users to share videos, text messages, images, and voice notes. (b) community chat: contact help for up to 50 members of the group. (c) unlimited messaging: users are free to send and share messages. (d) to ensure uninterrupted data transfer across networks, the program uses 3g/4 g edge internet data plan or wi-fi. (e) crossplatform engagement: users can connect with other users on various devices, such as android phones, iphones, and can communicate with each other through different media, such as text, photographs, and the like. (f) offline messaging: when the system is off or outside the coverage area, messages are saved automatically. (g) no fees: there are no fees for the use of whatsapp because it uses the same internet service plan that is used for email or web browsing. (h) name of pins and users: whatsapp users do not need to remember passwords or usernames as they operate through phone numbers and integrate address books with users. (gon & rawekar, 2017) of those features, as the finding of this study found that wag is the most used feature by lecturer and students in their learning. via wag, lecturer sends p a g e | 54 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 ppt files and asks students to review it, uses voice messages to train students’ listening skill, uses text messages to improve students’ writing skill. however, those features are not really in maximum use as the effort to promote students’ engagement. there are a lot of activities to conduct by using the features in whatsapp to be applied in the english remote learning. haynes proposed 25 ideas for using whatsapp with english language students by using text, photo, video, audio and emoticons. each of those features can stand alone or can be blended with another feature. through text messaging, lecturer can do teaching activities such as gap-fill, incorrect sentences, odd-one-out. through audio (voice note), lecturer can do distance-interview, audio-diary. through video, lecturer can do 30-second presentation and tour guide. lecturer can blend the use of emoticon with text messaging such as emoticon race, emoticon stories. lecturer can also use photo blended with text messaging such as photo story, photo diary, feeling illustration and describing a process (haynes, 2016). in promoting the students’ engagement, lecturers can see the level of their students’ engagement toward the learning. shclechty divided the commitment into five levels; they are (1) authentic engagement-students are involved in work that has a specific significance and immediate importance to them (2) ritual compliance-the work has little or no immediate significance to students, but there are extrinsic value outcomes that keep them engaged (3) passive compliancestudents see little to no meaning in the assigned work, but invest little to no meaning in the assigned work. (4) retreatism-students are disengaged from assigned work and make no effort to comply, but are not disruptive to others' learning (5) rebellion-students fail to conduct the assigned mission, act disruptive, and try to replace alternative activities (schlechty, 2011). so, by maximizing the use of the features in whatsapp, the students’ engagement can be promoted from level 5 to level 4, from level 4 to level 3 to 2 and finally to 1 as authentic engagement. p a g e | 55 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 blending various digital learning applications to whatsapp the era 4.0 brings technology in extremely advance. through internet connection, everything is conducted via online. various digital learning devices, platforms, applications are made to make life easy, simple and fast. google classroom, edmodo, zoom, google meet, facebook, twitter, instagram, telegram, youtube and so forth. google, as search engine, makes us easy to find out what we want such as books, pictures, journal articles, audio files and so on. through youtube, we can enjoy various videos all around the world. we can make online survey through google form. everything is available and able to be instantly accessed within seconds just by clicking the button. however, each platform or application has its strengths and weaknesses such as zoom which its superiority is for video conference with a large number of people around the world; whatsapp, as social base application, is used for learning. of its ample strengths, there are weaknesses as well. from the finding, it was found that the weaknesses of whatsapp are unable to provide interactive discussion for a large number of people like zoom has. whatsapp video call is only limited for 8 people. using whatsapp in the learning is quite difficult to control the student of which student is fully engaged in the learning activities; who is active and who is passive. it is different from google classroom which is specifically designed for learning activities that enables the teacher to fully control the learning activities. it is also rather complicated to manage the students’ attendance like google form or android applications such as absensi siswa, jibble, attendzone, kitaschool and so forth. since each application has its strengths and weaknesses, it is suggested to blend and integrate one application to another one to complete each other and to make the learning activities become more effective, interesting and interactive. by blending all features in whatsapp and integrating them to other digital learning applications, each student can write text, see the messages, watch videos, listen to audio and voice notes and the like and that the learning will become more effective. people can remember just 10 percent of what they read, 20 percent of what they hear, 30 percent of what they see, and 50 percent of what they hear and p a g e | 56 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 see, according to dale's experience cone. the percentage can be even greater than 50 percent with the emergence of certain innovations that combine images , texts and audio all in one (davis & summers, 2015) and (james m., 2002). lecturer’s creativity in maximizing the use of whatsapp creativity is a quality that expresses itself in many different ways, and that is one of the reasons why it has been so hard to describe. however, creativity was described by franken as the propensity to produce or recognize ideas, alternatives or possibilities that may be helpful in solving problems, interacting with others, and entertaining ourselves and others (franken, 1994). in an orgy of totally free self-expression, creativity is widely thought to be about letting the imagination loose. creativity is an individual thinking process related to an activity (maley & peachey, 2015). anything can be creative – creativity is a perspective that is brought to an activity creativity is a part of 21st century skill to master by students. lecturer, with his authority, is as the person who is in charge in providing and managing the learning activities. a creative lecturer is one who, while reinforcing creative practices, advocates rational risks and unexpected circumstances. (morais & azevedo, 2011). lecturer’s creativity is indeed significant to maximize the use of whatsapp. based on the result of questionnaire and interview with lecturers, it was found some ideas on how to maximize the use of whatsapp namely making wag as mini library, maximizing the use of voice note and integrating or blending wa with other digital applications or platforms. in addition, lecturer can also have effective discussion method by using voice note (as faster response), emoticon (expressing feeling/idea through picture), text message to improve writing. if then the lecturer is not skillful or creative enough to maximize the use of wa, it is suggested to discuss and share it to co-workers, joining workshop and seminar related to how to be creative lecturer or just do googling to get various inspiration or ideas. p a g e | 57 eva nikmatul rabbianty let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 meanwhile, from the result of students’ questionnaire, they suggest that to maximize the use of whatsapp, the lecturers should provide fun games or interactive quiz by integrating it with other platforms such as kahoot. conclusions and suggestions technology is reaching its awesome advance. various digital devices and applications have been created. however, in the learning activities, its use would not be maximum due to three main obstacles; they are (a) the availability technology and internet connection, (b) teacher techno-phobia and (c) the insufficient knowledge on how to use it maximally for learning purposes. whatsapp is social media platform but widely used for remote learning particularly during covid-19 pandemic due to its simplicity, low-cost internet data consumption and familiarity. there are a lot of features there such as text messaging, photo, sending files, video call and the like. however, those features are not in maximum use. the reason might be in the case of lack of creativity in utilizing and exploring those features. in the learning activities, lecturers are supposed to increase their creativity in using those features through searching in google or you-tube to find out what ideas and what possible activities to be conducted by using the features in whatsapp and that the use will be maximum in promoting students’ engagement toward the english remote learning. references astalin, p. k. 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(2017). do smartphone supr or deter learning: a whatsapp case study. international journal of educational sciences, 15(3), 408–415. https://doi.org/10.1080/09751122.2016.11890551 microsoft word 71e4-f3fd-bdc9-f311 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||137-156||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php interpersonal meanings of modality in jacinda ardern’s speeches on covid-19 evelina ayu kristianti evelinaayu@gmail.com sanata dharma university of indonesia article history: received: 08th august 2020 accepted: 01st december 2020 systemic functional linguistics (sfl) is a theory which analyses the language function to understand the meanings and purposes of language in written text or speech. in this research, sfl is employed to discover the interpersonal meanings on jacinda ardern’s speeches on covid-19, seen from the modality since it is one of the most important elements in sfl which shows the speaker’s attitudes. this research uses jacinda ardern’s speeches on 20 april 2020 and 15 july 2020. halliday’s modal category is used as the theoretical framework; thus, the interpretation will derive from his theory. this research also employs discourse analysis as the approach in order to understand the relation between language elements and social context in meaningmaking. this study had different implementation of modal category from what halliday had proposed which is triggered by the social situation during pandemic in new zealand. this research discovers that the first speech only uses two types of modality which are probability and obligation, meanwhile the second speech uses all types of modality. the difference between the first and the second speech is due to the different circumstances. however, in general, the interpersonal meanings represented from the modality in the speeches are the commitment, empathy, dan quick respond of the speaker. corresponding author: tel.: evelinaayu@gmail.com keywords: interpersonal meanings; modality; speech; jacinda ardern’s speech; covid-19 introduction young & harrison (2004) state that systemic functional linguistics (sfl) is “a functionally based theory, developed during the past 45 years, which examines the functions that language has evolved to serve in society. such a view involves the examination of “real” language events to understand the purposes p a g e | 138 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 language serves in a variety of contexts, and to understand the way language itself functions” (p. 1). in this research, the researcher will use the interpersonal metafunction to analyze the speeches. however, the researcher will only focus on modality. since language “functions to facilitate exchange, both of information and of goods and services”, as said thompson, bowcher, fontaine, and schönthal (2019), we use language to give or demand information or actions. it can be in a form of written text or speech. due to its functions, language is an important and powerful tool in politics. political figures can show power, commitment, persuasion, or promotion to the audience. in terms of language, we can analyze it through interpersonal meaning. chen & shuo (2018) argue that “the meaning of modal system is also one of the important parts of interpersonal meaning, which is the judgment of the speaker on the success and validity of the proposition he speaks” (p.38). according to thompson (2013), in interpersonal terms, modality is the expression of the speaker’s attitude towards the probability or necessity of the proposition which realized by modal verbs. halliday divided modality into two types which are modalization and modulation. modalization is a type of modality showing probability and usuality. the example of modalization in jacinda ardern’s speech is “we may be amongst a small number of countries where that is still able to happen”. the modal “may” show probability. meanwhile modulation deals with modality that shows obligation and inclination. for instance, “we must prepare now” in jacinda ardern’s speech. the word “must” show obligation. jacinda ardern, as a political figure, has two speeches which are “prime minister’s remarks on covid-19 alert level decision” on april 20 and “next steps in covid response” on july 15. they are chosen to be the object of this study as she is the prime minister of new zealand, who plays an important role in dealing and handling corona virus in her country. according to nz herald, new zealand is the second safest country in the world during this pandemic, after germany (“covid 19 coronavirus,” 2020). this research aims to identify how the modality used in jacinda ardern’s speeches on covid-19 and to figure out the interpersonal meaning represented in the speeches. the two speeches are made in two different situations, the first is when new zealand successfully handled the p a g e | 139 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 transmission of coronavirus and the second is when the country reported new cases again. the researcher wants to know whether there will be some differences in her speeches or not. there are several studies about the analysis of modality as the element of interpersonal meanings that had been done previously. the first study is conducted by rui & jingxia (2018). in their research, they aim to find out how the modality is used in micro-blogging english news discourse and what interpersonal meanings does the modality represent through the micro-blogging. they apply the same theory and approach as this study which are sfl and discourse analysis. they found out that from the perspective of modality type, modality value, and modality orientation, it can be concluded that in order to remain objective, the reporters do not make personal implication, they tend to use modality with median value to show the reporters’ view and attitudes toward possibility, and the representation of explicit subjective orientation is often used to bring the public’s opinion. the second study is conducted by pionery & isti'anah (2017) that discusses the modality analysis in meliana trump’s speeches. the research aims to find out the importance of the use of modality in speeches. in the study, they compare two speeches by melania trump and ivanka trump to see whether there will be some differences or not. it is discovered that the use of certain types of modality shows that both speakers have the same ideologies. there are two ideologies which are commitment and self-promotion. the first ideology can be seen from the use of inclination. meanwhile the second is shows from the other types of modality. they also state that the use of potentiality-ability and usuality shows donald trump’s capability and habit. the third study is conducted by olaniyan & adeniji (2015). the research analyzes the discourse functions of modality in statement of objectives in artsbased research article abstracts. the data were taken from three hundred abstracts of research articles. four categories of modal auxiliaries such as possibility, necessity, prediction and permission modals are found in the research. possibility modals are used to state analytical scope and research goal in the abstracts; p a g e | 140 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 necessity modals are used to state analytical scope, present argument, seek permission or make a polite request; and prediction modals are employed to state the researchers’ research goals. among the four modals found, possibility modals are the most dominant. the three previous studies discuss the same thing as this research which is modality. they might be focusing on different aspects of modality such as the discourse function of modality in research article abstracts (olaniyan & adeniji, 2015), ideologies revealed from the modality in speeches (pionery & isti’anah, 2017), and also interpersonal meanings represented from the modality in microblogging (rui & jingxia, 2018). however, this study presents something new since it focuses on the current social issue of covid-19 in new zealand and relates it to the different implementation of halliday's modal category. this research argues that modality can express different modal degree from what halliday has proposed and that modality should not be interpreted by just following the existing theory without seeing the context. through this study, the researcher attempts to enrich sfl studies by answering the following questions: 1. how are modality used in jacinda ardern’s speeches on covid-19? 2. what interpersonal meaning are represented in the speeches? method the data analyzed in this study were jacinda ardern’s speeches on covid19 entitled, “prime minister’s remarks on covid-19 alert level decision” on april 20, 2020 and “next steps in covid response” on july 15, 2020. the data were taken from the official website of new zealand government named “beehive” https://www.beehive.govt.nz/. in this research, a qualitative method is employed. litosseliti (2010) states that qualitative research is “concerned with structures and patterns, and how something is” (p. 52). the qualitative method is used to describe the interpersonal meanings conveyed by jacinda ardern in the speeches. the theory used in this research is systemic functional linguistics (sfl). halliday & matthiessen (2014) state that “in a statement the modality is an expression of the speaker’s opinion” (p.177). in order to relate the implementation p a g e | 141 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 of modality with the social situation during pandemic in new zealand, the researcher employed discourse analysis as the approach. to obtain all the data, the analysis started by finding out the types of modality appear in the speeches and categorized the modality based on halliday’s theory which are modalization and modulation. the types of modality were analysed further by sorting the modal degree based on the context and social situation. discourse analysis was applied here so that the researcher can see how social situation during pandemic in new zealand influenced the implementation of halliday’s modal degree. after figuring out how the modality are used in the speeches and how social situation takes a vital role in presenting different implementation of modal degree, this research analysed the interpersonal meanings in jacinda ardern’s speeches represented from the modality. findings and discussions the table below shows the summary of modality used in the speeches. in jacinda ardern’s speech entitled “prime minister’s remarks on covid-19 alert level decision” on april 20, 2020, there are 30 clauses containing modality. jacinda ardern only used two types of modality which are probability and obligation. the probability is 76,7% and the obligation is 23,3%. modals that show probability are modal operators “may”, “will”, “can”, and mood adjunct of modality “likely”. meanwhile modals that show obligation are “cannot”, “have to”, “must”, “need to”, and “can”. in the second speech entitled “next steps in covid response” on july 15, 2020, there are 51 clauses containing modality. jacinda ardern used all types of modality. the probability is 80,4%, usuality is 2%, inclination is 9,8%, and obligation is 7,8%. modals that show probability are modal operators “will”, “can”, “would”, “could”, and mood adjuncts of modality “believe”, “possible”, and “likely”. modals which show inclination are “will” and “would”. the obligation type is shown through “must” and “need to”. lastly, the usuality type is realized in mood adjunct of modality “regularly”. in both speeches, the most dominant type of modality is probability. p a g e | 142 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table1. summary of modality in both speeches modality type & degree april 20 speech july 15 speech number percentage % number percentage % probability (low) 2 6,7 2 3,9 probability (median) 9 30 22 43,2 probability (high) 12 40 17 33,3 usuality (high) 1 2 obligation (median) 1 3,3 obligation (high) 6 20 4 7,8 inclination (median) 4 7,8 inclination (high) 1 2 total 30 100% 51 100% modality in both speeches the first speech analyzed in this study is entitled “prime minister’s remarks on covid-19 alert level decision” on april 20, 2020. the speech is about jacinda ardern’s decision to move from alert level 4 lockdown to alert level 3 for two weeks before making further decisions. she acknowledged the frontline and also all of the citizens because they have contributed a lot in lowering the transmission rate in new zealand. she stated that there was no widespread undetected community transmission in new zealand at that time. however, even though new zealand’s effort to break the chain of transmission succeeded, she still emphasized that they are not allowed to let their guard down since the virus has not been eliminated yet and there is still a possibility that the virus can attack their country again. she declared some principles for level 3 which require the citizen to stay at home if they are sick or they have no urgent matters, to work and learn from home, to stay within their region, to have minimum interaction, and to p a g e | 143 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 maintain their hygiene. in the end of her speech, she also gave encouragement to the citizen that they are one step closer to be free from coronavirus. in the second speech entitled “next steps in covid response” on july 15, 2020, new zealand was in an opposite situation from the speech in april 20. after 75 days without any community transmission, a new case emerged in the country. in her speech, jacinda ardern mentioned victoria, new south wales, hongkong, singapore, and korea to be the examples for her country since they handle the virus effectively. even though new zealand’s frontline health workers, frontline border, airline staff, and staff in their isolation facilities have served them well, the direct contact with covid-19 patients brought high risks of local transmission. she stated that the virus can spread rapidly and being out of control. therefore, in this speech, she reminded the citizens of the principles she had stated in the previous speech. she also made three broad starting scenarios in order to handle the virus. different from her speech on april 20, this speech highlighted the rules that have to be obeyed by all citizens in order to keep coronavirus under control, so that they can remain in alert level 1. this study use halliday’s theory of modality as the theoretical framework. thus, the interpretation and analyses will derive from his theory. he divided modality into two, modalization and modulation. in modalization, there are probability and usuality, whereas in modulation, there are obligation and inclination. the modality pattern proposed by halliday & matthiessen (2014, p. 145) can be seen in the table below: however, not all modality types found in this study express the same modal degree as what halliday had proposed. this study analyzes the modality based on the context and the social situation during the pandemic. since the modal degree is closely related to the purpose, the certainty or the commitment of the p a g e | 144 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 speaker and it also depends on the social context, it should not be interpreted by simply following an existing pattern or theory without paying attention to the social context, as there is no absolute interpretation in modality. this is supported by brewer (1987) who also argued that “modality is a semantic system by means of which a speaker indicates the nature and degree of his modal commitment is equivalent to saying that that commitment although it may vary in extent or strength cannot, by definition, be absolute” (p.44). the first modality type discussed here is probability. high modals showing probability are dominant in this speech, followed by median probability. table 2. probability in april 20 speech modality type & degree april 20 speech number percentage % probability (high) 12 40 probability (median) 9 30 probability (low) 2 6,7 total 23 76,7 the examples of modality type in the first speech can be seen below: (1) “we will only be successful if everyone is willing to play their part in finding it wherever it is.” (2) “schools and early learning centres can be accessed this week for cleaning, maintenance and any other preparations” in (1), the modal “will” is median. median degree of probability shows that the speaker is confident of their ideas, but there is still a room for other possibilities. in this part, jacinda ardern suggests the citizen staying at home or getting a test when they are sick. she also emphasizes that there is no stigma for covid-19. in this case, jacinda ardern uses “will” in conditional clause to give a highlight that the goal they want to achieve is to find or track the virus so they can stop the transmission quickly and to encourage the citizen to seek help as quickly p a g e | 145 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 as possible when they are sick. however, it would not be possible if they do not cooperate with the government and health workers. the modal “can” in (2) has high degree even though it is usually considered as low degree by halliday, however, it depends on the context and the certainty of the speaker. sadia & ghani (2018, p.145) adds that “modal “can” mostly shows strong possibility”. in this case, the speech is done when new zealand successfully handled the spreading of coronavirus in the country. jacinda ardern is confident with her decisions as she also stated that their transmission rate was 0.48, which was much lower than average. therefore, activities in public places such as schools and learning centers are highly possible. in the second speech, the probability type is also dominant. different from the first speech, the median degree is more dominant than the high degree. table 3. probability in july 15 speech modality type & degree july 15 speech number percentage % probability (median) 22 43,2 probability (high) 17 33,3 probability (low) 2 3,9 total 41 80.4 the examples of modals showing probability are: (3) “…. that has not and will not change.” (4) “… you can expect us to move very quickly and very firmly to contain it” in (3), the modal “will not” is usually considered as median degree. however, in this context, it expresses highest degree. jacinda ardern, in this part said, “the first thing to note is that the government’s strategy for responding to the covid-19 pandemic remains elimination. that has not and will not change” (“next steps in covid response,” 2020). by using modal “will not”, jacinda p a g e | 146 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 ardern strongly emphasized that the “elimination” strategy which has been used by new zealand to deal with coronavirus since the beginning will not change no matter what. jacinda wanted to convey the government’s persistence and confidence in overcoming this virus by applying this strategy. in (4), the modal “can” also express different degree from what halliday had proposed. in this part, we have to know the full sentence in order to understand the context. jacinda ardern said, “our “stamp it out” approach is scenario specific meaning that our actions will depend on the severity of the situation and of course, when we see the first covid-19 case beyond the border, you can expect us to move very quickly and very firmly to contain it while we gather information on the situation we are facing” (“next steps in covid response,” 2020). the use of modal “can” is not merely just to show the possibility of the citizens to set particular expectations to the government. it also shows jacinda ardern’s optimism and belief that the government is able to handle the situation very quickly and precisely. the second modality type discussed in both speeches is obligation. in the first speech, the high degree obligation is dominant. table 4. obligation in april 20 speech modality type & degree april 20 speech number percentage % obligation (high) 6 20 obligation (median) 1 3,3 total 7 23,3 the examples of modals showing obligation are below: (5) “… we cannot forget that every number is someone’s father, someone’s mum, a relative and a friend and someone we have all been united in an effort to protect and to save” (6) work and learn from home if you can p a g e | 147 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 in (5), the modal “cannot” is high since it indicates prohibition to do something. in this case, jacinda ardern did not allow the citizens to forget those who have passed away because of covid-19 even though the number is small since the mortality rate in new zealand is low. she showed respect to those who lost their loved ones and also showed her condolences. in this part, her utterance signifies that she wants to shows empathy and shortens the distance between her and the citizens as she said that they are a union. in (6), the modal “can” is median. in this context, jacinda ardern gave command to the citizen to work from home. the factor which makes modal “can” does not express low degree is the social situation during the pandemic where people are obligated to stay at home and even though they have to work, they have to do it from home. it is obligatory since coronavirus is highly contagious in public spaces where people have a lot of interactions and activities. furthermore, the clause work from home if you can is part of the principles she made for alert level 3. however, although it is obligatory, it does not necessarily make the modal “can” expresses the highest degree because the conditional clause indicates that there is an exception to those who cannot work from home such as frontline health workers or those who have urgent matters that cannot be done at home, they are allowed to go outside, of course, with one condition that they have to comply with the health regulations established for the pandemic. therefore, the modal “can” shows that it is obligatory, but it still has a room for other situations and excuses. in the second speech, there is no median obligation. there are only four modals showing obligation with high degree. table 5. obligation in july 15 speech modality type & degree july 15 speech number percentage % obligation (median) p a g e | 148 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 obligation (high) 4 7,8 total 4 7,8 the examples of modality showing obligation can be seen below: (7) “we must prepare now …” (8) “… we must have a plan …” in (7), the modal “must” expresses the highest degree of modality. the full sentence of this part is “we must prepare now for that eventuality and have a plan at the ready in the event that it does” (“next steps in covid response,” 2020). the word “it” refers to the utterance that came before it which is “experts tell us that even with the best precautions possible, the chances of the virus passing from a surface, or contact with someone who is a carrier are high” (“next steps in covid response,” 2020). the modal “must”, which always stands for obligation or command shows the firm determination of jacinda ardern to prepare for the worst scenario. it also signifies jacinda ardern’s intention to arouse public’s awareness of the dangers of coronavirus. just like in (7), the modal “must” in (8) stands for obligation and expresses the highest degree of modality. the context, in this part can be seen from the full sentence which is “no one wants to go backwards but the reality is our fight against the virus is not over and we must have a plan at the ready to protect our current position if it comes back” (“next steps in covid response,” 2020). here, the modal “must” shows that as the leader of her country, jacinda ardern wanted to give a reminder which can be interpreted as a warning at the same time, that the enemy is still out there. moreover, this speech is made when the situation in new zealand was not as good as the situation in the first speech even though they were not in their worst situation as the early cases emerged in new zealand. therefore, they have to protect their current position in alert level 1 and make sure that coronavirus will not spread widely within their border again. the third modality found is inclination. however, this modality type can only be found in the second speech with four modals express median degree and one modal expresses high degree. p a g e | 149 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 6. inclination in july 15 speech modality type & degree july 15 speech number percentage % inclination (median) 4 7,8 inclination (high) 1 2 total 5 9,8 the examples of inclination found in the speech are displayed below: (9) “our actions will depend on the severity of the situation” (10) “… we would move immediately …” in the first example, the modal “will” is high. the context here is when jacinda ardern said “our ‘stamp it out’ approach is scenario specific meaning that our actions will depend on the severity of the situation” (“next steps in covid response,” 2020). the reason that the modal expresses high degree rather than median degree is because it is the specific meaning of the approach that has been used by the government to handle coronavirus in their country. jacinda ardern mentioned the ‘stamp it out’ approach which in the speech, she explained that it means the country will have a lockdown, depending on the situation. in (10), the modal “would” is median. apart from the fact that it matches the modal degree proposed by halliday, the factor which causes the modal to express median degree is because jacinda ardern used it to describe her future plans. the full sentence is, ”so in the event of new community cases we would move immediately to implement our “stamp it out” approach again” (“next steps in covid response,” 2020). here, the modal “would” help jacinda ardern to deliver the preventive measures she had designed which is to have a lockdown if new cases emerge in the future. she also stated that she is determined to protect their current position and to prevent any economic impact in the future. different from the first example, the modal “would” here does not necessarily express high degree because the action in the second speech will only be done if there are new p a g e | 150 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 community cases that endanger their current position. meanwhile the modal “will” indicate that ‘stamp it out’ is the action that has been and will always be done by the government. lastly, the modality found is usuality. there is only one modal showing usuality which expresses high degree and it can only be found in the second speech. table 7. usuality in july 15 speech modality type & degree july 15 speech number percentage % usuality (high) 1 2 total 1 2 the modal that shows usuality is adverb “regularly”. according to the table taken from halliday & matthiessen (2014, p. 189): the adverb serving as mood adjunct of modality which shows usuality and probability can also express variety of modal degree. in this case, the adverb “regularly” can be found in the clause “wash your hands regularly and thoroughly”. it means that they have to wash their hands constantly in a habitual basis which can also be interpreted that they have to always wash their hands. we can see that jacinda ardern was trying to urge the citizens to obey the rules in which the obligation to maintain their hygiene by washing their hands is included. however, the modality is not counted as obligation because it does not stand as an p a g e | 151 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 order or command. it only modifies the verb “wash” and indicates the frequency of the action. interpersonal meanings webster (2019) asserts that interpersonal metafunction concerns with the use of language to interact with others in the exchange. the language use is also realized in the choices we made. those choices can be seen through the modality used in the interaction we engaged. webster adds that modality is “another aspect of interpersonal meaning related to the expression of the speaker’s attitude about what they are saying” (2019, p. 40). in this study, the researcher compares two speeches of jacinda ardern which were made in two different situations. as the researcher has mentioned previously in the findings, the first speech was made after new zealand successfully stop the local transmission after lockdown and they attempted to move from alert level 4 to alert level 3. it marks the beginning of their great achievement during the pandemic. however, jacinda ardern, as the prime minister of new zealand repeatedly reminded the citizens not to let their guards down because the pandemic has not over yet. it is reflected through the use of modality in her speech. she only used two types of modality which are probability and obligation. on the contrary, the second speech was made when new zealand was in alert level 1 and had a new case after 75 days free from local transmission. it broke the chain of having zero transmission which made the country has to create future plans in responding the case and prepare for the worst if the new case would lead to another outbreaks. therefore, jacinda ardern used all types of modality in her speech to show her concerns and her strong determination to eliminate the virus from her country. commitment and confidence high probability that takes 40% of the total clauses containing modality is the most dominant type in the first speech. most of the modals such as “will”, “believe” and “can” show optimism, commitment, and confidence of the speaker. the commitment she made is to do whatever it takes to prioritize public’s health p a g e | 152 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 by planning and doing preventive actions to lower the transmission rate so that they can move to lower alert level. jacinda ardern was also optimistic because all the frontline workers, the ministers, and also the citizens had a great cooperation. she stated that the government have ensured that the frontline workers are regularly tested and wear appropriate ppe. furthermore, she also stated that the government have made significant improvements to support the country in overcoming the pandemic. the government’s quick respond median probability which takes 43,3% of the total dominates the second speech. most of the median probability is the same as the ones in the first speech. in the first speech, they mainly express the government’s plan on future agenda if the cases decrease. for instance, in the first speech, some public places are starting to open for maintenance and businesses will be allowed to open. the median probability also helps jacinda ardern to give encouragement to the society, for example, when she said that they will only be successful if everyone wants to take part in tracing and tracking the virus. in this part, it can be interpreted that she includes herself in the society as she shortens the distance between her and the society. meanwhile in the second speech, the median probability mainly used to show the future plan made by the government to protect their current position in alert level 1 even though a new case has emerged. empathy, optimism, and gratitude both speeches only have two low probability and they reveal different interpersonal meanings. in the first speech, the low probability indicates empathy, gratitude and optimism of the speaker. jacinda ardern used ‘may’ in low degree to acknowledge the frontline workers and citizens as they have succeeded to handle the spread of coronavirus in their country. however, she did not want to forget that behind their success, there are people who lost their loved ones. therefore, she urged the citizens to not forget them and keep doing the best they can do to protect and save more lives. furthermore, she also used ‘less likely’ to show that the chance of her country to go back to lockdown in the future is low. p a g e | 153 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 on the other hand, the low probability in the second speech shows the seriousness of the virus and the importance of looking at other places outside the border and learning from them so that they can have better solutions to prevent further outbreaks. struggle and prevention act the degree of obligation also differs in both speeches. in the first speech, high obligation is 20% of the total, meanwhile in the second speech it is only 7,8% as there are only four modals showing obligation. the difference between the first speech and the second speech is quite significant. this could be triggered by the fact that in the first speech, new zealand was still in alert level 4, even though there are no new cases at that time. however, they were still struggling to get to the lower level. thus, in order to achieve it, jacinda ardern made several principles or rules to be obeyed by the citizens and they are realized in obligation type of modality. on the contrary, even though new zealand was attacked again by the emergence of a new case, their position was considered safe as they managed to get to the alert level 1. therefore, jacinda ardern did not always urge or order the citizens to protect their position in an obligatory type. lastly, the usuality and inclination type which are the lowest and the less popular modality type used in the speech. it can only be found in the second speech. this indicates that jacinda ardern wanted to encourage the people to join forces to protect their current position in alert level 1 and prevent the new case detected from spreading to create an outbreak. it also shows the initiative of the speaker to take actions and quick respond in that situation. the absence of usuality and inclination in the first speech can be triggered by their situation which forced them to focus on prevention realized in obligation modality rather than in usuality and inclination type. conclusions and suggestions the analysis shows that the first speech only uses two modality types which are probability and obligation. probability takes 76,7% of the total. high degree probability is dominant in the first speech because if we pay attention to p a g e | 154 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the situation, they had successfully stopped the local transmission and were ready to move into lower alert level. therefore, jacinda ardern often used high degree probability since their situation allowed them to open public facilities and have social activities outside. it can be said that at that time, they were confident that they can be free from coronavirus. however, the 23,3% obligation found in the first speech also indicates that they still have to be careful and avoid potential risks that can lead to new outbreak. meanwhile in the second speech, all types of modality are used. probability takes 80,4% of the total which is dominated by high degree probability followed by 9,8% inclination, 7,8% obligation, and 2% usuality. those modality types used in the second speech indicates that new zealand takes the pandemic seriously. they were in alert level 1 and had been free from any transmissions for 75 days, but it only took a new case detected to make jacinda ardern planned several agendas and principles to prevent a new outbreak. the use of modality in both speeches expresses different interpersonal meanings. high probability in the first speech shows the commitment and the confidence of the speaker. median probability in the second speech shows the government’s quick respond and plans to handle the virus. low probability in the first speech expresses empathy and gratitude meanwhile in the second speech, it shows the seriousness of the situation during pandemic. the usuality and inclination in the second speech reveal the struggle and the initiative of the speaker to protect her country. in general, modality used in both speeches represent jacinda ardern’s commitment and strong determination to handle and if possible, to eliminate the virus from her country. it can also be seen through this research that social context can influence the interpretation and the implementation of modal category since modality cannot be defined just by seeing the degree in an existing theory without relating it to the social situation or context. it can reveal variety of meanings, regardless of the pattern established by the existing theory. further research is recommended to explore and discover new implementation of modal category in other circumstances and social context. the p a g e | 155 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 other language elements can also be analyzed to figure out how significant and how far social situation, culture, and social issue can influence the use of language. further research can also try to analyze the interpersonal meanings revealed from the mood and personal pronoun used by the speaker. references brewer, n. m. (1987). modality and facivity: one perspective on the meaning of the english modal auxiliaries (phd, university of leeds). university of leeds. retrieved from http://etheses.whiterose.ac.uk/472/ chen, d., & shuo, z. (2018). analysis of interpersonal function in speech—a case study in obama’s whcd address. international journal of liberal arts and social science, 6(8). retrieved from https://ijlass.org/vol-6-no-8october-2018/ covid 19 coronavirus: new zealand ranked second-safest country, after germany. (2020, september 4). nz herald. retrieved from https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=123624 52 halliday, m. a. k., & matthiessen, c. m. i. m. (2014). halliday’s introduction to functional grammar (fourth edition). milton park, abingdon, oxon: routledge. litosseliti, l. (ed.). (2010). research methods in linguistics. london; new york: continuum. next steps in covid response. (2020, july 15). retrieved september 23, 2020, from beehive.govt.nz website: http://www.beehive.govt.nz/speech/nextsteps-covid-response olaniyan, k. k., & adeniji, a. (2015). modality in statement of objectives in arts-based research article abstracts. british journal of english linguistics, 3(1), 42–51. pionery, h., & isti’anah, a. (2017). modality analysis in melania trump’s and ivanka trump’s campaign speeches in republican national convention, july 19th, 2016. journal of language and literature, 17(1), 24–35. https://doi.org/10.24071/joll.2017.170104 prime minister’s remarks on covid-19 alert level decision – april 20. (2020, april 20). retrieved september 23, 2020, from beehive.govt.nz website: http://www.beehive.govt.nz/speech/prime-minister%e2%80%99sremarks-covid-19-alert-level-decision-%e2%80%93-april-20 rui, z., & jingxia, l. (2018). the study on the interpersonal meanings of modality in micro-blogging english news discourse by the case of “donald trump’s muslim entry ban.” advances in language and literary studies, 9(2), 110. https://doi.org/10.7575/aiac.alls.v.9n.2p.110 p a g e | 156 evelina ayu kristianti let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 sadia, s., & ghani, m. (2018). modality in editorials of pakistani english newspapers: a corpus based study. international journal of english linguistics, 9(1), 144. https://doi.org/10.5539/ijel.v9n1p144 thompson, g. (2013). introducing functional grammar (third edition). london: new york : routledge, taylor & francis group. thompson, g., bowcher, w. l., fontaine, l., & schönthal, d. (eds.). (2019). the cambridge handbook of systemic functional linguistics. cambridge, united kingdom ; new york, ny: cambridge university press. webster, j. j. (2019). key terms in the sfl model. in g. thompson, w. l. bowcher, & l. fontaine (eds.), the cambridge handbook of systemic functional linguistics (1st ed., pp. 35–54; by d. schönthal). cambridge university press. https://doi.org/10.1017/9781316337936.004 young, l., & harrison, c. (eds.). (2004). systemic functional linguistics and critical discourse analysis: studies in social change. london ; new york: continuum. ieee paper template in a4 (v1) nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||1-23||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php efl-writing activities using whatsapp group: students’ perceptions during study from home nur muthmainnah nur_muthmainnah@iainsalatiga.ac.id iain salatiga, indonesia badi’atul azmina badiatul.azmina@umy.ac.id universitas muhammadiyah yogyakarta, indonesia article history: received: 15th september 2020 accepted: 20th november 2020 this research aims to investigate writing activities using the whatsapp group during the study from home amid the covid-19 pandemic and students’ perceptions about it. it is a qualitative research, in which the data were analyzed descriptively. this research was carried out at the sentence-based writing class at iain salatiga, indonesia, in april june 2020. this research participant involved 30 students. after conducting the research, the results revealed various students’ perceptions. 63% of the total students possessed a positive perception toward the writing activities using the whatsapp group, and the rest 37% of students preferred face-to-face meetings and perceived writing using whatsapp group as boring, confusing, and distracting. after analyzing the whatsapp group activities, this research can definitely provide teachers with knowledge regarding students' perceptions and writing activities carried out in the whatsapp group. corresponding author: tel.: badiatul.azmina@umy.ac.id keywords: students’ perceptions; writing; efl; whatsapp group; covid-19 pandemic p a g e | 2 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 introduction on march 11, 2020, who, profoundly concerned by the spread and severity rate, announced coronavirus disease (covid-19) as a pandemic (who 2020b). since then, coronavirus disease (covid-19) has infected almost all countries worldwide and causes offices and schools' closure. world health organization (who) has reported that school closure has affected children's health, children learning development, and education (who 2020a). in indonesia, to reduce the covid-19 spread, the ministry of national education and culture of indonesia issued a circular letter dealing with the process of teaching-learning amidst the pandemic of covid-19. this letter issued a learning concept called study from home. it is a learning process conducted from home, which emphasizes life skills and productivity. the learning process should consider the students’ condition and learning access. besides, it requires qualitative feedback rather than quantitative value (score) (circular letter of ministry of national education and culture of indonesia 2020). this instruction required teachers and students to change the process of teaching-learning from face-to-face to online system. they were demanded to rapidly learn and adjust the process of teaching-learning to adjust to this unprecedented circumstance. in the field of english as a foreign language, teachers and students have no distinctions in coping with it (m. amin and sundari 2020). in executing this instruction, teachers have tried to apply several media applications to do the process of online teaching-learning. several researchers have demonstrated media employed by lecturers during this pandemic, such as google classroom, whatsapp group, social media, google classroom, zoom meeting, and youtube (abidin and arizona 2020; jamaluddin et al. 2020; pakpahan and fitriani 2020). besides, edmodo, cisco webex, zenius, indonesia x, meja kita, icando, google for education, microsoft office 365, rumah belajar, quipper school, kelas pintar, ruangguru, and sekolahmu also could be utilized (kusumaningrum and wijayanto 2020). in fact, the learning process through a study from home has become new issues in the learning process. it is because the online teaching-learning process p a g e | 3 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 during the study from home is something new for most teachers and students in indonesia. according to a research conducted by lestiyanawati & widyantoro (2020), at least six problems have risen during online learning: teachers’ disability in accessing technology, school facilities to support online learning, the difficulties in explaining the learning materials, students’ limitation to access the internet, parents’ support in online learning, and students’ socio-economic background. besides, online learning also caused students’ boredom and less engagement in the learning process (dhawan 2020). moreover, internet quota, unstable internet networks, and unfamiliarity with the applications used are also obstacles to online learning implementation (abidin and arizona 2020; jamaluddin et al. 2020; kusumaningrum and wijayanto 2020). those problems also happen to language learning. three barriers were faced by indonesian efl students using moodle/google classroom: slow internet connection, e-learning unfamiliarity, and physical condition such as eye strain (octaberlina and muslimin 2020). not only students but efl lecturers in china also encountered challenges, such as efl teachers’ typical teaching, inadequate conditions of network for online teaching and learning, as well as the possibility of invalid management of classroom amidst online teaching (gao and zhang 2020). although many websites and applications assist language learning outside the class and efl teachers have conducted the teaching-learning process through online synchronously and asynchronously based on the school’s policy (atmojo and nugroho 2020), most students have a moderate level of autonomous learning. it is because most students spent their free time to exist on social media rather than developing their language skills (orawiwatnakul and wichadee 2017). on the other hand, the four skills (speaking, writing, listening, and reading) serve an essential role in any quest of language learning (sadiku 2015). besides, as one of the language skills, writing is a complex activity, so the teacher needs to understand the writing complexity to reach the effective teaching of writing (cheung 2016). many factors restrain a good instruction of writing, such as, time of instruction, educators' beliefs and planning about writing, school, district, state, and national policies, including political, social, historical, and cultural impacts p a g e | 4 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 (graham 2019). thus, today’s condition during the covid-19 pandemic also influences students’ writing learning. it also happens to university students who learn writing. they need to adapt to such situations to make more effective learning writing. moreover, this situation forces efl teachers to rethink the standard of teaching and learning practices in writing class. it also transforms the standard form of traditional grading practice that may cause inappropriate learning pressure for students into more autonomous learning (premont 2020). the writing lecturers need to find an effective strategy or media to cope with writing problems during the covid-19 pandemic. one of the lecturer’s ways is to find effective and efficient media to conduct the process of online english teaching and learning. one of the media that can be adopted to teach during a pandemic is whatsapp. whatsapp is an application that should be connected to the internet to communicate with the lecturer, students, family, or other people in our contact. it provides many features that help users make whatsapp group, send unlimited messages, images, videos, voice notes, and exchange ideas, thoughts, and emotions with each other (linda and ri’aeni 2018). furthermore, whatsapp group is a familiar distance learning medium often used in indonesia (yensy 2020). several studies have investigated mobile phone use in the process of learning, including whatsapp usage as one of the applications installed on a mobile phone (motteram, dawson, and al-masri 2020). specifically, in writing activities, research conducted by (susanti and tarmuji 2016) revealed that teaching writing using whatsapp could improve students’ language skills, motivation(allagui 2014), and rapport because whatsapp is an application that suited to learners world. concerning critique writing proficiency, awada (2016) has discovered that the mediation of whatsapp was more effective compared to the regular instruction and could increase students’ motivation to learn. fattah's (2015) t-test analysis results also uncovered that students' writing skills were significantly affected by the whatsapp technique. moreover, the learning activities that could be employed through this application were brainstorming, p a g e | 5 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 drafting, teachers’ feedback, quick writing, starter, peer-feedback, gathering information, elaborating exercises, and making a checklist. another study investigated by ayuningtyas (2018) illustrated that whatsapp, as the most accessed application for the mobile phone, could be used as media in language teaching, and the activities employed through this application were such as learning of vocabulary and words’ combination to the sentence. seeing many classes have implemented whatsapp as media to teach language, of course, it gave various students’ perceptions of dealing with this media’s usage. amin & sundari (2020) have surveyed indonesian efl students’ preferences, containing their perception and perspectives for utilizing applications and platforms during remote teaching situations. of the three platforms, whatsapp had the most noteworthy score on learner fit, meaning focus practicality, and positive impact. a study conducted by mbukusa (2018) also indicated that students enjoyed learning using whatsapp as a learning tool. on the other hand, this research also revealed that whatsapp’s use triggered a negative impact on tertiary students who did not own a smartphone. besides, izyani & embi (2016) asserted that students’ perception of whatsapp’s use as the tool of esl was that whatsapp helped them learn a language better and improve their language proficiency. moreover, students also had a positive perception of learning writing paragraphs using the whatsapp application (ma’ruf, fadilah, and basofi 2019). nevertheless, learning writing paragraph is different from writing sentences. in writing sentences, students are expected to construct good sentences with appropriate grammar and punctuation. thus, the writers would like to investigate this gap concerning the students’ perception of sentence writing class using the whatsapp group. based on the elaboration of the study’s background above, the writers would like to investigate the sentence writing activities which could be elaborated on the whatsapp group and the students’ perception toward these activities using the whatsapp group. p a g e | 6 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 method this study employed a qualitative approach for collecting and analyzing the data. this qualitative research was conducted to 30 students of an english education department at iain salatiga, who took sentence based writing subject. they were chosen as the research subject since the classroom media and their subject with the research objectives. they became the primary source of the data besides the documentation taken from writing activities on the whatsapp group. the research was prepared, starting in april 2020, and was held during june 2020. method of collecting data there were two techniques that the researchers utilized to collect the data. they were questionnaire and documentation. questionnaire was employed in this research to dig up students’ perceptions toward the writing activities using the whatsapp group. open-ended questions need responses from respondents dealing with their opinion that would give information to the researchers (hancock, ockleford, and windridge 2009). this research’s respondents were given a question through google form to know their perception. the second method of collecting data was documentation. one of the documents used as a data source was a photograph that would give additional information and develop an existing theory (hancock et al. 2009). it was used to investigate what writing activities were carried out on the whatsapp group. the documentation was conducted by capturing (screenshot) the whatsapp group's writing activities during the writing class. method of analysis data the data collected through questionnaires and documentation were analyzed using the theory suggested by lacey and luff (2009), including transcribing, organizing the data, familiarizing, coding, and themes. the researchers conducted the data analysis through the following steps (1) data organization: the data submitted by the respondents through google form were downloaded; (2) familiarizing: the researchers started to analyze the response submitted by the p a g e | 7 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 respondents to know their perception; (3) coding: the respondents’ name were changed into their initial name to hide the real respondents and coding was also used to code the respondents’ responses into negative and positive perception; (4) theme: the questionnaire data which were analyzed on familiarizing steps findings and discussions findings the writing activities found in whatsapp group based on the documentation on the whatsapp group of sentence based writing class, it was found that the lecturer conducted at least five activities during the writing class. the writing activities are presented below: explaining material the first writing activity conducted by the lecturer on the whatsapp group was sharing and explaining the writing materials. figure 1. documentation of explaining material activity this class consisted of topics: simple, compound, complex sentence, active and passive voice, present tense, past tense, punctuations, etc. as seen in figure 1, the material was about punctuation. it was shared in the form of ms. word file and youtube link. besides that, the lecturer also shared pictures and ppt in other meetings. then, the lecturer explained the materials using voice notes and text. p a g e | 8 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the lecturer gave time to students to read materials or watch the videos. students could easily download the material file or click the youtube link. students had been added to the whatsapp group at the beginning of the semester to readily involved them in the writing activities. moreover, since all students had the whatsapp, they did not need to download it from the app store or play store. discussing materials after the explanation step, the lecturer asked the students to have a short discussion dealing with the materials explained before. the lecturer firstly delivered a question or statement to students as the cue to start the discussion. the lecturer’s question or statement led students to discuss the material with their colleagues. they created their discussion by writing comments based on the lecturer’s question or statement. the following is the documentation of discussion activity among students in writing class. figure 2. documentation of class discussion activity as seen in figure 2, the discussion was about compound sentences. the lecturer had already shared the materials, and then the students discussed them, whether they had questions. they could ask the lecturer or peer-friends. figure 2 presents how students conveyed their opinion regarding a particular case of the compound sentence. other students then responded to their peer-friends’ opinion. p a g e | 9 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 composing sentences the primary goal of this sentence writing class was that students could write sentences with appropriate grammar and punctuation. the following is an example of composing sentence activity conducted on the whatsapp group. figure 3. documentation of composing sentence activity as presented in figure 3., the lecturer gave students instructions to compose sentences. the lecturer provided specific limited time in composing the sentences. it was due to the limited time of the teaching-learning process. once students had done the composition, they posted in on the whatsapp group by writing the sentences and their names below the sentences. it was easier for lecturers to see who had composed the sentences instructed and who had not. editing sentences editing was one of the primary activities in this writing class. besides composing sentences, students were also expected to edit the sentences to make their sentences more perfect. the following is the documentation of editing activity in the whatsapp group. p a g e | 10 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 figure 4. documentation of editing sentence activity as displayed in figure 4., the lecturer presented several sentences that were not correct. the students were asked to fix the sentence. students were also asked to provide reasons for correcting the sentences carried out. from the three cases presented, students were asked to select two cases for editing. students could immediately write their edited sentences on the whatsapp group. posting writing product writing is a productive language skill. thus, students were expected to produce writing products at the end of the class. students were asked to produce a product of their writing skills. the following is the example of students’ work to create a pamphlet. p a g e | 11 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 figure 5. documentation of students’ work activity in this activity, the students were previously given instructions to make writing products. in this case, it was a seminar pamphlet. instructions were delivered via the whatsapp group. the lecturer provided a description of the pamphlet that should consist of the theme/name of the seminar, speakers, venue, day and date, contact person, how to register, ticket fee if not free, the committee/holder, facilities, etc. students were given the freedom to choose the application that would be used to make the pamphlet. students were asked to pay attention to the sentences they wrote on the pamphlet. products should be posted in the whatsapp group before the predetermined deadline. the lecturer also provided facilities for students to ask if they had problems during the making of the assigned pamphlets. the result of the questionnaire of students’ perception of writing activity on whatsapp group the following is the result of students’ responses to the questionnaire that asked about their perception of writing activities on the whatsapp group. the students’ perceptions were categorized into negative and positive perceptions. the positive perception was symbolized with (+), and the negative perception was symbolized with (-). table 1. the result of the questionnaire of students’ perception of writing activity on whatsapp group p a g e | 12 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 no respondents responses perception category 1 sad the class is not as complicated as the other class. + 2 aacn the lecturer could manage the class on the whatsapp group and give students a chance to discuss through the whatsapp group. + 3 edac it is a really boring class. 4 ry the class facilitates students in doing the task and learn the material. + 5 mr it is a fun class. + 6 elrk it is a little bit confusing. 7 ac i feel confused about the material. 8 baea the teacher often makes various activities in the wa group. + 9 ma the teacher explains the material clearer, although it only uses voice notes and wa chat. + p a g e | 13 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 10 wh the material and class are accessible because it uses wa group. + 11 nf the class does not burden the students. + 12 sn it is a really challenging class because i have to be ready and focus on the group. + 13 abf this class is enjoyable; it does not need any other difficult application. + 14 rma it is hard to understand the material. 15 uq it is a really boring class. 16 zsis it really impresses me because the lecturer explains the material clearer using a voice note. + 17 an i enjoy the class because the class is not too strict. + 18 ukah when learning using wag, sometimes, only some students pay attention to the class, while the rest only writes their attendant list. 19 ana learning writing using wag + p a g e | 14 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 on a mobile phone looks more relaxed, and we can do other jobs while joining the online class. 20 mdn it is really fun and interesting. + 21 m i got a problem understanding the material because i prefer face-to-face meetings. 22 az i love this class because it uses an application that is easy to access and use. + 23 adp it a really fun class, and i could understand the material well. + 24 rdl i prefer face-to-face meetings because i could more understand the material. 25 ts i could follow the class well. + 26 fsm i prefer a face-to-face meeting because it is more effective than an online class. 27 ar it is a really fun class, and i could understand the material well. + 28 hr it is not worthy for me because the class is not p a g e | 15 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 challenging at all 29 jb the class is full of jokes comments among learners that distract the class. 30 dj the class is simple, and i could enjoy and join the class wherever i am. + (source: processed data, 2020) of the total 30 respondents, it was found that 19 students’ responses indicated positive perception, and 11 students’ responses showed negative perception. the results of the students’ response are presented in the diagram below: figure 6. the diagram of positive perceptions on writing activities on whatsapp group 47% 16% 10% 5% 11% 11% the class is easy, simple, and accessible the class is fun the class is challenging the class is interesting the class provides various activities the lecturer could optimize the menu provided in whatsapp group p a g e | 16 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 based on figure 6 above, it can be seen that from 19 students who had a positive perception of writing activities on the whatsapp group, nine students said that the class was easy, simple, and accessible. three students wrote that the class was fun. two students responded that the class was challenging. two students said that the class provided various activities. there was only one student who wrote that the class was interesting. besides, the remaining responded that the lecturer could optimize the menu provided in the whatsapp group. the following is the diagram of students’ negative perception of writing activities on the whatsapp group. figure 7. the diagram of negative perceptions on writing activities on whatsapp group based on the diagram above, it can be seen that from 11 students who had a negative perception of writing activities on the whatsapp group, three students responded that learning using the whatsapp group was confusing. three students responded that they preferred to have face-to-face meetings rather than learning using the whatsapp group. two students responded that writing activity on the whatsapp group was boring. moreover, one student wrote that students chatting among each other on the whatsapp group distracted the learning activity. 22% 34% 33% 11% it's a boring class learning using wag is confusing face to face meeting is more enjoyable p a g e | 17 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 discussion based on the findings revealed in this research, it was found that five activities were conducted in the whatsapp group. the activities carried out were not only the primary activities that were usually conducted on common writing activities but also consisted of a series of activities that supported the writing activities itself, such as sharing and explaining the material and discussing the material. it is in accord with research raiman et al. (2017), which also exhibited that teaching employing whatsapp helped the teacher share material quickly within the group and created a discussion on the whatsapp group. the familiarity with using the whatsapp application made students enjoy the class. moreover, regarding discussion activity using whatsapp group, munawaroh (2019) exposed that teachers and students could discuss the problems they faced. students could post their work in the group, which could invite other students to give a response. in this way, they could solve their difficulties. those activities had also been carried out in this current study. the students conveyed their opinion regarding a particular case of the compound sentence. other students then responded to their peer-friends’ opinion. it is also consistent with kamila (2019) that online media such as whatsapp group could attract students’ interest and motivation (allagui 2014; awada 2016) to have a discussion with the peer about the specified subject. furthermore, composing sentence activity is the main writing activity, which was the primary goal of learning sentence writing. in accordance with research conducted by dewi (2019), teachers could create varied writing activities through the whatsapp group, including writing sentences and text. in this study, students were asked to post their composed sentences in the group. moreover, editing activity is one of the vital parts of the writing process. editing is part of reviewing the writing process, where the students try to check and make a correction to sentences written before (díaz galvis 2011). the editing model is useful for analyzing intellectual writing (oba et al. 2017). the editing process will raise students’ error awareness made at their proficiency level and help complete the learning writing feedback-revision cycle (li and hegelheimer 2013). in this study, it was carried out by editing certain cases of compound sentences provided p a g e | 18 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 by the lecturer. by giving the reason for the editing, students could learn to recognize the error in writing and increase their proficiency level. besides, the whatsapp group also supported students to post their writing products. it could be in the form of a pamphlet, social media captions, posters, infographics, and so on. this current study’s finding showed that the product produced by the students was in the form of a seminar pamphlet. producing a product is essential in writing activities to know how far students can elaborate on their writing knowledge and creativity in the form of a useful product for their daily lives. writing as a productive skill is vital because it gives students a chance to practice real-life activities in the classroom, and it is used to know how much the students master the writing skill (hossain 2015). other findings showed various students’ perceptions of dealing with writing activities on the whatsapp group. 63% of students had a positive perception of writing activities. they thought that writing activities using the whatsapp group was fun, challenging, and interesting. it was because the use of instant messaging in online learning created strong bonding between learners and teachers (awada 2016). besides, they had a positive perception of the whatsapp group's writing activities because the lecturer could optimize the facilities/menu/features on the whatsapp group to conduct the writing activities. also, it was due to the lecturer's online teaching experience. as bailey & lee (2020) discovered, teachers with online teaching experience were observed to have fewer impediments and could utilize a more extensive exhibit of activities and communication channels. thus, the writing activities carried out in this research were varied, and it could avoid the monotonous class. since whatsapp is the most downloaded application in indonesia, students did not have any learning problems using the whatsapp group. it is in line with what zaid (2011) stated that computer-mediated and web-assisted composition becomes helpful media and facility for students in the writing process. on the other hand, 37% of students negatively perceived writing activities using the whatsapp group. they stated that writing activities using the whatsapp group was boring because they could not interact directly face-to-face. most p a g e | 19 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 students had negative perceptions of the whatsapp group's writing activities because they preferred to have a face-to-face class rather than an online class. therefore, it caused some confusion in understanding the materials. it was one of the weaknesses of teaching using the whatsapp group. teachers and students could not see students when they interacted with each other, which resulted in boredom (raiman et al. 2017). it can be overcome by combining whatsapp activities with other platforms so that students do not get bored quickly, such as zoom meeting and youtube (abidin and arizona 2020; jamaluddin et al. 2020; pakpahan and fitriani 2020). besides, edmodo, cisco webex, zenius, indonesia x, meja kita, icando, google for education, microsoft office 365, rumah belajar, quipper school, kelas pintar, ruangguru, and sekolahmu also could be utilized (kusumaningrum and wijayanto 2020). students also affirmed that they were confused with online learning. it can be handled by asking students whether they have difficulty. then, the teacher can give a separate explanation to the students via personal message. it can also help students who feel shy to ask in the whatsapp group to have their questions answered by the teacher. besides, students’ interactions among others during the writing class distracted them from following the activity because they should scroll up more chats to find the lecturer's explanations. in this case, the lecturer can make a rule at the beginning of the learning about how they can interact with each other without disturbing the teaching-learning process (napratilora, lisa, and bangsawan 2020). unlike other platforms’ weaknesses requiring large internet quota, whatsapp saved more quota (abidin and arizona 2020; munawaroh 2019). it made it easy for students who, due to the pandemic, consumed a lot of internet quota. likewise, for disability to access the technology since whatsapp was familiar for teachers and students, they had no difficulty operating it. students could save the material and discussion materials directly so that students could rereading them (munawaroh 2019). therefore, the teaching-learning process could run efficiently. it supports amin & sundari's (2020) study that whatsapp had the p a g e | 20 nur muthmainnah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 most noteworthy score on learner fit, meaning focus practicality and positive impact. conclusions and suggestions exploring more language learning activities will impact more success in writing class through an online application or platform. students’ perception is needed to know regarding their feeling and acceptance toward learning activities. thus, the teacher and lecturer can evaluate and improve the next learning activities that fit their needs. the learning activities chosen should support the primary goal of language learning itself. hopefully, this research result could be a reference for language lecturer/teacher who conducts writing class using whatsapp application. the solutions proposed in this study can be applied to overcome the same difficulty faced by the students. however, this study is only limited to the use of whatsapp in one islamic university in indonesia. future research can explore the use of various applications in the english teachinglearning process, especially concerning writing skills. the next researcher also can broaden the 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briefing on covid-19 11 march 2020.” world health organization. yensy, nurul astuty. 2020. “efektifitas pembelajaran statistika matematika melalui media whatsapp group ditinjau dari hasil belajar mahasiswa (masa pandemik covid 19).” 05(02):10. zaid, mohammed a. 2011. “effects of web-based pre-writing activities on college efl students’ writing performance and their writing apprehension.” journal of king saud university languages and translation 23(2):77–85. doi: 10.1016/j.jksult.2011.04.003. ieee paper template in a4 (v1) ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||66-85||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php latah: a clinical linguistic review ahmad mubarok mubarok.banjar@gmail.com mulawarman university of samarinda, indonesia faisal rahman faisalrahman@unism.ac.id sari mulia university of banjarmasin, indonesia fajrianor fajrianor.edupart@gmail.com antasari state islamic university of banjarmasin, indonesia article history: received: 15th april 2020 accepted: 26th june 2020 this study describes the speech disorder in latah patients in terms of phonology with the clinical linguistic approach. latah is a linguistic behaviour that occurs when someone is shocked, accidentally issuing words spontaneously and not aware of what he/she is saying. the the subjects of the study were severe latah sufferers namely latah echolalia, coprolalia, and automatic obedience, totalling 3 people. the words spoken by latah sufferers become research material and are reviewed from the phonological aspect in a clinical linguistic perspective. the main requirement for latah people is shock. latah sufferers should be valued more. the surrounding environment has an important role for the recovery of latah sufferers because basically latah sufferers are caused by the surrounding environment. to reduce and cure latah, sufferers must find peace of life. the rest, the sufferers are encouraged to do relaxation exercises, meditation, and concentration on a regular basis. this activity will help sufferers to recovery. corresponding author: tel.: faisalrahman@unism.ac.id keywords: latah; clinical linguistics; phonology; social habits http://jurnal.uin-antasari.ac.id/index.php p a g e | 67 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 introduction human life cannot be separated from language. language is a means to convey emotions, ideas and feelings. when speaking, there is a process of removing thoughts and feelings (from the brain) verbally, produced in the form of words or sentences. the brain receives, digests and understands language input through the ear. good brain function and speech will make it easier to speak well. however, those who have abnormalities in brain function and speech will certainly have difficulty in language, both receptively and productively. this is called a language disorder. language disorders need to be examined with a variety of considerations including by conducting research on language disorders by comparing to normal people, we can consider the types of teaching techniques that can help children with language disorders to find out more about how the normal language acquisition development capacity. in addition, the privilege of each deviation will give us an understanding of the relationship between different language systems. for example, language in children with mental retardation will explain the role of intelligence in language development (chaer, 2003). one of the language disorders found in our environment is latah. latah is a mental or psychogenic disorder that causes language not to be conveyed as the speaker wants. psychogenic is a functional disease of unknown organic basis, therefore, it may be caused by conflict or emotional stress (yap, 1952). latah is mostly experienced by adults and adolescents with the tendency more experienced by women, but this does not rule out the possibility of men. latah speech disorder that occurs in adults in the form of words or actions that are revealed uncontrollably after the reaction when shocked is caused by one’s mental disruption (pamungkas, 1998). latah is an interesting part to study. this phenomenon is commonly experienced and found in the community. latah becomes a trend among the people because latah cannot be separated from culture. latah is a form of speech anomaly caused by actions or speech that occurs spontaneously because someone is shocked or surprised. latah is very worthy to be investigated because it is a p a g e | 68 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 form of normal speech variation caused by mental (psychological) disruption of a person, and latah is a phenomenon that is commonly experienced by the surrounding community and at the present, latah is used as a lifestyle in everyday relationships. this study looks at how a clinical linguistic review of latah speech disorders. this research will see its clinical implications without denying the role of linguistics. later phonological and syntactic analysis of the phrases spoken by sufferers will also be observed. latah latah is often equated with echolalia, namely the act of parroting or imitating what other people do. in fact, echolalia is one of the classifications of latah disorders (siregar, 2011). basically latah is an act of language when someone is shocked, accidentally issuing words spontaneously and not aware of what they say (soenjono, 2003) latah sufferers often mention that their origin is attacked by latah is after dreaming of seeing a lot of male genital as big and along the eel. this latah has a correlation with hysterical personality. this infatuation is an "excuse" or reason to be able to talk and behave in porn, which in essence has sexual implications (maramis; chaer, 2003). latah only exists in southeast asia (bartholomeow, 1994; simon, 1983; geertz, 1968), most perpetrators are almost all women and the words that are issued are generally related to swear or sex, whether it's mentioning male or female genitals. but in some cases, if the surprise is in the form of a word, the latah can also repeat the word. latah is a speech disorder whose origins are unclear, but due to incorrect brain nerve function. in general, latah happens because of the behaviour of the social environment of these latah sufferers. hurlock (1980) explains that generally latah results from behaviour and social environment of latah sufferers. teenagers who are looking for identity as p a g e | 69 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 an existence to be realized by their social environment by doing different behaviours is a characteristic of the immaturity of adolescents which is characterized by discrimination against those of different racial, religious or socioeconomic backgrounds; efforts to improve those who have different standards of appearance and standards of behaviour, and efforts of young people to attract attention by wearing flashy clothes, using unusual language, arrogant, boasting, and laughing at others. in general there are four types of latah (siregar, 2011), namely: echolalia echolalia latah by repeating the words of others. echolalia may occur with varying degrees of intent to communicate. it may follow immediately after repeating the phrase, or occur days later, as in a child repeating a commercial. it can be correct or "changed" by word or structure changes. for a variety of reasons echolalia may be troublesome. indeed, autistic teenagers may use echolal words that they themselves do not understand, which can lead others to overestimate the understanding abilities of the youngsters (schopler & mesibow, 1983). echolalia, on the other hand, is not necessarily simply meaningless. an adolescent may use an echolalic or memorized phrase like "come on down" in an almost adequate way to ask others to come quickly to him. echolalia can be less a linguistic issue during puberty and more a social or vocational one. a person who repeats tv advertisements loudly to himself is not very welcome in a sheltered laboratory or film theatre. often teenagers with autism are going to have complex, but mostly realistic, dreams (e.g. constructing elevators, becoming a pharmacist) they 're going to talk long regarding. echolalia can be misinterpreted as evidence of auditory hallucinations or delusions when echolalic words are mixed in to these self-directed conversations (schopler & mesibow, 1983). p a g e | 70 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 ecopraxia latah in the form of mimicking the movements of others. that is, when seeing other people acting uniquely, spontaneously people who suffer from latah ecopraxia will mimic that person's movements over and over again. echopraxia is a tic which is characterized by repeated repetition of the actions or gestures of another person. this is closely linked to echolalia, which is the unconscious repetition of the voice of another person. a person with echopraxis may imitate the fidgeting, walking style, or body language of another person. coprolalia coprolalia is complex vocal tics consist of (brined words that can culminate in unprovoked outbursts of obscene word). coprolalia consists of only fractions of scatologic words, such as "shi“ or “fu,” some consist of strings of unequivocal obscenities. sometimes coprolalia is merely socially reprehensible but occasionally dangerous. coprolalia is latah by saying taboo or dirty words. that is, when there is someone who surprised him spontaneously latah people will issue taboo or dirty words repeatedly. automatic obedience automatic obedience is compliance with all instructions regardless with all consequences. this obedience carries out commands spontaneously when surprised, for example; when the sufferer is shocked by a cry of command such as "prostration" or "hug", he will immediately carry out that command. furthermore, simon and hughes (1985), divided latah into three types: immediate response latah immediate reaction latah consists of only strong responses to a shocking stimulus that others consider amusing: aggressive gestures of the body, assumption of normal defensive postures, punching. throwing or falling holds objects, and sometimes "naughty talk". there is a continuum between natural sensitivity to potentially surprising stimuli in the philippines and malaysia, mild p a g e | 71 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 overresponsiveness ("a little latah"), and the intense reaction that is typical of the latah mentioned in western literature. attention capture latah attention capture latah requires matching, completing other-initiated acts and occasionally obedience. when shocked, latah is highly aroused. it is demonstrated by a high (increased) level of motion movements in out films. the acts of other individuals then cause matching, compliance, and similar behaviours. in order to induce compliant behaviour in latah, it is not only necessary to induce a surprising response, but it is also important to pose the action to the matched or to obey the command in a framed and effective way. the presence of an audience, the unsuitable nature of commands, and the presence of individuals of higher status all increase the agitation and thus the susceptibility to this attention capture. role latah the term role latah 1 refers to the practice of choosing behaviours from the immediate response and attention capture latah group and rendering them idiosyncratically humorous performances deliberately. whereas these performances involve behaviours that approximate the behaviours triggered by a surprising stimulus, they may be performed after an insufficient stimulus to cause a startle response like a gentle nudge. many reasons for someone experiencing latah and triger factors from this disease are also different, among others (siregar, 2011): rebellion factor in this latah condition, someone can say things that are forbidden or taboo, without feeling guilty. this symptom is a kind of disorder of behaviour. this is more obsessive because there is an uncontrollable urge to say or do something. anxiety factor this latah symptom is present when the person has anxiety about something without being able to realize or control it. on average, in the lives of p a g e | 72 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 latah people, there are always authoritarian figures, whether it's from the father or mother or even outside the family environment. latah is considered a way of child rebellion against the dominance of parents who are very pressing. conditioning factor this factor is often referred to as latah because of infection. someone who has a latah because they are conditioned by their environment, for example when he is latah, he feels cared for by his environment. by doing so, latah also an attempt for attention. clinical linguistics clinical linguistics as a branch of interdisciplinary linguistics is a combination of two fields of science, namely linguistics which talks about language with medical science. clinical linguistics is the study of analysing the ability of unique human language to be disturbed. this term is popularly known as 'language disorder' as understood generally by the initial concept. clinical linguistics also examines disturbances including those resulting from disturbances in the process of language transmission or disruption of vegetative functions which are the basis of the theory of language evolution. this study covers all disorders encountered by speech and language therapists in various clinical contexts (cummings, 2008; 2009). clinical linguistics has the aim to contribute greatly to science. the main purpose of this clinical linguistic study is to identify linguistic problems of language defects or language disorders and describe them systematically (cummings, 2008; ningtyas, 2016). broadly speaking, clinical linguistics has five main objectives: clarification, description, diagnosis, assessment, and intervention. clarification is useful in clarifying various types of linguistic disorders. after clarification, the description is useful to provide a description and analysis of the language disorders suffered. after classification and description, diagnosis is made easier. at this time, medical personnel can diagnose what illnesses suffered by the p a g e | 73 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 sufferer. meanwhile, assessment is useful to measure the extent or severity of the illness. finally, intervention is the handling of discussing what needs to be done so that the sufferer gets well (ningtyas, 2016). as described above, clinical linguistics is engaged in linguistics related to language disorders. this language disorder according to chaer (2003) can simply be classified into two. first, disorders that occurs due to medical factors; such as abnormalities in brain function and abnormalities of speech devices. second, the disruption caused by factors from the social environment, namely the environment of life that is not natural to humans, such as being excluded or isolated from the natural environment of human society. according to sidharta (via chaer, 2003), medical language disorders can be divided into three groups, namely (1) speaking disorders, (2) language disorders, and (3) thinking disorders. all three disorders can still be overcome if the person with the disorder has normal hearing power; if not necessarily become difficult or very difficult (ningtyas, 2016). chaer (2003) describes the conclusion that speech disorders can be grouped into two broad categories. firstly, speech disorder that affects organic disorders; secondly, psychogenic speech disorders; and thirdly, multifactorial disorders. speech disorders based on this mechanism can be broken down into speech disorders due to abnormalities in the lungs (pulmonary), on the vocal cords (larynx), on the tongue (lingual), and on the oral cavity and oesophagus (resonantal). the disorder can be described as follows (ningtyas, 2016): pulmonary factor disorders namely disorders suffered by sufferers of lung disease. people with lung disease have very little breathing power so that when speaking is filled with a monotonous tone, very small volume, and intermittent, although in terms of semantics and syntax there is no problem. disorders due to laryngeal factors disorders of the vocal cords that make the resulting sound become hoarse or disappear altogether, this disorder does not make semantic and syntactic p a g e | 74 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 abnormalities. disturbances due to lingual factors disturbances due to lingual factors can be caused by sprue or injured tongue that will feel painful if operated / moved. to prevent the emergence of this pain when speaking, the movement of tongue activity is minimized according to the wishes of the owner. for example, if the speaker wants to say the phrase "of course that doesn't make me feel guilty" it might be pronounced to be "henhu ha its hihu hida hemhu hu helaha hel hala". on the other hand, in a person who has a stroke and his body is paralyzed, his tongue is also paralyzed. the medical term for this is knighting (which means the disruption of articulation). disturbances due to resonance factors this causes the sound produced to become nasal. examples of sufferers due to this resonance factor are cleft people, people with paralysis in the soft palate (velum), and sufferers of myasthenia gravis (disorders that cause muscles to become weak and get tired quickly). clinical linguistics not only focuses on the phonological level in the research but also dives at a broader level of linguistics, namely grammatical, pragmatic, semantic, sociolinguistic, critical discourse analysis, etc. however, the outline of the clinical linguistic framework can be classified into three (hanke, 2014), namely: reception disabilities / reception disorders, central disabilities / central disorders, and production disabilities / production disorders reception disabilities or reception disorders related to the inability of humans to catch speech spoken by others. the organ that has an important influence on this problem is the ear. reception disabilities itself can be broken down into two types, namely conductive deafness and sensorineural deafness. in conductive deafness, the problematic part of the ear lies in the auditory canal, while in sensorineural deafness there is a problem in the eardrum. production disabilities or production disorders related to a person's inability to produce an utterance. a body tool that is influential or disrupted, that is a human tool p a g e | 75 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 whereas, central disabilities or central disorders are associated with disorders or abnormalities in the linguistic part of the brain. this disorder is known as aphasia. this disorder is closely related to neurolinguistics. phonology phonology is the part of linguistics or language that analyses language sounds. crystal (2008) mentioned that phonology is a branch of linguistics which studies the sound systems of languages. according to bird (2002), phonology is the systematic study of the sounds used in language, their internal structure, and their composition into syllables, words and phrases. phonology has two branches of science, phonetic and phonemic. phonetics is a part of phonology that studies how to produce language sounds or how a language sound is produced by human speech devices. phonetics provides objective ways of describing and analysing the range of sounds humans use in their languages. more specifically, articulatory phonetics identifies precisely which speech organs and muscles are involved in producing the different sounds of the world’s languages (giegerich, 2002). phonemic is a part of phonology which studies the sound of speech according to its function as a differentiator of meaning (chaer, 2009). the phonemes or sounds of language cannot stand alone, but are interrelated in a series of sounds when communicating. therefore, phonetically and phonemically, the results are interrelated and have an impact on sound changes. it is said to be phonetic if the change does not cause the phonemic identity to change, whereas it is said to be phonemic if the change causes the phonemic identity to change (inggit et al., 2017). in its form, muslich (2008) describes that phonemes are the smallest sound units in language. phonemes function to distinguish meaning. as the smallest linguistic form that distinguishes meaning, phoneme forms are not only in the form of segmental sounds (both vowels and consonants), but can also be suprasegmental elements (both pressure, tone, duration and pause). although the presence of this suprasegmental element cannot be separated from segmental sounds, as long as the sounds of the language can be empirically proven as elements that distinguish meaning, they are called phonemes. p a g e | 76 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 phonemes can change with several types of changes. the example of phoneme disimilation, the words warna-warni in bahasa indonesia, [warna-warni] is the result of the morphological process of repeating the basic form of warna [warna]. after repetition, [a] in the basic form [warna] changes to [i] so it becomes [warna-warni]. example of a phoneme change, me + pukul = memukul (phoneme / p / changes to / m /). muslich (2008) classifies phoneme changes as follows: assimilation assimilation is the change of sound from two dissimilar sounds into the same or almost the same sound. this happens because the sounds of the language are spoken sequentially so that the potential for mutual influence or influence. for example, the word sabtu in bahasa indonesia is commonly pronounced saptu, visible sound / b / changes to / p / as the influence of sound / t /. assimilation rules arc phonological, but they reflect the coarticulation phonetic process which was discussed in the previous chapter. coarticulation produces "sloppiness" in speech thus promoting simple articulation. this is part of the language's assimilation laws as this behavior is regularized. other examples of english assimilation rules are those which devote the nasals and liquids to prior adjacent voiceless non-sonorant consonants in the setting. the rules make the nasal consonants voiceless in "wise' and "snow," as well as in "slow" and "quality" liquids. the phonetic basis of these laws is that in shifting to vibration mode the vocal cords are sluggish since voiceless nasals and liquids do not contrast with their voiced counterparts. dissimilation dissimilation is the opposite of assimilation. dissimilation is the change of sound from two sounds that are the same or similar to sound that is not the same or different. for example, the words warna-warni in bahasa indonesia, [warnawarni] is the result of the morphological process of repeating the basic form of warna [warna]. after repetition, [a] in the basic form [warna] changes to [i] so it becomes [warna-warni]. p a g e | 77 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 dissimilation is the phonological process in which one or more segmental features alter their values in order to distinguish it from a neighbouring segment. contrary to the rules of assimilation that require a greater degree of articulation on the part of the speaker, the rules of disqualification notify the listener of a greater degree of sound contrast. vocal modification modification of phonemes is the change in vowel sound as a result of the influence of other sounds that follow. this change can actually be included in the assimilation event, but because this case is classified as typical, it needs to be discussed separately. for example, the word took and koko are pronounced [toko], [koko]. meanwhile, the words tokoh and kokoh, firmly pronounced [tokoh], [kokoh]. neutralization neutralization happens when two sounds can discern meaning in at least one phonological context ( e.g. word-initially) but sound the same in another phonological context ( e.g. intervocally), whether sound a is transformed into sound b in the neutralization context or sound b is transformed into sound a, or both sound a and sound b are transformed into a third sound c. neutralization is a change in phonemic sound due to environmental influences. for example, in the words / sabtu / and / saptu / or / lembab / and / lembab /, the two sounds do not distinguish meaning. here it is seen that the function of distinguishing meaning becomes invalidated. zeroization (contraction) zeroization (contraction) is the elimination of phonemic sounds as a result of efforts to save or economize pronunciation. for example, the word is not replaced with no or no, it is replaced by me, how to replace it with how. the removal of some of these phonemes is considered non-standard by indonesian standard grammar. p a g e | 78 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 method this research was conducted in the cisitu lama area, dago village, coblong district, bandung city. the study was conducted for 21 days from april 17 to may 8, 2018. in principle, the population is a group of elements that are the object of a study (arikunto, 2000). the population in this study is the entire community in the dago village, coblong district, bandung. the target population is the entire community of coblong village who suffer latah. however, due to time factors, the target population determined by researchers could not be fully found in the field, so the researchers set the focus of the survey population only in the area namely jalan cisitu lama. seeing the relatively large population, we cannot examine all members of the population, so in this study the researchers decided that the sample was the people who live in the cisitu lama street area, coblong village, bandung district. sampling is done by using non-probability samples. sampling is done intentionally (purposive sampling), the researchers deliberately examine the research subject by first conducting a survey to find out the identity of the research subjects. the subjects of this research are 3 people who are heavily latah. all research subjects studied were traders aged over 45 years. the identity of the informant is kept confidential on the basis of the wishes of the informant himself. to obtain the data needed, this study used three data collection tools (research instruments). the three intended tools include: observation observation reflects a systematic approach to data collection. scientists use all their senses to analyse people in natural settings or circumstances which occur naturally. field observation involves: sustained involvement in a environment or social situation. this research conducting direct observations on the object of research. p a g e | 79 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 interview an interview is generally a qualitative research technique that involves asking open-ended questions to converse with respondents and collecting elicit data about a subject. in most cases the interviewer is the subject-matter specialist who aims to clarify the views of the respondent in a well-planned and conducted sequence of questions and answers. the informant who is expected to provide the necessary information are latah patients and the surrounding community. literature study the literature analysis is intended to critically examine the segment of a existing body of information by summarizing, classifying and comparing prior academic reports, literature reviews and theoretical papers. this research examines some of the literature that contains the opinions or theories of experts relating to the problem under study. the approach used in this study is qualitative. qualitative procedures produce research that reveals qualitative data with approaches aimed at the background and individuals holistically or view them as a unified whole. the type of data in this study is qualitative data. thus, the data source consists of primary data and secondary data (maleong, 1998). the primary data or the object of focus in this study, the author took the respondent as a source of data in the study of 3 women in the dago sub-district of coblong. primary data were obtained from the study site through observation and interview. observation, namely collecting data by making direct observations on the object under study. this technique is used to recognize and find some data regarding objective conditions at the study site. simultaneously with observation the recording, recording and shooting are carried out. the techniques used in this study are fishing techniques, record techniques, and note taking techniques (sudaryanto, 1993). the recording technique is done by using a cellphone camera. before the recording technique is carried out, the author first does the fishing technique, which is to provoke the respondent, namely by meeting the respondent at his residence and inviting him to talk for the sake of the data. p a g e | 80 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 interview is data collection by conducting in-depth interviews with research objects. the interview technique used is unstructured interviews, namely by asking a number of questions directly and as an instrument is the researcher himself. then developed and deepened in accordance with the data needed. the information obtained is then recorded and recorded simultaneously. then secondary data is data obtained through sources of written material subjects such as: printed books, internet, articles, and other written works to retrieve additional information related to this research topic. furthermore, collecting data was done by checking, reading, and recording documents related to research problems. data were then analysed using clinical linguistics theory to obtain hypotheses and conclusions from this study. findings and discussions psychogenic speech disorders latah sufferers in general, there are two types of latah that are suffered by patients include: echolalia echolalia that is latah by repeating the words of others. one of the occupants of the hostel shocked informant a with the word 'jatuh', then in a latah condition she experienced spontaneously. the informant said the word repeatedly, namely "eh jatuh... eh jatuh..." the same thing happened to informants b and c with different scenarios. coprolalia coprolalia latah by saying taboo or dirty words. when informant b was making a payment transaction with a boarding boy who was ordering food and chatting, a resident of the dormitory accidentally dropped a spoon from the second floor and almost hit informant b, because of the shock informant b said 'k*ntol hitam jatuh’. similarly, informant a and informant c occur with different scenarios. p a g e | 81 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 latah sufferer utterance production the word production that comes out of the three informants who suffer from the latah echolalia cannot be viewed psychologically because pure sufferers only parrot without being able to decipher the theory or the nature of language and its acquisition. so, the hypothesis can be taken, if someone who surprised him/her issued good words with good language structure, then this latah sufferer will also issue words that are exactly the same as those spoken by those who surprised him/her. but in the case of the three informants who also suffered from coprolalia latah which is latah by saying taboo or dirty words. the words spoken are k*ntol hitam and p * ki hitam. psycholinguistically, taboo words are obtained spontaneously. this latah has a correlation with hysterical personality. this infatuation is an "excuse" or a reason to be able to talk and behave in porn, which in essence has sexual implications. the hypothesis is the taboo words are issued spontaneously because of sexual invitation. based on the case above, the acquisition of third language informant is quite good. in a latah state, the three informants can still record clearly the meaning of the words that were ordered to them. means that the mother tongue that is instilled from childhood on the three informants is still good and not contaminated even though she is suffering from latah. this can be proven from the ability of the three informants to hear, understand, and finally carry out the commands spoken correctly. from the results of this analysis, we can see that the latah people are unable to understand words that come out of their mouths. a pure latah only parrot the words he hears which he will spontaneously repeat. even if someone speaks a foreign language that he does not understand at all, latah people will still follow the words that are not understood unconsciously and not controlled at all. those types of latah are in contrast to the automatic obedience type. this latah case makes the sufferer spontaneously follow the commands of people p a g e | 82 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 nearby. so, it can be concluded that sufferers will only follow what they understand from people who are nearby. this can simultaneously prove the language skills of these latah sufferers. so, there is a possibility if a latah person whose first language is javanese, he/she will not follow orders from someone using language that he does not understand. phonological review phonological errors in people with language defects can include phoneme replacement, phoneme addition, phoneme removal, and assimilation (blumstein, 1994 via literature, 2007). phonological errors or simplification errors are subtractions of a phoneme or a form of phonemic errors. the phoneme abortion does not only apply to a phoneme, but also to several phonemes of the same word, but also the abortion of elements with syllable structures. for example, when the word ‘anjing’ [anjiŋ] is used as a curse, the word is said by the patient to be ‘anjeng’ [anjeŋ]. the turn of the word 'anjing' into 'anjeng' is called assimilation, which is the change of sound from two dissimilar sounds into the same or almost the same sound. this assimilation is classified as phonetic assimilation because of its change from [i] to [e] in the scope of phonemes. but phonologically this assimilation process has no effects because the sound changes that occur due to the changing vowels do not affect the meaning of the word. however, at different times, sufferers say "anjing, nying, njing". the turn of the word 'anjing’ into 'njing' is called apheresis zeroization, which is phonemic sound removal as a result of efforts to save pronunciation at the beginning of a word. if the word njing is not first mentioned, then phonologically the word is still able to be captured by the listener with the same meaning, which is anjing. because on various occasions, the word dog is often expressed njing on occasion if someone wants to curse another person roughly. the next word that appears is k*ntol. the word k*ntol is pronounced tol by latah sufferers [k*ntol] to [tol]. the analysis of the word k*ntol turns into tol is called zeroization which is classified as apheresis, which is the process of removing or dating one or more phonemes at the beginning of a word. if the word p a g e | 83 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 tol is not originally spoken in a complete manner like k*ntol tol tol tol, then phonologically, the word can be captured with different meanings by the listener. but on different occasions, the word k*ntol is clearly stated without any phonological changes. the next word found is copot. copot pronounced by sufferers recklessly becomes eh copot.. cepot .. copot. this means that there has been an accidental assimilation process in the word cepot, which is changing the letter [o] to [e]. however, because the word is repeated many times, the assimilation process does not change meaning. this also applies to the word jatuh pronounced sufferers to be, "eh jatoh ... jatoh, jatoh," in terms of phonology, then the word undergoes an assimilation process namely changing the consonant [u] to [o]. however, this is not a problem because the assimilation process does not change the meaning of the word. the next word that often appears is p*ki. patients say this word when shocked to see someone (usually a woman) who appears suddenly in front of her, then she will spontaneously swear at the person with the words, eh p*ki lewat." phonologically, the words above don't experience anything, because the words are mentioned according to the original ones. from all of the words spoken by latah sufferers we can conclude that the words caused by latah sufferers are words that are not realized spoken by them. the words spoken by these latah sufferers are directly spoken without any phonological change from what they catch from their ears. the words spoken purely from the results of parrot remain as the original without any slight changes. but there are also words that undergo phonological changes, from the original words they hear but do not change the meaning of the original word as in the word jatuh which turns into jatoh. in addition there are also words that are spoken differently from the original word and change the meaning after hearing it like the word k*ntol turns into tol. so, it can be concluded that the mistakes caused by latah sufferers are none other than because all the words spoken by those latah sufferers are spontaneous words. p a g e | 84 ahmad mubarok let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 conclusion and suggestions latah is a psychogenic-based language disorder. latah is mostly suffered by women and is only found in southeast asia. latah sufferers often unconsciously issue taboo words. taboo words issued by sufferers are obtained spontaneously. this latah has a correlation with hysterical personality. this infatuation is an "excuse" or a reason to be able to talk and behave in porn, which in essence has sexual implications. so it can be concluded that the taboo words are issued spontaneously because of sexual invitation. in the latah sufferer, the process of assimilation in phonology has no effect because the sound changes that occur due to the changing vowels do not affect the meaning of the word. in general, latah people will follow the words of people who surprise him/her spontaneously and precisely. so, it can be concluded that if a person shocking the latah person pronounces the word with the decapitation of the correct phrase, the latah person will follow it too, etc. the main requirement for latah people is shock. latah sufferers should be valued more. the surrounding environment plays an important role in the recovery of latah sufferers because basically, latah sufferer is a result of the surrounding environment. to reduce and cure latah, the sufferers must be able to find peace of life. the rest, they are encouraged to do relaxation exercises, 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(2016). clinical language disorders. unpublished. yogyakarta: faculty of cultural sciences ugm. tarigan, h. g (1986) psycholinguistics. bandung: space. yep, p. m (1952). the latah reaction: its pathodynamics and nosological position. journal of mental science, 98 (413), 515-564. siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||158-176||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php an alien language in the home domain: a case study of a child who cannot speak the parent’s language siwi tri mawarni siwimawarni05@gmail.com surabaya state university article history: received: 07 april 2021 accepted: 22 june 2021 children are the best learners of language because they can hear and distinguish all sounds. interestingly, children can no longer speak their first language and then lose the first language (indonesian). however, she speaks english as a second language while their parents cannot speak english. this study aims to reveal how this could happen and how she communicates with interlocutors in the home domain. the qualitative method was employed through the interview with the participating individuals to gain specific information. the result shows that because of factors of age and the role of technology. the finding is ag, 7 years old, could speak indonesian. because of the role of technology and almost every day she watched videos on youtube, she began slightly lost the ability to speak indonesian. moreover, the findings also reveal how she communicates with interlocutors in the home domain who are not native speakers using verbal and nonverbal communication. the finding suggests that children learn new languages is good. however, parents do not forget to always communicate with their children using their parent language not to lose their ability to speak first language. keywords: home domain; language attrition; role of technology; parent language introduction being bilingual from an early age is a phenomenon that we often find in everyday life. parents nowadays try to make their children speak more than one language since childhood. in addition, childhood is believed to be the best time http://jurnal.uin-antasari.ac.id/index.php mailto:siwimawarni05@gmail.com p a g e | 159 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 to learn a second. they are motivated to speak without conscious learning, unlike adolescents and adults. the first language which she/he explores is the mother tongue of a child, and it comes to him/her as naturally as walking. besides, many children in indonesia are raised in an environment where they regularly hear more than one language. however, other children are raised in an environment in which they hear one language. however, they are then exposed to another language supported by social media technologies such as youtube, facebook, instagram i̇lter (2015). this phenomenon motivates indonesian children to use english as a second language (l2) rather than using indonesian as the first language (l1) and brings up the language attrition experienced by many bilingual children in the home domain. the loss of a native language is a phenomenon known as first language attrition schmid & köpke (2011). this topic of the study was chosen because it is special cases of the home domain that seem to be increasingly frequent can be found in a family which there is a child who can speak english in the home domain, she never took any language course or influenced by the society in learn this language. then, this is referred to as an "alien language” in-home domain. after that, the first language attrition occurs because she always uses english as her second language. the prevalent result is that non-verbal communication is often used at home since the parents are not english native speakers. since this study's concern is a case study of a child who cannot speak the parent's language so, not much research or study has been found that tackles this serious issue. however, this study still provides previous studies that relate to this phenomenon. this study provides three previous studies related to this study. first is carried out by al-jumaily (2015), with the topic about parents' first language is their children's second language. this journal focuses on arabic language loss or attrition among arab immigrant children. well, the first language is lost because they are accustomed to using the second language. this study's result is that the maintenance of l1 is of utmost importance to the circumspect parents. it is strongly recommended that parents and their children are encouraged to continue engaging p a g e | 160 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 at all stages. parents should make significant efforts to ensure that children maintain their home's language; the outcomes are not entirely positive unless children are willing to. however, the differences in the first previous study are the subject. the subject of the first previous study was an immigrant child, while for this study, the subject was not an immigrant but lost language in the home domain. the second previous study, carried out by flores (2010), focuses on language attrition. the result of this study is that if younger children are easier learners of l2 due to various maturation constraints, they are often believed to be more likely to lose their l1. the current study backs up this theory by showing that if a speaker loses communication with a language before the age of 11, grammatical comprehension suffers. it has also been shown that the speaker's ability to handle his vocabulary, rather than grammatical knowledge representation, is influenced by the impairment resulting from impaired competence. the second previous study and this study have one thing in common: the subjects are young children under the age of 11. however, the second previous introductory study discusses a language attitude in this research, but researchers do not explain the child's attitude in its second language. in contrast, this study would find the child's attitude toward languages used in the home domain. the third previous study is carried out by çift (2015) who focuses on bilinguals in turkey who had lost their first language. the degradation of vocabulary, the erosion of semantic variations, and the decreased ability to use firstlanguage skills were all established as signs of l1 attrition in this research. this finding suggests that when students learn a second language, it is common for them to move features from their first language to the new language. a cross-linguistic impact occurs when people adopt some of their first language's grammatical and phonological laws to a new language. they will use their language scheme during the learning process, to put it simply. due to the extreme influence of the turkish greeting term "gunaydin," turkish learners can prefer to say "day bright" to mean "good morning" before learning how to greet people properly in a second language. therefore, in this case, grammatical and phonological rules have a role in language attrition. p a g e | 161 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the third previous study's similarity is the erosion of the first language because of learning the second language. however, the third precious study focuses on grammatical mistakes. in comparison, this study will focus on the child's communication with interlocutors without concerning grammatical mistakes. referring to the research questions, the purpose of the study is as follows: to reveal a child who speaks the english language other than the parent's language. to observe the child’s communication with interlocutors in the home domain. to discover the parents' perception of this phenomenon. unlike the previous study, this study concerns analyzing case studies of a child who can no longer speak the parent’s language in the home domain. this study's subject is a child who experienced first language attrition in-home domain and provided other aspects of finding the style of communication most used by the children and the parents in the home domain. literature review the home domain is where the ethnolinguistic group usually engages the indigenous language. edwards (1997) agrees that the home domain is the most important of all language domains. the domain is a human activity environment in which one type of speech or a combination of many types of speech is used on a regular basis. a domain can be thought of as a set of social circumstances that are connected to a community. an effective way to classify social situations is to analyze them in three defining characteristics: location, role-relationship, and theme (peña, 2016). together they make up a set of typical domains. 'home' is a common domain. domains are probably named for a place or activity in them. home is the place. the role of home-related relationships includes family members and visitors. according to govindasamy and nambiar (2003:31), as cited in setiawan (2013), demonstrate the domain 'as institutional contexts, family, workplace, friendship, etc., which one language variety is considered more suitable than another. joshua fishman (1972) family, friendship, religion, education, and work are five areas where language is used. (valentino et al., n.d.) p a g e | 162 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 table 1 domain of language use (holmes 2012:22 based on fishman 1972:22) domain addressee setting topic variety/code family friendship religion education employment parent friend priest teacher employer home beach church school workplace planning a family party how to play beach tennis choosing the sunday liturgy solving a math problem applying for a promotion …………… …. …………… …. … ……………. ………… ……. … ……………. children learn language through communication between parents, families, siblings, friends, and the community. many children speak one language at home and must learn a second language in order to communicate in their wider communities. others are learning two (or more) languages at home now. these children are called bilingual, and they must use one or the other of their languages as their needs and experiences change over time. interlocutors may also interpret the message when children use english as a second language in everyday activities to express specific things. they are, however, always annoyed by how the speakers speak, despite the fact that they can understand the message since this is the language home domain. language domain theory is applied because the first research questions in this study are about the home domain language. to get an appropriate analysis and picture of the language domain's idea, holmes' theory is used in this study, supported by other theories. the progressive loss or reduction of human language literacy and skills is known as language attrition. people who speak two languages are usually influenced by the more dominant language, which causes the delicate to be lost for a long or a short period of time. a conference on language skills at the university of pennsylvania in 1980 sparked several hypotheses regarding language attrition. the proceedings of this conference were published in lambert and freed (1982). following the conference, the study of language attrition received further attention. a description of language attrition is introduced, accompanied by a summary of the p a g e | 163 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 various circumstances in which language attrition occurs, to provide a comprehensive description of language attrition. (sider & sider, 2004). language attrition is a term used to describe the 'loss' of a language in bilingual people. it is sometimes misunderstood as a subfield of language communication, language transition, and language decline, rather than a matter of language acquisition and bilingualism. (schmid & köpke, 2011). language acquisition, which can also be described as the process of increasing one's awareness of the first (l1) or second (l2) language, is one way of describing language attrition. the lack of knowledge with a language contributes to a decline in proficiency in the attiring language during language attrition. bilingual speakers may begin to lose their first and only language in the l1 environment as a result of normal aging processes or as part of an irregular or pathological case of language deterioration, such as aphasia or agnosia. these circumstances result in a shift in the linguistic environment, necessitating contact in a different language. a typical example is a family with a child moving to a foreign country, in which the child quickly starts to learn the local language. the child's native language will gradually be replaced by ambient language input, which will become his or her native language sooner or later. l1 attrition in an l2 setting where the attrition language is the child's mother tongue is present in this scenario. kopke cautions, however, that "there is no single element or cluster that can be considered dominant." kopke also points out that attrition can take several forms, depending on whether it affects l1 language abilities (as seen in child attrition) or online processing and output in particular (as shown in adult attrition studies). in an attempt to reconcile these two problems, kopke established a multi-component view of attrition, in which the position of each factor and/or cluster is clarified in relation to the form and context of attrition (schmitt, 2009). several factors have an impact on the process of language attrition. one of the factors affect the children who lose their first language because of immigrants, because of their different environment and different languages as well so they must use a second language for their daily activities, and finally they rarely or never use their first language, so they cannot be able to speak their first language and maybe lose their first language (flores, 2015). as a result, the other aspect is repeated exposure, and the use of a specific language is often believed to be sufficient to p a g e | 164 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 maintain the native language structure. despite this, analysis has often struggled to back up this assertion. other causes that can minimize attrition include a positive attitude toward the potentially appealing language or its speech culture, as well as encouragement to keep the language. these points are much too difficult to verify through testing. conversely, a person's age can influence the probability of attrition; kids are more likely than elderly people to lose their first language. several factors influence first language attrition, such as immigrants, age, frequent exposure, and use of a particular language. many expert theories have been mentioned from the beginning until the end of this point. nevertheless, after all, the schmid & köpke (2011) theories used to analyze language attrition in the home domain because this study aims to reach a wider area of discussion. besides, this study is about a child who cannot speak a parent's language, which involved many factors and communication used with the interlocutors in the home domain. the style of communication is the way people communicate with others, verbally and non-verbally. it integrates both language and non verbal communication and is a meta-message that defines how listeners receive and interpret verbal messages. according to buck & vanlear (2002), the use of auditory language to communicate effectively with others is known as verbal communication. this may be in the form of sounds, sentences, or speaking. effective verbal communication may be aided by the sound, volume, and tone of a person's speech. whenever we get older, verbal communication is becoming more and more important. this is a major source of communication. grebelsky-lichtman (2014) relies so much on verbal communication that it is changed if for any reason, and it is a challenge. just look at two people who speak different languages meeting for the first time to understand the potential difficulties and unease due to the inability to communicate verbally. with young children, verbal communication is not their primary form of communication. however, they easily recognize the importance of language for the people around them and consequently develop a need to communicate verbally. for instance, if the child says "eat" as it points to food, it shows the speaker's hunger towards the interlocutors. p a g e | 165 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 verbal communication is used because the second research question in this study to observe the child communicate with interlocutors in the home domain. buck & vanlear's theory is used in this study and supported by other theories to get an appropriate analysis. once we communicate with others, we use so much more than words: our bodies have their own language. the way we sit, the sounds we make, how we talk, and how much eye contact we make all play a role in how we communicate. both of these are nonverbal communication methods that influence the messages we send. nonverbal communication is when people communicate with each other using nonverbal and visual signals. this involves nonverbal communication such as body gestures, facial expressions, time, contact, and everything else. (buck, 1975). also, as cited in eunson (2015a), imply that we use nonverbal communication to supplement verbal communication in circumstances where speaking is difficult or inappropriate. nonverbal behaviors (such as a gesture or eye movements) are often linked to as "tells" because they reveal a person's true emotional state (navarro 2008, 2011) as cited in eunson (2015b). nonverbal communication, on the other hand, can be very misleading; we cannot assume that we can read other people's minds based on what we assume they are saying nonverbally. when a child cannot speak the parent's language, the widespread result is that the children used non-verbal communication when communicating with interlocutors. therefore, knowing and understanding non-verbal communication in children is important to parenting, teaching, or guiding children. non-verbal communication is wordless communication. this also includes obvious behavior patterns such as facial movements, eyes, contact, and voice tone, as well as less obvious messages such as clothing, posture, and spatial distance between two or more people. it is one of the most important aspects of children's knowledge to learn what they are and recognize them. non-verbal communication is used since the second research question in this study to observe the child communicate with interlocutors in the home domain. p a g e | 166 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 saussure & rocci's theory is used in this study and supported by other theories to get an appropriate analysis. sociolinguistic phenomena are characterized by social interpretation and assessment of language. the identification and interpretation of sensory information can be described as perception. how we react to knowledge is also part of perception (campbell-kibler, 2010). perception can be thought of as a mechanism in which we gather sensory information from our surroundings and then interact with them. perception helps people to process sensory data and apply it to their lives. although perceptual studies have long been a part of the analysis of linguistic variation, they have never held a central position despite their widespread use in language attitudes. attitudes may be divided into two parts: unconscious and conscious (khan, 2012). perception has three components: social assessment of speech, removal of social information from speech, and contributions of social information to linguistic comprehension. language attitudes, which explore feelings and assumptions about language varieties and language activities, are the most well-known areas for coping with social expectations of language, thus according (campbell-kibler, 2010). perception, in a simple explanation, is how we attempt to comprehend the world around us. our five sense organs gather information, but perception is what gives these sensory inputs significance. method considering that the data did not use the test and the questionnaire so in this case, the researcher will use the design of descriptive qualitative. this study uses interviews and observation to collect the data. the interview and the observation used some tools such as a mobile phone to record the data and notes. in answering every research question, it uses different aspects to collect the research question's data. there are two kinds of interviews, structured and unstructured. however, this study use unstructured interviews. more unspecific answers are used, and the interviewer can mix it up with a set of guidelines relevant questions. even though unstructured interviews do not use predefined questions does not mean that they are random and non-directive. since this study is a qualitative research that uses two p a g e | 167 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 methods to collect the data, two methods used in this study are direct observation and unstructured interview. the informant of this research must be the indonesian family with a child who cannot speak indonesian as the first language. incidentally, the informant is a researcher’s student who lives in surabaya. so, there will be four informants here. the first one is ag, 7 years old. she is not speaking indonesian anymore because she always speaks english as her second language in her daily communication, even her environment in the home domain is mostly using indonesian. the other informant is her parents and her maid, who mostly speak the indonesian language and cannot speak english. the study setting took place at home since the focus of this study is a child who cannot speak the parent's language in the home domain. to gain data by interviewing, this study has gone through some procedures to investigate a case study: finding informants, unstructured interview after that making transcript, every answer given by the informants was entered into the notes to be analyzed thereafter. the interview transcripts then became the data to be condensed and studied for further investigation by the researcher and the last one is classifying and concluding informant answers. since this study also uses observation as a method to gain the data, here the list of the procedures that have done: asking their permission, before starting the observation, the first thing to do is ask the informant's permission to know this observation's aim. there is no misunderstanding between the author and the informants, making an appointment then monitoring. finding and discussion factors that influenced a child to speak the english language other than the parent's language like the previous theory by schmid & köpke (2011), many factors affect a child who can speak a second language such as immigrants, age, frequent exposure, and use of a particular language. question is given to them, and one of the questions is “how could this possibly happen? p a g e | 168 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 these are their answer, and researcher already categorized based on the type of answer from the participants, which their reason is quite similar. ag: since i was three until now, when i have leisure time, i always watch youtube all day. i always watch youtube and playing online games and the language that they used in english, that is why i imitate the instruction of the online games. in the answer of ag as presented above, when she was 3 years old, she prefers to use her leisure time by using technology such as youtube, which means age has an important role in here, relating with the theory (schmid & köpke, 2011) there is the difference in second language ability before 10 between children and older learners. this is reinforced by ag's age at that time was 3 years, this proves that children under 10 years are faster to acquire their second language, moreover the informant learns her second language from youtube, whereas youtube is one of the technologies that provides videos and sound. ag: english is a very fun miss. when i watch youtube or play plant zombie, i do not know why i really enjoy it, and i understand. while the indonesian language is challenging, i do not even understand when mom and dad speak indonesian to be challenging. that is why i like to speak english. since english has become a foreign language in many countries, including indonesia, it is also an updated language. similarly, english has become a global language as more countries designate english as a special role, official language, and foreign language. moreover, english has a special status in 70 countries around the world (marlina, 2014). well, as has been said by ag that english is fun, and she starts learning english through youtube when she was 3 years old. this also reflects the theory of bilingual children by ramirez and kuhl (2016). it is said, "learning a second language is easier for children under 10, and even easier for toddlers than adults who need great effort to learn it," the ideal time to teach a new language to children is since they are born until the age of 3. this age range coincides with the time when children learn to speak, where their minds are still open and flexible, but ages 4 to 7 years are also the best time to teach a second language to children because they still process several languages in one way. p a g e | 169 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 on the other hand, children are easier to acquire a second language than older learners, and she watches various videos. however, it is more concerned with an education, especially in science. moreover, information is the internet's greatest advantage. it is commonly used for educational purposes for gathering information and researching or contributing to the knowledge of different topics. language attrition occurs in this phenomenon because of 2 factors, ages and the role of technology. if used properly, technology, the internet, and certain video games will help kids understand new languages. technology is a vehicle to get access to this modern world. more than communication, trade, and transactions, technology is currently widely used for learning. technology tools are recognized to help children improve their language skills, such as speaking skills. internets, podcasts, video conferencing are considered the best tools for understanding speaking skills(i̇lter, 2015). ag also said that “when i have leisure time, i always watch youtube all day especially about education like science, math, and i got new science information. i like science very much. moreover, i like playing online games miss and the language that they used in english, that is why i imitate the instruction of the online games, but i speak english without seeing the grammatical rules miss. i speak english as i can”. as has been said by the first informant, she prefers to use her leisure time by using technology such as youtube and watch various videos. however, she is more concerned about education, especially in science. moreover, information is the internet's greatest advantage. there is an enormous amount of information for each subject. it brings us up to date with the latest information on the topics. also, as has been said by the first informant, almost every day she plays online games and the instructions of the game use english, so she imitates the language, and then she also applied it to their activities. as stated before, "technology, internet, and some computer games could promote language learning positively if they are used correctly," we can develop children's knowledge of technology. moreover, she said that she speaks english without seeing the grammatical rules because she does not understand grammar. children make many mistakes when they learn languages. p a g e | 170 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 like what the informant did, she does not know grammar rules, but she can speak english because she often hears people speak english from youtube and online games. the mistake that appears as a normal part of the process is acquired by language, and they will disappear as a normal part of the same process. for example, when i observed ag when i was tutoring her, i asked; "where did you go yesterday when you went on field trips?" "oh, i go to the tea plantation, miss" she uses the simple present tense, even though the correct one is using simple past. the other informant is her parents. they said, ag’s parents: because of youtube miss. when angie was 3 years old, she could speak indonesian because she is an only child, so if she does not have friends to play with and i bought her a tablet, she does not get lonely. a year later, when he was 4, she could read the alphabet in english even though the maid and i had not taught her yet, and she had not gone to school either. after that, she spoke with her toys using english. i was surprised she could speak english, i asked her, and she answered” as has been explained by ag's parents, which initially, angie could speak indonesian. because of the age factor and the role of technology, she watched videos on youtube almost every day, and then she began slightly lost the ability to speak indonesian. this answer is a reflection of the study on language attrition. language attrition is described as a consequent decrease or reduction of human language knowledge and skills due to the use of l2 rather than l1. another answer is from her maid, ag’s maid: i take care of ag starting when she was 2 years old. she could speak indonesian when she was 3 years old, and there was a schedule for her to play her tablet. when i watched her, she always watching an english-language video that i did not know at all, maybe from there she began to speak english little by little and finally continued until she could no longer speak indonesian.” p a g e | 171 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the answer from ag's maid is quite similar to ag's parents. it means that technology's role could be the main impact on a child who cannot speak the first language l1 anymore. this also answers reflection of study technology in teaching speaking skill. the website is a well-known concept that is widely used by people all over the world, according to articles. to learn the language, children use the internet. he describes "children's development and says that young learners like interacting with languages such as watching videos or stories will help them use language dynamically," this is according to the theory of (i̇lter, 2015). the child communicates with interlocutors in the home domain the next question is given to ag. furthermore, the question is, "how do you communicate with your parents who are not native speakers?” ag: my mom and daddy cannot speak english, they can maybe only a little bit, and my sister (the maid) also cannot speak english. when i talk to them, i still use english because i cannot speak indonesian anymore, and if they do not understand, i am pointing using my hand for something that i want.” the ag above's answer means that she communicates with interlocutors in the home domain using english because of first language attrition. however, the answer from ag reflects on the theory of verbal and nonverbal communication, as ag says if her parents do not understand what she means, she points to what she wants. nonverbal communication will allow us to understand ourselves and others in this situation. in addition, the statement above indicates that angie communicates with everyone using english because her first language is lost and difficult to answer using indonesia. however, ag reflects on the theory of nonverbal communication, as angie says if her parents do not understand what she means, she points to what she wants because she uses her body to communicate with interlocutors in the home domain and (buck & vanlear, 2002) is used to support the data since the way she communicates using her body language and pointing using her hand for something that she wants it reflects non-verbal communication p a g e | 172 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 therefore, the second question is also given to ag's parents and her maid "how does she communicate with interlocutors in the home domain? ag’s parents: initially, it was challenging to communicate with a because honestly, we cannot speak english, maybe only know a little. so, when angie speaks english to us, we have trouble understanding what she is talking about." fortunately, ag is a genius kid. she knows we cannot speak english; she uses her limbs when she talks, so we understand what she is talking about and what he wants.” ag’s parents: when she chooses food, she says "i want the vegetable salad but without carrots" i used not to know the meaning; however, when ag talking, she pointed to the vegetable salad and shook her head when pointing to carrots. so, i can conclude that she wants a vegetable salad without carrots, and it continued until now if i did not understand what was meant, but now i know little by little english language because of ag. from the statement above, they use body language when communicating. recognizing ourselves and others can be aided by nonverbal communication. is there a difference between nonverbal communication and body language? they aren't, to be sure. relating with the theory of (eunson, 2015a) body language includes the physical actions of our bodies physical contact, body position, body movements, orientation, and while nonverbal communication encompasses all body language communication, as well as clothing and jewellery, environmental factors, and even the way we use time, body language is a component of non-verbal communication. in fact, they also often communicate verbally, but by using different languages, angie uses english, and her parents use indonesian. the parents' perception of this phenomenon the parent's perception is important to know how they respond to this phenomenon. ag’s parents: of course, i was surprised that she could speak english, and i proud of her initially, so i let her speak english with her doll and watching youtube, but over time when i spoke with indonesian, she answered in english continuously, until 6 years old, she can no longer speak indonesian anymore. p a g e | 173 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 honestly, this makes me more surprised, and i think she is already comfortable using english. ag's mother recognizes that her daughter experienced a reduction in speaking indonesian as l1 and was shocked to know this phenomenon as explained by (campbell-kibler, 2010) that how we react to knowledge is also part of perception. moreover, the way she responds, "she already comforts with english, means she agrees with what happened to her daughter. since children's brains are more versatile and adaptable, this phenomenon is a little easier to understand. a person's language skills are reasonably flexible until the age of around 12 years. even nine-year-olds will almost fully forget their first language, according to studies on foreign adoption (campbell-kibler, 2009). moreover, the third question is also given to ag’s parents and her maid, “why she more comfortable speak english as her second language l2 rather than speak indonesian as her first language, l1? ag’s parents: i think she used to speak english because almost every day watching youtube, and we were busy working so communicating with angie only at night. the reason she is comfortable might be that she is accustomed to communicating with her toys and maybe also with her friends in school who can speak english.” ag’s maid: she often talks with her toys using english, and when she at school, many of her friends speak english too; maybe she is comfortable because of the school's environmental factors and because of youtube.” those answers are almost the same, namely because of the influence of technology, which is technology plays an increasing role in education throughout the world and increasingly in the design and delivery of english programs and the school environment's influence. it is mostly observed that students learn more when a suitable social environment is provided to them. the school is a place of incredible importance in education which also helps the children develop their language, making angie comfortable using english and causes her to lose her ability to speak her first language, indonesian. p a g e | 174 siwi tri mawarni let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 conclusions and suggestions children can have difficulty speaking their first language or the worst possible situation is that they can lose the ability to speak their first language when they start learning to speak a second language, especially if they are comfortable and use the second language as their daily language. a lot of factors influenced a child who can speak a second language such as immigrants, frequent exposure, and use of a particular language. angie is a 7-year-old girl who can speak indonesian at first, then learns english as a second language through technology such as youtube, instagram, and games. she then has difficulty speaking her first language, and over time she only speaks english and doesn't want to speak indonesian because she finds it difficult, and she is start to lose her ability to speak her first language. this phenomenon happen because of two factors, the role of technology and she is under 10 years old which means it is easy for children under 10 years old to acquire a language other than the parent's language. therefore, she was accustomed to using a second language well. furthermore, the way she communicates with her parents, who not native speakers, uses verbal and nonverbal messages, and they often communicate verbally. however, by using different languages, ag uses english, and her parents use indonesian. the researcher hopes that this study will be beneficial for those interested in the language home domain and those directly involved with the alien language phenomenon by giving a thorough observation of the home domain related to language attrition case study. thus, it might be useful for parents to find out the factors of the phenomenon why a child can lose the ability to speak the parent’s language and speak english fluently as his/her second language. besides, attempting to do some analysis or studies related to this topic, which is maintained with different data sources and cases, is worthwhile references al-jumaily, s. 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(2004). perceptions of second language attrition and retrieval amongst expatriate children in india growing up overseas : perceptions of second language attrition and retrieval amongst expatriate children in india. 117–137. valentino, y. b., sari, m. e., nugraheni, r., pramita, s., & santika, n. (n.d.). joshua fishman ’ s domains of language use in relation to multicultural life in english language education study program sanata dharma university. 50–57. agnes dian purnama let: linguistics, literature and language teaching journal vol. no. 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||2||pages||134-153 ||2017|| |p-issn: 20869606 ; e-issn: 25492454| utilizing memes to promote students’ motivation in language classroom agnes dian purnama nezz.dian15@gmail.com elsa marina desiarti edesiarti@gmail.com noor aida aflahah aidaaflahah@gmail.com vindy cahya ekaningrum vindycahya@gmail.com universitas negeri malang malang, east java, indonesia article history: received: 16 th oct 2017 accepted: 2 nd nov 2017 abstract keeping students‟ motivation to learn l2 is a challenging activity in teaching and learning process. teachers are expected to perform their job dutifully by engaging students into attractive learning activities. at the same time, they are also contested with students‟ characteristics diversity. the utilization of memes is a proposed teaching strategy to minimize the gap between students‟ traits, technology rapid development, and the constant need of renewing effort to enhance students‟ performance. seeking an opportunity of integrating between various mobile application, gadgets as well as internet access, memes creation may be considered as a breakthrough in educational field. the result of this study shows students‟ positive responses in creating memes activity. most of the efl students‟ responses stated that the activity is interesting therefore it is able to boost their motivation. the activity covers up three essential motivation values for learning an l2; intrinsic value, integrative value, and instrumental value. corresponding author: aidaaflahah@gmail.com keywords memes creation, gadget utilization, motivation values, student‟s performance, teaching strategy available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:nezz.dian15@gmail.com mailto:edesiarti@gmail.com mailto:aidaaflahah@gmail.com mailto:vindycahya@gmail.com mailto:aidaaflahah@gmail.com p a g e | 135 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 introduction to really comprehend the development of youth nowadays; as they are commonly understood and perceived as a generation of digital world and technology; teaching and learning process constitutes a higher demand of understanding. to get into the most enunciated phrases of „lifelong learning‟; an educator must do their best to figure out the most suitable teaching strategy. it should apt learners‟ characteristics as well as current life events and progress (andrew & smith, 2011; astuti, 2016; blattner & fiori, 2011; dolean, 2015, grewal & harris, 2009; hattem, 2014; kavaliauskiené & ashkinazi, 2014; lomicka, & lord, 2012; lomicka, & lord, 2016; tuned-awe, 2015). in recent years, an unarguable truth speaks that, more or less, our life digs deeper its claws on digital technology. education field, moreover, heavily relies its massive source and distribution of any current update or research results via internet. digital tools mobilize people (in a sense of collaboration projects or information exchanges) efficiently and effectively. we (educators), as well as our students, receive, process and (re)distribute any information of what we have been previously perceived by utilizing digital technology touch. “our students have changed radically. today‟s students are no longer the people our educational system was designed to teach” prensky (2001a: 1). in the other words, our students right now are representing totally different community. standing as a particular entity, our students should be apprehended as a unity of mixed composition of human race development and technology advances; “…today‟s students think and process information fundamentally different from their predecessors” prensky (2001a: 1). that somehow, it affects the way of the students to learn something. therefore, teachers in language classroom are facing a new challenge in understanding their students and creating appropriate teaching instruction for them, the digital natives. “our students today are all “native speakers” of the digital language of computers, video games and the internet” prensky (2001a: 1), has said. it is due to the occurrence that almost all of them are spending their time mostly „speaking‟ digital words. this kind of behavior is strongly indicated by the massive use of computers, internet, and video games. on the contrary, the opposite generation of digital natives, the digital immigrants (the teachers) are slower in adapting yet adopting any technological update. “digital immigrants learn – like all immigrants, some better than others – to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past. the “digital immigrant accent” can be seen in such things as turning to the internet for p a g e | 136 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 information second rather than first, or in reading the manual for a program rather than assuming that the program itself will teach us to use it.” prensky (2001a: 2) although, the digital immigrants are less competent than digital natives in utilizing technology, they contribute a significant part in shaping digital natives way of learning. being in a constant comparison, digital natives and digital immigrants existences are yielding a substantial issue that every educators and students need to be aware of. the digital natives and digital immigrants are having different thinking pattern in such a way of retrieving and processing information. let‟s understand this through close observation of both types of digital tribes from their characteristics. digital natives are accustomed to receive information really fast. they tend to do parallel process and multi-tasking. they can switch easily between one activity to another activity without being „stuttered‟. for example, they can share web link, make an instagram post as well as editing their picture at the same time. random access to multiple activities captivate digital natives‟ attention more, especially when they are networked or connected to the internet. that is the moment when they could exhilarate their performance better. due to their notoriety of having limited span of attention and addiction to internet connection, these students prefer their graphics before their text rather than text before graphic. striving for instant gratification and flooding rewards, the digital natives prefer a joyful activity which is considered to be „fun‟ and „less serious‟ activity for most of digital immigrants. on the contrary, the digital immigrants tend “to learn slowly, step by-step, one thing at a time, individually, and above all, seriously” (prensky, 2001a: 2; cornu, 2011; watkins, 2009). considering the importance of understanding digital natives as main composure of teaching and learning process, dingli and seychell (2015: 9) redeem prensky‟s ideas into a simplified explanation. “digital natives are today‟s young people who were born into the digital era and are growing up exposed to the continuous flow of digital information. digital natives are a generation or population growing up in the environment surrounded by digital technologies and for whom computers and the internet are natural components of their lives.” (2015: 9) to sum up the discussion about digital natives, here are their listed traits: a. digital natives base their action and thought in „here‟ and „now‟ (what‟s current, what‟s commonly discussed, and what‟s popular) b. most of them are information seekers. information a day, keeps popularity stay. it is part of digital natives chanted charm as they constantly seek for rewards. p a g e | 137 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 c. update is a must. current issue holds a prominent position in their life which is signified best through fast access of internet. d. mobile applications, gadget, and internet access are digital natives powerful vehicles to gain their needs. e. to stay connected and keep in touch, time and space are transformed into the availability of internet access, smartphones and mobile platforms/ applications. the following questions may highlight a better understanding about the difference between digital natives and digital immigrants: a. does internet serve as first place for you to get information b. does internet connection bind your „existence‟ on constant connection? c. will you be fine without gadget and internet connection? gadgets and internet are the primary needs of digital natives. they prefer to be selfsufficient to get information by utilizing internet connection. self-solving problem may be considered as ultimate achievement when it is performed successfully without any other person‟s assistance. memes the basic explanation about meme is something which is being transferred from one person to another person. this particular something can take diverse kind of forms: idea, instruction, behavior, or a fragment of information, blackmore (1999: 4). the word meme is coined by richard dawkins in his 1976 book, the selfish gene, as an attempt to explain the way cultural information spreads (shifman, 2014). “the examples of memes are tunes, ideas, catch-phrases, clothes, fashions, ways of making pots or of building arches” (dawkins, 2006: 192). this small unit of culture spread from person to person by copying or imitation method. when a concept or an idea is distributed to another person, we can say, a meme is being spread. once this meme is perceived and received an approval, shared, and propagated for several times; the established concept of meme may or may not available. why does such thing happen? it is because memes have its own life and power once it is being dispersed. “memes spread themselves around indiscriminately without regard to whether they are useful, neutral, or positively harmful to us.” it can be said that memes do not differentiate nor sort any information it has kept inside. its job is only multiplying itself as many as possible, no matter how insignificant it may be. thus, regarding its pace of spread-ability, a meme could p a g e | 138 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 be taken into account also as a virus of mind (broodie, 2009). in figure 1, below, we can see things which are counted as memes and complexes of memes. figure 1. memes subcategorization (blackmore, 2000: 66) originated as an idea, meme has been widely spread via social network, blog or email in the form of image, video, hashtag, songs, and many others due to rapid advances of internet. later on, the interaction between memes and internet creates a new version of memes; internet memes. what are internet memes? internet memes are a subset of this general meme concept which reinforces to fit in to the culture and environment of the internet. the concept of the internet meme is first proposed by mike godwin in june 1993. later on, in 2013, dawkins characterizes an internet meme as a meme which is being deliberately altered by human creativity. memes provide a powerful new way to combine few things such as, creativity, art, message, and humor in the internet culture (kariko, 2012). in educational field, memes are not something uncommon. as cited in kariko (2012), scott stillar, an english teacher at the university of tsukuba in japan, thinks that one type of internet memes, the rage comics, is one of great ways to teach the english language. rage comics are cartoons using an ever-growing set of internet memes. they consist of well-known faces and expressions–anger, shock, defeat, surprise, pleasure, success, or horror, which therefore mean to show universal feelings or emotions of varying degrees under a variety of conditions. rage comics are used as vehicles for sharing experiences with humor. kariko‟s (2012) study examines how students use their creativity in employing these memes. kariko‟s study discusses internet memes found by internet users and how it appeals for them, by deconstructing what internet meme is and what it does. analysis is conducted especially on how the relation between images, text, and meanings connect with each other to p a g e | 139 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 form social messages, political messages, universal emotions, or merely to make humor and entertainment for its users. kariko examines five samples of internet memes taken from the internet and decodes their relation between images, texts, and meanings using semiotics. these samples are then introduced as writing assignments to: a) two binus university‟s english department classes, and b) one global english class. the study reveals that humor and creativity in using internet memes are related to the students‟ achievement in their studies. motivation values motivation is an important aspect to determine the learners‟ success and/or failure. dornyei (2001) claims, which is based on his personal experience, that 99 per cent of language learners who really want to learn a foreign language or who are really motivated will be able to master the language better, regardless of their language aptitude. it shows that motivation affects the learners‟ achievement in learning. williams and burden (1997) as cited in dornyei (2001) mentioned that there are two types of factor which influence the students‟ motivation to fluctuate. they are internal motivation and also external motivation. internal motivation takes place when the motivation comes from the students itself, such as intrinsic interest of activity. while external factors are affected by various matters outside the students or from the students‟ surrounding such as parents, teachers, peers, and the nature of relationship with those significant others; such as getting rewards or punishment from them. furthermore, it is also related to the learning environment, whether it is comfortable for the students or not. as the external factor, the teacher role in the language classroom may help the students to be motivated. dornyei (2001) stated that motivating someone to do something can be done by involving many different things: from trying to persuade a person directly to exerting indirect influence on the students by arranging the conditions or circumstances in such a way that the person like. building motivation can be carried out by making the learning and teaching process meaningful for the students. motivating l2 learners can be achieved by promoting positive language-related values and attitudes. according to dornyei (2001), there are three kinds of value dimension of motivation. they are intrinsic value, integrative value, and instrumental value. the intrinsic value of l2 learning is associated with the learners' interest and enjoyment of language learning activity. the important point to generate this interest is to arouse students' curiosity and attention. the teacher should create attractive activities and enjoyable tasks in the classroom, such as by employing computer-assisted language learning (call) which most students, our digital natives students have been already interested in. p a g e | 140 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 the second one is integrative value. it is about individual's willingness and interest in social interaction with members of other groups where the language is used. the students are supposed to have positive attitude towards everything where the second language is associated with: its culture and its speakers. promoting integrative values is important due to the urgent necessity to be able to communicate harmoniously with members of different cultures. intercultural communicative competence should be promoted in language classroom by raising cross-cultural awareness. learners should be familiar with interesting/relevant aspects of second language culture such as focusing on cross-cultural similarities and differences. teacher can bring various cultural products (e.g. magazines, music, tv recordings, videos) and as well as authentic materials to class. the last dimension is instrumental values. instrumental values are related to the practical, pragmatic benefits of mastering second language; for example, earning extra money, getting a promotion, pursuing further studies where performing second language ability is a requirement, pursuing hobbies and other leisure activities which require the language (e.g. computing). instrumental strategies offer the simplest method of addressing the value aspect of motivation. we can simply relate the successful completion of the assigned tasks to consequences that our students will probably encountered. teacher may develop an association between second language proficiency and desirable students‟ outcomes. one way in increasing students‟ motivation is by varying the activities, tasks, and material which are out of classroom routines and based on student‟s characteristics (lightbown & spada: 2001). digital natives‟ students who accustomed with technology will prefer the learning activities, tasks, and material which are technology based. therefore, the utilization of memes as teaching strategy in teaching and learning process is chosen to increase their motivation. the higher students‟ motivation in learning the target language, the wider the filter of internal process will be opened. so, students will receive a great amount of language input via teacher‟s teaching process. here, filter is the first internal process which covers which target language models the learner will choose; which parts of language that come first; the learning strategy and the speed of acquiring the language (dulay, et al: 1982). method 1. participants there were 50 efl students who participated in this study. they were considered as students of beginner level of tertiary students. in the process of creating memes, they p a g e | 141 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 were divided into several groups. each group consisted of 2 or 3 students. the students were required to make 2 memes based on the topic given by the lecturer. in this study, one of the researchers acted as their lecturer and other researchers were as the classroom practice observers. table i. participant information male female number of participants 26 21 age (range) 20 21 years old 19-21 years old length of english exposure 6-12 years 6-12 years 2. research instruments the instruments used in this study were observation and email interview. the observation was utilized during classroom practices. this study employed complete observant in the process of observation. as stated by fraenkel, et.al (2012) that the role of complete observer was just paying attention on the activities of a group without taking any way of participating in those activities. the subjects of the researcher‟s observations may, or may not, realize they were being observed. the researchers who acted as observers did not participate in the activity being observed but rather “sit on the sidelines” and watched. the observation focused on how students‟ engagement in classroom activities took place. fraenkel, et.al (2012: 447) proposed several approaches in doing observation. the approach used in the observation was by giving no explanation to any of the participants and using broad focus observation. in broad focus observation, there was holistic view of the activity or characteristic being observed and all of its elements sought. the interview was used in the end of the study as a tool in exploring students‟ impression during classroom activities. the interview which was employed in this study took place as an important way for a researcher to check the accuracy of or to verify or refute the impressions that the researchers have gained through observation (fraenkel, et.al., 2012). the type of interview which was employed in this study was open-ended interview. the open-ended interview had the characteristic that all interviewees were p a g e | 142 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 asked the same basic questions in the same order. the worded or the question was in a completely open-ended format. the type of the question given was opinion questions. it aimed at finding out the students‟ opinion about the implementation of memes in their classroom. the students should answer to such question which called out attention to the respondent‟s attitudes of the use of memes. 3. procedures a. in the beginning of classroom activities, the lecturer as well as the researcher gave certain topic of lesson. b. the lecturer introduced what was meme, its form, and how to create it. the lecturer gave specific rules in creating memes. the memes‟ contents should not include racism, bullying issue and bad words (cursing or swearing words). they should use students‟ own pictures. the lecturer did not limit the students‟ working period as long as the memes were in line with the instruction. c. as the exercise, the students were given a task to create 2 memes for each group d. after they created it, they shared and presented the memes in front of the class. each group stood in front of the class explaining what they had done and what their memes‟ creation meaning sense. e. in the end of the class the researcher asked the students‟ impression by interviewing them through email. the lecturer required each of students to write down their impression about how their feeling using memes as learning process as one of classroom activities. 4. interview interpretation there were 31 responses based on the email interview. the students were asked to response into four main responses and explained further why they gave such responses. table ii. interview questions i f c e 1. how‟s your impression in creating memes during classroom activities? why? (you may choose more than one category) explanation: p a g e | 143 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 i (interesting) = if the students think that task is bringing something new, unique, and not boring during classroom activity f (fun) = if the students think that this task is making them feel happy and increase the joyfulness situation while doing it. c (confident) = if the students think that this task helps them to increase their knowledge regarding to the materials being discussed. e (easy) = if the students think that this task is not burdensome, simple, understandable, and flexible 5. memes codification there were 47 memes creation made by the efl students. all of the written text on memes was coded. these included the correct, almost correct, and incorrect based on the topic given by the lecturer. the researchers tried to tabulate the data on the classification. when the data were coded, it would be benefited in the ease process of grouping the data for the purpose of analysis (fraenkel, et.al, 2012). on the following session, explanation of the codified elements was briefly explained. findings the findings of this research were in the form of pictures; consisting a number of students‟ memes and their responses towards memes which were used as an assignment in the classroom. students were given a task to create meme(s) in relation to the topic being discussed – past tense. researchers, then, assessed the memes by involving several instructions that had been informed to the students in advance. the memes were supposed to be written as a proof that students have understood the materials – past tense. at the beginning of class activity, students were asked to develop memes by using the appropriate pictures and stating captions in the form of past tense. as most of the students have already been familiar with memes – researchers had asked them in the beginning of this project introduction – they did not seem to have any difficulty in choosing the appropriate pictures to support their memes. some of them used one single picture, while the others were using the combination of pictures/picture-collage. from this activity, we have collected 47 memes and 43 responses. the collected memes were classified into three categories based on the correctness of the language use, in this case is in past-tense application. the first category was addressed to accommodate the “correct” memes, which means that the memes have already presented in the correct form of past tense. next, the second category was addressed to accommodate the p a g e | 144 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 “almost correct” memes, which means that the students have shown some indicators of past tense, however they fail to write in the correct form of past tense. the third category belonged to the “incorrect” memes, which means that the students did not succeed to meet the expectation of writing memes using the correct form of past tense. based on the above classification, from 47 memes, researchers found 23 memes (49%) classified as “correct”, 13 memes (28%) classified as “almost correct”, and 11 memes (23%) classified as “incorrect”. thus, researchers could conclude that this task was successfully helping the students to express their ability in applying their knowledge about past tense. these are the examples for each category: 1. first category: “correct” these are the examples of the memes classified as “correct” as they have presented the correct form of past tense. figure 2 figure 3 figure 1 shows two girls almost crying after feeling an unrequited love, with caption “i answered his message in 1 minute but he answered my message in 1 week”. this meme has already employed the correct form of past tense, indicated by the use of “answered” as the past form of “answer”. figure 3 shows a girl who stares blankly at wall, with caption “when you stayed up all night did your homework and the teacher said, keep it.”. this meme employs more than one grammar form as requested by the lecturer. students add and additional caption by quoting justin bieber‟s famous song title, “what do you mean” as a continuation statement of preceding caption. furthermore, this meme also successfully employs the past tense of words: stay (stayed), do (did), say (said). 2. second category: “almost correct” p a g e | 145 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 these are the examples of the memes classified as “almost” as they have shown some indicators of past tense although they fail to write past tense sentences in the correct form. figure 4 figure 5 figure 4 shows a girl and a boy who seemingly having a conversation about their love relationship status. this meme has already employ the correct form of past tense, indicated by the use of “did” and “was” but unfortunately the students over apply the past tense form.  “what did you thought about our love?” the correct form should be “what did you think about our love?”  “tried to counted the star in the sky.” the correct form should be “ i tried to count the star in the sky.”  “awww. it was infinited?” the correct form should be, “awww. was it infinite?”  “nope. it was wasted of time.” p a g e | 146 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 the correct form should be, “nope. it was a waste of time.” figure 5 shows the failure of using past form as a parallel sentence. the first caption states, “i didn‟t need you to turn on my notification.” it has met the writing criteria of past form. but the second caption is written in present form. thus, it fails to meet the requirement of past tense topic, “but, i need you to turn on my heart.” 3. third category: “incorrect” these are the examples of the memes classified as “incorrect” as they shown that they have failed to meet the expectation to write appropriate memes caption by using the correct form of past tense. figure 6 figure 7 p a g e | 147 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 figure 6 cannot show any remark of the use of past tense in the caption since it is written in present form instead of past form. therefore, it is considered that it cannot fulfill the requested expectation of this task. on the other hand, figure 7 lacks of coherence from each written caption thus makes it difficult to understand the meaning. in order to measure the success of this activity in students‟ point of view, the following activity was conducted on the subsequent meeting. researchers were collecting students‟ responses. researchers asked participants to write their comments about the task of creating memes. they were allowed to write both in english and bahasa indonesia. researchers believed that the presence of l1 could help to obtain more honest responses from the students. however, many students have successfully written their comments in english, from total number of 43 responses, there was only 29% of responses which was written in bahasa. despite the choice of language used in students‟ responses, researchers found that almost all students (100%) were pleased by this kind of activity. since they were requested to give their comments in free form of writing, researchers developed particular classification to simplify the presentation based on students‟ responses. there were four classifications employed, they were interesting (i), fun (f), confidence-boosting (c), and easy (e). the response was classified as interesting (i) if the students think that this task is bringing a new, unique and exciting atmosphere into their learning activity. the response was classified as fun (f) if the students think that this task is making them feel happy and increase joyful condition while they were doing it. the response was classified as confidence-boosting (c) if the students think that this task help them to increase their knowledge regarding to the materials being discussed. the response was classified as easy (e) if the students think that this task is not burdensome, simple, and understandable. there were 30.2% of total responses stated that this task was interesting (i). students were stating it by saying that this task was new, unique, cool innovation, up-to-date, and not boring. this is the example of the responses for stating interesting: p a g e | 148 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 figure 8 there were 30.2% of total responses stated that this task is fun (f). they stated it by saying that this task was making them feel happy, less serious, and get refreshment in the end of teaching and learning session. the following figures are the examples of the responses for stating fun: figure 9 figure 10 there were 20.9% of total responses stated that this task is confidenceboosting (c). they stated it by saying that this task is increasing their creativity, give them challenge to write and very helpful. these are the examples of the responses for stating confidence-boosting: figure 11 figure 12 there were 18.6% of total responses stated that this task is easy (e) to do. they stated it by saying that this task is simple, easy to understand, and can be done everywhere. these are the examples of the responses for easy statements: p a g e | 149 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 figure 13 figure 14 discussion teachers were now facing the new challenge in understanding their students and creating appropriate instruction for them. involving technology-based task, which was undeniably unseparated from our students who were famously known as “digital natives” (prensky, 2001a), was highly needed. thus, the researchers presented a new solution that may apt this concept. meme was a product of digital world and as a part of community of digital natives, students were very much addicted to visual things (kleinschmit, 2015). memes creation may retract students‟ attention which was very limited. memes embody digital natives preferences on graphics before text and not otherwise; text before graphic. strongly awarded with constant perseverance of instant gratification and flooding rewards, the digital natives much arguably preferred a joyful activity. an activity that often times accredited as „fun‟ and „less-serious‟ activity. they demanded educators to develop a particular learning environment where they could increase their level of performance and boost their motivation as well. this was a great opportunity for teaches or educators to create a relation between second language (l2) proficiency and desired outcomes of students‟ performance. in order to be successful in the learning process, motivation should not be neglected. involving memes in learning activity was the best representation of arranging the learning condition or environment based on students‟ preferences as stated by dornyei (2001). meme embarked the example of authentic materials. it provided the students with meaningful learning material since students were creating their writing masterpiece – memes caption – based on their experience and their real-life habit. p a g e | 150 agnes dian purnama let: linguistics, literature and language teaching journal vol.7 no.2 2017 from the three dimensions of motivation (dornyei, 2001), using memes in learning activity definitely suited them all. memes was considered as an attractive activity (interesting: 30.2%) and enjoyable task (fun: 30.2%) because it employs computer-assisted learning which most students, our digital natives, had been already familiarized with. therefore, it was proven that memes had intrinsic value. having previously mentioned in the above paragraphs about authentic materials, memes associated students‟ willingness and their interest of intercultural communication. students learned to create memes based on their photo of their daily life and made written caption in english by employing specific form of language rules; past tense. thus, it could be stated that this activity had the second dimension of motivation; the integrative value. the last dimension was instrumental dimension. it dealt with the practical and pragmatic benefits of mastering second language. involving memes as a task in language learning was the instrument to provide students with the opportunity to express their ability and mastery in english. especially, in this case, was the application of correct past form in written sentences that were used as captions in students‟ memes. conclusion motivation took an important role in determining success and/or failure in learning. by bridging the students‟ interest to classroom activity, the researchers believed that it could be a solution for challenging problems currently faced by the teacher. memes, as a product of digital literacy, were the example of students‟ interests that undoubtedly tightly attached to student daily life which was mostly occupied by digital life. this was due to the fact that they were the digital natives. tracking students‟ interests and adjusting it to learning objectives required by the curriculum as well as involving memes in learning activity were proven to be reliable to promote students‟ motivation in learning english. suggestion for further research, future researcher should seek an opportunity whether this kind of activity is applicable for longer period of teaching and learning process; at any kind of: topics, language skills, and level of students‟ language proficiency. future research should also be conducted in small classroom size in order to have in-depth analysis of the utilization of memes. furthermore, researchers may try to relate memes creation and multi-literacy since the developing process of memes constitutes a higher order of 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(2012). integrating social networking tools into esl writing classroom strengths and weaknesses. english language teaching, 5 (8), 42-48. retrieved from www.ccsnet.org/elt ieee paper template in a4 (v1) maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 let: linguistics, literature and english teaching journal ||volume||9||issue||2||pages||72-88||2019|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php a narrative inquiry on how teacher professional identity influences teacher’s school type preference maria dewi rosari mariadewirosari@gmail.com sanata dharma university, yogyakarta, indonesia article history: received: 16th october 2019 accepted: 14th december 2019 some indonesian english teachers prefer teaching in formal schools while some others favor nonformal schools more. this preference can be analyzed from the lenses of teacher professional identity. in this study, the researcher tried to find out how teacher professional identity influences the school type teachers favor more. by conducting indepth interviews to two non-formal school teachers from different regions in indonesia, the researchers found out that job satisfaction, self-efficacy, occupational commitment, and occupational motivation are the factors influencing the participants’ professional identity the most. job satisfaction could be seen, for example, in witnessing students’ progress more thoroughly; self-efficacy in being able to monitor their teaching performance; occupational commitment in teacher trainings provided by non-formal schools to build their career up; and occupational motivation in receiving manageable challenges from non-formal schools that trigger eagerness from the participants to work. those findings could function as a reference for both formal and non-formal school stake holders in making sure that their schools could accommodate their teachers’ need in constructing their professional identity as it could influence teachers’ performance a lot. corresponding author: tel.: keywords: teacher professional identity; teacher professional identity elements; non-formal school; formal school introduction formal education is defined as education that is institutionalized, chronologically assessed, hierarchically structured, and led by a center (ioan & http://jurnal.uin-antasari.ac.id/index.php mailto:mariadewirosari@gmail.com p a g e | 228 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 istrate, 2008). this definition implies that this education sector has a set of institutional characters that each of which cannot be left behind. however, those institutional characters are not the sole elements defining formal education. apart from those characteristics, formal education is a type of education that is performed in an educational process that involves a certain national syllabus, that follows a certain plan, and that occupies schedules, textbooks, assessments, evaluations, and the action and presence of specialized teaching staff (lasi, 2016). all of them make formal education systematic, organized, regulated, institutionalized, and coordinated as an expression of an education policy that comes with certain common goals. meanwhile, non-formal education is defined as every educational activity that is organized outside of the formal system (coombs & ahmed, 1974). further explained by coombs & ahmed (1974),non-formal education activities are carried out outside the formal education’s framework to provide particular types of learning to certain groups of people, both children and adults. from the definitions of formal and non-formal education above, these two types of education result in two different types of schools: formal schools and non-formal ones. the way these school types differ from each other could be obviously seen from its elements. quoted from (ayeni & amanekwe, 2018), private and public high schools as the examples of formal schools usually come with lack of instructional materials, high number of teaching hours per week for teachers, lack of well-equipped classrooms and laboratories, and also large class size, all of which afford affects to both teachers’ performance and students’ academic performance in schools. on the other side, english course , which is referred as non-formal schools in this research, is most likely the ones equipped with abundance of instructional materials and teaching activities, lower number of teaching periods per week for teachers, classrooms and laboratories that are equipped with the latest technology, and small class size. furtherly elaborated by coombs & ahmed (1974), non-formal education is organized as an educational institution with an extent of independence as well as differentiated goals by carrying the participation of various social factors and in partnership with schools. this type of education refers to any activity that is organized systematically p a g e | 229 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 outside the system of formal education in order to cater various needs of the participants such as additional or complementary or supplementary education. the definition and characteristics of formal and non-formal education above is in line with the definition of formal and non-formal education quoted in the functions and objectives of national education of republic of indonesia listen in law no. 20 of 2003 chapter ii article 3. law no. 20 of 2003 article 13 paragraph 1 states that the education path in indonesia consists of formal, nonformal and informal education. formal education is a type of education held in schools in general. this pathway of education has a clear level of education, ranging from basic education, secondary education, to higher education. meanwhile, non-formal education is a pathway to education outside formal education that can be carried out in a structured and tiered manner. furtherly stated by the law no. 20 of 2003 chapter ii article 3, the target of non-formal education in indonesia is held for citizens who need educational services that function as substitutes, enhancers, and / or complementary formal education in order to support lifelong education. in addition to that, non-formal education functions to develop the potential of students with an emphasis on mastering knowledge and functional skills and developing professional attitudes and personalities such as life skills education, youth education, and language education. the different situations of schools teachers work for thus could influence the way they work and perform. this is because the different contexts of workplace influence the way teachers define themselves and thus interpret what they experience in their working contexts. to put it another way, those different conditions between those two school types result in a lot of influence to teacher professional identity (canrinus, helms-lorenz, beijaard, buitink, & hofman, 2011) because the different working contexts above carry some influences to teachers’ beliefs and those two school types (i.e. formal and non-formal) require different types of teaching (fang, 1996). furthermore, that set of teachers’ personal beliefs that are made up of their personal experiences, personal values, knowledge, and ideas will form their sense of teaching identity. as the result, p a g e | 230 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 these can inform teachers in which type of school they are most suited for their teaching profession (schemjrp, sparkes, & templin, 1999). teachers’ professional identity generally concerns how the teachers see and thus define themselves by referring to their own interpretation of the interactions they experience in their contexts. the teacher’s interaction could be interpreted as the demonstration of teachers’ occupational commitment, job satisfaction, self-efficacy, and the changing of their work occupational motivation. those constructs are usually discussed in the related literature as being essential to the behaviors of the teachers (firestone, 1996; watt & richardson, 2008). moreover, the constructs also represent the teachers’ personal perspective on how they see themselves as professionals in their work. job satisfaction as determined by european foundation for the improvement of living and working condition as cited in (billinton & chenjian wu, 2006) include the following three types: (a) a simple affective variable determining whether or teachers likes particular aspects of their job (spector, 1997); (2) the extent to which teachers feel fulfilled with their needs or desires regarding their teaching job (mottet, beebe, raffeld, & medlock, 2004); and (3) a both weighing input and also output of the current job compared to other jobs (davis & wilson, 2000). the definition of job satisfaction covers all the three types above and includes the aspects of teaching work itself and the aspects of the teaching context where teachers work as well. occupational commitment is defined as a psychological link between someone and their occupation based on an affective reaction to that occupation (lee, carswell, & allen, 2000). selfefficacy deals with the perception of teachers about their abilities to: (a) perform necessary professional teaching tasks and regulate any relations that need involving in the process of their teaching, and (b) perform required organizational tasks, take a role in their organization along with the social and political process (de la torre cruz & casanova arias, 2007; tschannen-moran, hoy, & hoy, 1998). eventually, motivation is defined as a set of forces that are energetic enough to originate both beyond and within individual’s being, to start behavior in their work, and to define its direction, form, duration, and intensity (latham & p a g e | 231 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 pinder, 2005). this research refers to the definition of motivation as an energetic working force because the researcher is positive that motivation is the one driving teachers’ behavior and decision in choosing the education sector they are currently working for. teachers’ job satisfaction, self-efficacy, occupational commitment, and the changing in their motivation level are considered as the indicators of the sense of teachers’ professional identity as they play an essential role in both teachers’ life and work and they represent how the interaction teachers experience in their specific context works. this study investigates why some indonesian english teachers prefer teaching in non-formal schools to formal ones from the lens of teacher professional identity. the non-formal schools referred by this study are english courses while the formal ones referred by this study are elementary school, junior high school, and senior high school. this study will be a new additional research reference on non-formal education because regardless of its widespread use and long history, education in non-formal sector has obtained way less attention from academic scholars compared to its formal counterparts (cohen, 2007). similar ideas also come from (beauchamp & thomas, 2009; beijaard, meijer, & verloop, 2004) teaching in formal schools like elementary school and junior high school have been widely explored while the systematic syntheses of the ones working in non-formal sectors are still lacking. the development of the identity as a teacher is an on-going process. the process involves interpretation followed by re-interpretation of how teachers consider themselves to be and how teachers decide the kind of teachers they would like to become in the future (beijaard et al., 2004). this on-going process is what the research is also trying to find out in the research. the researcher seeks for the underlying factors influencing teachers to work in non-formal schools rather than in formal ones. therefore, the research questions are formulated as follows: what elements of teacher professional identity influence teachers’ decision to teach in non-formal schools? and how do those elements influence the way the teachers prefer non-formal schools to formal ones? p a g e | 232 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 method participants this research is qualitative descriptive. this research, therefore, required interview as the main research instrument. the interview involved two non-formal school teachers teaching in different non-formal schools in indonesia. one interviewee (participant m) spent about seven years teaching in a reputable international english course in jakarta while the other one (participant r) spent more than eight years teaching in a reputable national english course in padang, west sumatra. the researcher only involved two participants in order to obtain thick and in-depth description. as (richards, 2003) said that a case study should focus on a certain set of units and should have purposeful sampling, depending on the intrinsic or instrumental value of the case. . both participants are not currently working in any formal schools, meaning that the one and only schools they are working for are their current nonformal schools. there is a little difference between those two participants. in her early years of teaching career, m spent about two years teaching in a formal school. afterwards, she decided to resign and build her career in her current nonformal school in jakarta. meanwhile, r has never spent even a month teaching in a formal school. in other words, even since the beginning of her teaching career, she never decided to have a teaching career in informal sector. the different teaching career journey between those two interviewees could be an additional meaningful information to this research as the researcher found two different career decisions made by two different non-formal school teachers: one was school-type switching while the other one was with the same type of school since the beginning of teaching career. the result of the interview was used to figure out the elements of teachers professional identity that influence the participants’ decisions to both switch to non-formal sector and then stayed and chose non-formal sector since year one of her teaching career. data collection and analysis p a g e | 233 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 as mentioned above, the researcher utilized interview to collect the data. the researcher collected open-ended emerging data with the main aim of establishing several themes from the data. moreover, the researcher utilized indepth interview in collecting the data. the interview in this research was carried out based on the blueprint developed from the theory of occupational commitment by lee et al. (2000) and meyer, allen, & smith (1993), job satisfaction by european foundation for the improvement of living and working condition as cited in (billinton & chenjian wu, 2006), self-efficacy by e.g. (de la torre cruz & casanova arias, 2007) and de la torre cruz & casanova arias (2007), and occupational motivation by e.g. sinclair, dowson, & mcinerney, (2006) after completing the interview with all the participants, the researcher transcribed the interview data and then coded the data using (charmaz, 2001) guidelines as the way to analyze the interview the data. the interview data were coded in two steps. the first coding was aimed to obtain themes expressed by the two participants. this was for finding out what was happening in the interview data (open coding). after that, the second coding was carried out to sort and to do data synthesis with the initial coding by inferring the explicit meaning expressed by the participants. next, the researchers selected some parts of the interview result that were relevant to the elements of teacher professional identity and the characteristics of non-formal schools so that the researcher could obtain the answer of the research questions. findings and discussions looking at the different backgrounds of the participants, the researcher tried to dig deep reflection from both participants to figure out the reasons to why their professional identity as a teacher seems to be more accommodated by this school type (i.e. non-formal school) compared to its counterparts: formal school. the interviews with the participants were conducted two times, online, and recorded. the participants resided and worked in jakarta and padang while the researcher was in yogyakarta. therefore, online interview was deemed the best way to overcome the distance between the researcher and the participants. after all the data were obtained, the researcher transcribed the interview recording and p a g e | 234 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 coded the transcript based on the keywords derived from the theory of job satisfaction, occupational commitment, self-efficacy, and motivation as listed in the literature review section. non-formal schools: when less means more coding the interview result, the researcher could derive four keywords that were frequently mentioned by the participants. they are less number of students in the schools, less strict working time, less number of teachers working in the schools, and less teaching hours. the word “less” in those keywords were favoured by the participants for they led the participants to “something more” that in fact mattered a lot to the participants as teachers. first, it is the lesser number of students in the schools. compared to formal schools, non-formal schools have smaller number of students. this is surely because education in non-formal schools is not obligatory in indonesia. education in a non-formal school is aimed to only substitute, enhance, and or complement formal education not to be the main and obligatory education (law no. 20 of 2003 chapter ii article 13). in addition to that, education in such schools is usually organized in small classes, unlike in formal schools. moreover, education in non-formal schools is more likely to charge students more than formal schools do. therefore, education in non-formal schools gathers fewer students as this education sector is optional. the reason to why smaller number of student mattered for the participants, however, is not that it made their teaching job such as classroom management easier. it was because smaller number of students afforded them more time and chances to monitor their students’ progress and to build meaningful relationships with the students. m stated, “the interaction with my students is the best thing to why i like teaching in my current teaching job. the biggest appreciation for me is when my students achieve something.”, while r stated “i am very happy when my toddlers can pronounce words correctly after several trials and when they can correct their own mistakes.” the two participants even highlighted their “happy feeling” at work when they were able to witness their students’ improvement and when they could build meaningful relationship with students. such monitoring p a g e | 235 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 and relationship building are indeed more difficult to do when teachers are in charge of big number of students or of large size classes like in formal schools. although it is not impossible, building significant relationship with and monitoring the progress of a big number of students require longer time, more effort, and more energy. this is similar to what r expressed in the interview: “formal schools have greater number of students. you will spend more time to pay attention to your students.” not only does this “happy feeling” provide a meaningful drive for the participants to work, it also shows the variable showing what aspects of their teaching job in non-formal schools they like. what is more, this “happy feeling” exhibits their job satisfaction (spector, 1997), the extent to which they feel fulfilled at work (mottet et al., 2004), and the weighing process showing comparison between their current job and other jobs (i.e. teaching in formal schools) (davis & wilson, 2000). in other words, this “happy feeling” demonstrates the participants’ professional identity as teachers. second, it is the less strict working time that leads to more opportunities to take care of teacher’s well-being. teachers are professional workers in schools yet they also play other roles outside their workplace. both participants highlighted the need of having work-life balance. while they were obliged to give their best to cope with the working demands in their schools, they were required to deal with their duties as wives and care taker of their families. opting non-formal schools, for them, was a win-win solution where they could prepare what their husbands and families needed in the morning and thus proceeded to their workloads as professional teachers in schools. m stated, “my current working school accommodate my needs to prepare some things for my family in the morning then i can start working. in formal schools, i should start working very early so that i am not able to do that.” m is the one who did career switching from a formalschool teacher to non-formal one. she had experienced both types of schools and she has assessed all relevant aspects about her teaching work and work situation (van der ploeg & scholte, 2003) in both school types. she later found out that non-formal schools accommodated both her professional and personal needs more. p a g e | 236 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 third, it is less number of teachers that leads to higher availability of the school management to do a class visit. one of the most frequently mentioned keyword by the participants is “self-improvement”. even in some interview questions both participants often related their answers to how the aspects of their works in their schools could provide opportunities to grow and to improve as professional teachers. the possibility of having improvement as professional teachers here is highly related to the smaller number of teachers in non-formal schools. non-formal schools do not hire as many teachers as formal schools do because, for instance, they could only accommodate smaller number of students. this small number of teachers in fact provides bigger opportunity for the school management to conduct class or teaching supervision in each of teachers’ classes. instead of feeling being judged, both participants found the observation from their school management significant for monitoring their performance and thus for leveling up their skills. “it is when my supervisor comes to my class i could monitor my performance and thus improve it” m said. “how i monitor myself is through observation by people from the office. the observation provides me opportunity to discuss my teaching stages and activities”, r said. from those answers, their professional identity as teachers could be identified from the way they determine self-efficacy or the aspects that play an essential role in their work ((friedman & kass, 2002; tschannen-moran et al., 1998). both participants felt content after being observed because they could get feedback for their teaching improvement. lastly, it is the less number of teaching hours that leads to longer time to prepare the teaching and to plan more proper activities for students. preparation is necessary to make sure that the teaching process can achieve the goals and the activities can suit the children whose background and abilities vary from one class to another. this is what r believed in. “if i prepare more, i will have longer time to think about how the students might react to the activities in my lesson plan and what the alternatives for these are“. teaching preparation could serve many purposes for her such as figuring out any alternatives if, for instance, plan a fails to work. this is very essential for her considering she was teaching in an area whose students speak different mother tongue from hers. lesson planning along p a g e | 237 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 with the possibility to provide back-up plans if something does not succeed in the class take longer time. such preparation is manageable to do if teachers are not in tight teaching schedules and r was aware enough that this need was more accommodated by non-formal schools. r explaining her need in those statements in fact exhibited her professional identity as teachers through showing her awareness of necessary professional teaching tasks that need performing (e.g. tschannen-moran et al., 1998). non-formal schools: a baby step a day takes the occupational stagnancy away coding the interview result also allows the researcher to derive another theme named “a frequent baby step to avoid occupational stagnancy”. from the interview, it could be seen that both participants shared the same value in building their career as professional teachers namely keeping on improving their capability and thus avoiding career stagnancy. the opportunity to level up their capability as professional teachers was in fact facilitated by the non-formal schools they work in. the supports and facilities to gradually take a baby step in building up their teaching career could be seen in how the schools provided teaching materials such as lesson plans, materials, and support from the school staffs in managing the class, teacher professional development (tpd) programs, and manageable challenges. firstly, the non-formal schools the participants worked for provided sufficient teaching supports. the teaching supports covered lesson plans, materials, lists of craft ideas along with the necessary materials, and also a school staff that was always ready to assist the teachers should an issue happen. “the school provides me with lesson plans, craft materials, and whatever i need for teaching”, r stated. with such teaching supports, r felt like she could easily prepare her teaching. having lesson plans provided by the school did not mean r needed to prepare nothing for her teaching. instead, such teaching supports could spark some teaching ideas for her. having those ideas, she could make some modification to the provided lesson plans so that the lessons she plans could facilitate her students more. in addition to that, by having such teaching supports, p a g e | 238 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 she could have longer time to better her teaching quality. this was quite impossible to do for r in formal schools where lesson plans and all teaching activities were not provided by schools. teachers in formal schools are required to formulate their own teaching ideas and most of the times it must be done in their tight teaching schedules. while teachers in formal schools are not equipped with sufficient time length to plan their teaching, they also lack in time for evaluating their lesson plans so far and thus for bettering the quality of their lesson plans for future teaching. from realizing the need of teaching support from schools, r was actually demonstrating her teacher professional identity that continuously assessed any relevant aspects of her work and her work situation and thus decided what to do to achieve the success of her work (van der ploeg & scholte, 2003). likewise, the non-formal schools the participants work for also provided another essential support through the school staff. “one of the ways to cope with an issue in my work is by talking to the school staff. they can help me by being the bridge between me and the students’ parents. talking to my staff can somehow release my tense in teaching”, r stated. school staff that was always ready to take a role in supporting the teachers was important for r as it provided meaningful assistance for her. what is more, the help from the school staff could release her tense when an issue happened at work. referring to what r experienced in her non-formal schools, the support from a school staff could help teachers accommodate their students more and thus provide better services for students. such support from school staff is less likely to happen in formal schools considering the numbers of teachers and students are most likely big. equally important, non–formal schools provide teacher professional development (tpd) to gradually develop the teachers’ skill and broaden their knowledge. non-formal schools tend to supply their teachers with a wide range of trainings because this type of school is challenged to always focus on up-to-date and immediately applicable knowledge (arlen, 1993). this facility is what makes both participants stayed in their current workplace. however, this tpd was what could possibly make them resign from their current workplace. “if i don’t improve or if i don’t get training from this company, i will just be wasting my time and i p a g e | 239 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 may leave” m stated. meanwhile, r stated “one of the reasons i stay in this school is because the school provides me with trainings” from those statements, it is obvious that it is the training that becomes the key to their eagerness to work and to sustain their working behavior (e.g. sinclair, dowson, & mcinerney, 2006). training is the key to avoid stagnancy in their professional teaching career. the participants agreed that stagnancy equaled a waste of time in their way of building their teaching career. this occupational stagnancy demonstrates their professional identity as teachers whose occupational commitment (lee et al., 2000) and occupational motivation (sinclair et al., 2006) depend a lot on what the schools could offer to help them build their teaching career. lastly yet importantly, it is the challenge that becomes the last reason to why both participants preferred non-formal school. from the interview result, the researcher found out that it was challenge that played a significant role for the participants in choosing what kind of schools they wanted to work in. m explained “should i leave my current work place, it will be about me who needs more challenge” while r stated “the challenges i find in my school right now is that i always need to meet different classes every day. it may be challenging yet it refreshes my mind”. “in formal schools, teachers are required to meet the same classes for the whole day and for me it is boring.” r added. although both participants worked in the same type of school (i.e. non-formal school), each of them highlighted different types of challenge they favored the most. regardless, both challenges are the ones that are more likely to happen in non-formal schools than formal ones. as mentioned earlier, non-formal schools are always challenged to provide up-to-date knowledge that is also immediately applicable in students’ life (arlen, 1993). therefore, non-formal schools teachers are always required to update their teaching skills and knowledge so that they can always help students to keep up with the world’s improvement. besides, unlike in formal schools, teachers in non-formal schools are in charge in different classes to teach even only in one day. it is very unlikely for non-formal school teachers to teach the same classes for the whole class sessions in the same day. the need of being challenged at work demonstrates the participants’ occupational motivation that p a g e | 240 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 becomes one the indicators showing their professional identity as teachers (latham & pinder, 2005; sinclair et al., 2006). conclusions and suggestions in this study, the researcher tried to find out what elements of teacher professional identity influenced teachers’ decision to teach in non-formal schools. the way the researcher answered the research question is by looking at the indicators of teacher professional identity namely occupational commitment, job satisfaction, self-efficacy, and occupational motivation. all of those indicators were translated into some interview questions whose results could be categorized into two major themes: “something less leading to something more” and getting rid of occupational stagnancy, two of which significantly matter for both participants. the first theme refers to how non-formal schools the participants worked for offered “something less” to be able to provide “something more” namely the smaller number of students that enabled the participants of the research to have more time to build meaningful relationship with their students as well as monitor their students’ progress more thoroughly; less number of teachers that enabled the school management to conduct closer observation to the participants’ teaching that could improve their quality as professional teachers; the less strict working time that let the participants carry out their duties as care taker of their family; and lastly, less number of teaching hours that was important for the participants to have better teaching preparations. from all of the points above, it is obvious that the participants’ professional identity as teachers are influenced more by their job satisfaction(spector, 1997; van der ploeg & scholte, 2003) and selfefficacy (friedman & kass, 2002; tschannen-moran et al., 1998). the second theme relates a lot to how important it is to avoid occupational stagnancy. it can be seen from how meaningful and significant the support and challenges from the schools were for both participants. the lesson plans and all necessary materials provided by the non-formal school r worked for were really helpful for r to better her teaching quality while the support from school staff who was always available to help could provide significant help for r in p a g e | 241 maria dewi rosari let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 overcoming issues at work. in addition to that, it is tpd or teacher professional development that became one of the factors of whether or not they wanted to stay in a workplace. finally, challenge also influenced how both participants carried out their professional teaching. a manageable challenge was considered as an important factor in the success of building their professional teaching career. from all the points above, it can be seen that the participants’ professional identity as teachers are influenced more by their job satisfaction(van der ploeg & scholte, 2003), occupational commitment (lee et al., 2000), and occupational motivation (sinclair et al., 2006). to sum it up, the main elements that have bigger influences to the participants’ professional identity are job satisfaction, self-efficacy, occupational commitment, and also occupational motivation. furthermore, the result of this research could function as a reference for any formal and non-formal school stakeholders in maintaining positive and encouraging working environment for teachers so that the schools could facilitate their teachers in constructing their professional identity as professional teachers. meanwhile, recommendation for the future research covering this topic would be involving non-formal teachers who have various teaching periods in non-formal schools. references arlen, e. 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(2008). motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. learning and instruction, 18(5), 408–428. https://doi.org/10.1016/j.learninstruc.2008.06.002 ieee paper template in a4 (v1) gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 let: linguistics, literature and english teaching journal ||volume|| 9 ||issue|| 1 ||pages|| 88-108 || 2019 || |p-issn: 20869606 ; e-issn: 25492454| the experiences of sm3t teachers: constructing teacher identity in the borderland discourses gracia vica ade nugraheni gracianugraheni86@gmail.com english education master program, sanata dharma university yogyakarta 55002, indonesia article history: received: 27 th may 2019 accepted: 10 th june 2019 abstract this study focuses on the experiences of sm3t teachers in constructing teacher identity in the borderland discourses. teacher identity construction is a dynamic process. one of the aspects constructing teacher identity is borderland discourse. in short, borderland discourse is the intersection between oneself as a personal and as a professional. the participants of this research were five teachers who have experienced sm3t program. sm3t is a program held by the government in indonesia. it stands for sarjana mengajar terdepan, terluar, tertinggal. in order to find out sm3t teachers’ experiences and beliefs about constructing teacher identity in the borderland discourses, the researcher used mixed methods which were combination between quantitative and qualitative. the researcher used close-ended questionnaire and also in-depth interview in order to gather further information.this study aimed to find out the borderland discources faced by the sm3t teachers and the solution to cope them. this study revealed that most of the teachers faced borderland discources during sm3t program. corresponding author: tel.: ...................... keywords borderland discources; sm3t program; teacher identity introduction teachers are demanded to improve their competencies. teachers need good proficiency in order to achieve their goals in teaching (puspitasari, rusdati, & sudharma, 2017). one of the ways to achieve their proficiency is by joining sm3t. it is a program held by the government in indonesia. sm3t stands for sarjana mengajar di daerah terdepan, terluar, dan tertinggal or frontier, outer, available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:gracianugraheni86@gmail.com p a g e | 89 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 and underdeveloped regions. during this program, the participants face various experiences. their experiences are related to their personal and professional aspects. those two aspects may face contradiction. sm3t program is very challenging because the participants will experience teaching in rural area. the willingness and motivation of each individual is different from one another.in order to participate in sm3t program, the participants should gain their interest.there are two factors affecting interest, namely internal and external factors. the internal factors consist of physical and psychological factors. the external factors are social, cultural, physical and spiritual environment. motivation is the most influential internal factor (surya, 2003; dalyono, 2007). there are many unique reasons in joining sm3t program. thus, in this study, the researcher wants to find out the teachers’ experiences during sm3t program. through this program, teacher identity will be constructed. identity is a fundamentally social character (viskovic & robson, 2001). it can be defined that teachers’ socialization is very important. teacher identity is related to human existence (shapiro, 2010). there are five processes related to the development of a teacher identity. first is the sense of appreciation, second is the sense of connectedness, third is the sense of competence, fourth is commitment, and the last is imagining a future career trajectory (van lankveld et al., 2017). teacher identity is an ongoing process and it can be negotiated. it will construct each individuals (mc. keon, f. & harrison, j., 2010; flores & day, 2006; watson, c., 2006).teacher identity can be constructed through borderland discourses. borderland discourse is the intersection between different characteristics of oneself as a person and as a professional (alsup, 2006). this intersection causes tension. people who face borderland discourse may face tension between professional and personal. this situation makes them feel confuse because they have to deal with this contradictory situation. the government in indonesia establishes sm3t program. however, teacher identity related to sm3t is rarely researched in indonesian context. some researchers discuss only some parts related to teacher identity (mc. anulty & cuenca, 2014; riyanti, 2017; gandana, 2014). then, there are researchers who p a g e | 90 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 discuss about indonesian teachers who join sm3t program. however, they do not deal on the effect of borderland discourse for sm3t teachers’ identity construction. the researcher wants to find out the experiences of sm3t teachers who are teaching or who are experienced teaching and relate them with teacher identity in the borderland discourses. this study is not yet researched because most of the studies only focus on the interest and motivation in joining sm3t program (yustina & dahnilsyah, 2015; puspitasari, rusdati, & sudarma, 2017) not on the process of constructing teacher identity. this topic is very important to be researched because the aims of the study are going to find out about the tensions of sm3t teachers, so that the people will know about their struggle. when sm3t teachers start teaching in a real situation, it will influence their belief because there are some tensions related to their career as a teacher. therefore, this study would give some insights.the researcher wants to find out about the effect of borderland discourses related to sm3t teachers’ identity construction. thus, to maintain the focus of this research, two research questions are formulated as follows: 1. what borderland discourses do the teachers face during their sm3t program? 2. how do sm3t teachers cope with these borderland discourses? the first thing reviewed is about the general experiences of sm3t teachers. the researcher relates them with teacher identity in the borderland discourses. the researcher believes that this study is applicable with international context. after reviewing the literature, the researcher finds out about the methodology. then, the researcher will discuss the collected data. finally, the researcher will conclude the result of the study and provide the implications. 1. sm3t program in indonesia as mentioned before, sm3t program is a program held by the government in indonesia. it stands for sarjana mengajar terdepan, terluar, dan tertinggal. according to directorate general of higher education, ministry of national education, indonesia 2012, sm3t program is an educational service for bachelor graduates to participate the development of education in the frontier, outlying, and p a g e | 91 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 underdeveloped regions. it has a motto: “going ahead together to enlighten indonesia”.it isone year program for the preparation of professional teachers. there will be one more year program named teachers professional education as the continuation of this program. after finishing those two programs, all of the participants will be given a certificate for the requirement of professional teachers. there are some problems faced in these regions. they are shortage of teachers, unbalanced distributions of facilities and teaching staff, under standard qualification, low competence, miss matched educational background of teaching staff, the high rate of school dropouts, and low awareness in participating in education (yustina& dahnilsyah, 2015; puspitasari, rusdati, & sudarma, 2017) in order to participate in sm3t program, the participants should gain their interest. they should be ready that living in frontier, outlying, and underdeveloped regions requires resilience, firm and healthy physical condition. they will be placed in a boarding house and they have to follow all of the activities as the in-service teachers (puspitasari, rusdati, & sudarma, 2017). in doing the activities, the sm3t teachers may experience some changes related to their daily life (setiawan, kasanah, fatimah, et. al, 2017). the changes can be related to their attitude, such as can be more discipline, responsible, etc. 2. teacher identity identity is people’s concept of who they are and how they interact to each other(gee, 2001).it refers to who or what someone is to play a significant role in teacher development (izadinia, 2015; stenberg, karlsson, pitkaniemi, & maaranen, 2014). teacher identity is ongoing processes. it can be changed and negotiated (akkerman & meijer, 2011, mc. keon, f. & harrison, j., 2010; flores & day, 2006; watson, c., 2006). it is one of the important things to find out more about teachers’ capacities (mcdougall, 2009). teacher identity is about performative process to construct oneself. there is no fixed identity. according to viskovic & robinson (2001), identity is fundamentally social character. it can be defined that the process of constructing teacher identity is started from oneself, and then it is followed by the situation of the environment. teachers have to integrate their role as personal and professional. p a g e | 92 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 teacher identity is influenced by many factors both inside and outside the classroom. the internal factors refer to teachers’ attitudes, beliefs, and mindset. the external factors deal with family or a second job (zare-ee & ghasedi, 2014). according to doecke, locke, & petrosky (2004), there are four views on teachers’ identity. they are psychosocial view, discursive view, narrative view, and dialogic view. a psychosocial view is related to the growth of oneself as a teacher. a discursive view refers to present and past factors controlling teacher identity. narrative view deals with different situation in teachers’ life, for example at home, office, mates, etc. a dialogic view is depending on the interactional situations. identity can be formed through the interaction between individuals and society. gee (2001) adds that there are some ways in understanding teacher identity;who we are by nature (nature, n-identity), who we are based on the positions we occupy in society (institutional, i-identity), who we are based on how others recognize us (discourse, d-identity), and who we are because of the affinities we share with others (affinity, a-identity). n-identityrefers an identity that people cannot control for example becoming male or female because people cannot control their gender. i-identity represents an identity because of certain role or regulation or identity set by the authorities of certain institution for example the students have to follow the rules at school. d-identity refers to social interaction such as the way how people treat, talk about and interact. a-identity represents shared experiences. it is an affinity group that share allegiance to, access to, and participation in specific practices. 3. borderland discourses borderland discourses enable teachers to build bridge between professional and personal. the borderland discourses connect the multiple subjectivities or understanding of self (alsup, 2006). it is important for the teachers to realize their borderland discourse, so that can negotiate it. if they can negotiate their tensions, they can develop their awareness. alsup (2006) adds that borderland discourse is a contradiction with oneself and with others about the relation between different characteristics of oneself as a personal and as a professional. teachers differ in p a g e | 93 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 their personal and professional characteristic depending on the personal value (beijaard, meijer, & verloop, 2004). it is important to understand teachers’ professional identities while at the same time enabling their personal selves (pearce & morrison, 2011). the contradiction between personal and professional will cause a conflict. the conflict can be a catalyst for a self-study (nancy, 2007). the catalyst means that the conflict can be an experience to reach better achievement. those moments might have negative sides, for example people will leave their job, but might also have positive sides, such as new motivation for change (galman, 2009; calvo & carballal, 2017). alsup (2006) uses term borderland discourse to describe discourse at the borders between two different situations. teachers need to develop professional identities, so that they can achieve complex professional life. teachers may have second job, family, colleagues, etc for their priority, so that at the same time, they should negotiate between their internal and external business. borderland discourses would be a useful tool for negotiating professional subjectivities (alsup, 2006). method 1. research participants the participants of this research were five indonesian sm3t teachers. the researcher wants to know the effect of borderland discourses in constructing teache ridentity during sm3t program.the researcher used purposive sampling in this research in order to make the sample representative depending on the certain purpose (barreiro & albandoz, 2001). every participant is given pseudonyms – alice, benedict, cellin, devlin, and ellen. 2. data collection and analysis mixed method was used to integrate qualitative and quantitative research findings (heyvaert & maes, 2011). the researcher applied purposive sampling in order to find out the data. the researcher only chose the teachers who have experienced sm3t program. to find out more about this topic, the researcher used close-ended questionnaire and in-depth interview. close-ended questionnaire was used to find out about how the participants constructed their identity through p a g e | 94 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 borderland discourses during sm3t program. the researcher used close-ended questionnaire in order to control the respondent in answering the questions. furthermore, the researcher asked about the participants’ beliefs and view related to their experience during sm3t program. in the beginning of the questionnaire, the researcher explained briefly about borderland discourses related to teacher identity. the researcher also gave the example to make it clear. after giving a brief explanation, the researcher provided ten questions about their experience related to sm3t program. the researcher spread the questionnaire through google form. then, the researcher provided in-depth interview in order to support the questionnaire. the researcher used interview in order to gather further information to achieve the research goals (sutoyo, 2012). the interview was done in the form of semi-structured interview. the researcher conducted semi-structured interview in order to elaborate respondents’ answer (ary, jacobs, & sorensen, 2010). the researcher interviewed the respondents by face to face interview around 10 up to 14 minutes. audio recorder was used to collect the data. the close-ended questionnaire was spread to explain about the respondents’ experience, beliefs and view related to borderland discourses in sm3t program. then, the researcher analyzed the close-ended questionnaire and the interview as the supporting data. finally, the researcher triangulated the data from the questionnaire and interview and presented the data by using table, diagram, and in-depth analysis. findings and discussions the findings and discussions sections answer two research questions. the first section explains about the borderland discourses faced by sm3t teachers. it is divided into three categories. first, discusses the motivation in joining sm3t program. second, discusses about the obstacles or challenges in joining sm3t program. the third one discusses about the benefits about sm3t program. the second section discusses about how sm3t teachers cope their borderland discourse. p a g e | 95 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 1. borderand discourses faced by sm3t teachers to find out more about constructing teacher identity through borderland discourses, the researcher tries to find out about motivation, benefits, and challenges in joining sm3t program. the table below are the results of the questionnaire. the first table is about motivation, the second table is the benefits and the second table is the challenges in joining sm3t program. table 6.1.1questionnaire result of teachers’ motivation in joining sm3t program table 6.1showed the result of the first four statements in order to find out teachers’ motivation in joining sm3t program. the first statement showed that there were two teachers who chose number three(40%)and there was one teacher who chose number four (20%) and five (20%). onlyone teacher who chose no statements degree of agreement 1 2 3 4 5 1 i want to come back to 3t areas although the facilities are limited because i am called to be a teacher, i love children, i like to interact with the children and i feel pity with the condition of the children in rural area because they have not got basic education and illiterate because of the limited teachers. 0 0% 1 20% 2 40% 1 20% 1 20 % 2 i have willingness to make the children in 3t area experienced education based ict with comfortable and adequate library and try to create meaningful, interesting, and fun contextual learning activity. 0 0% 0 0% 0 0% 3 60% 2 40 % 3 i want to create nationalism towards others and environment and also give spirit for the children’s future. 0 0% 0 0% 0 0% 2 40% 3 60 % 4 i have to be able to change my students’ mindset that limitations do not become a barrier for them to make achievement and become success. my job is to make them dare to dream. 0 0% 0 0% 0 0% 1 20% 4 80 % p a g e | 96 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 number two (20%). those indicated that they decicated themselves for teaching although the facilities were not complete. this finding was supported bythe result of the interview: (1) i love challenges, traveling and knowing new culture, so sm3t is the right choice for me because i want to be a professional teacher. (benedict) (2) the education quality in indonesia especially in outside java is very low, so that i want to help the government to educate the children in the rural area. (cellin) the excerpt number one and two showed that benedict and cellin wanted to come back to 3t area because they wanted to be a professional teacher and they wantedto help the children in rural area to be educated. benedict added that she wanted to teach in rural area because she loved travelling, challengesand also wanted to learn new culture. they felt that teaching in sm3t area was a right choice. in statement number two, there were three teachers who chose number four (60%) and there were two teachers who chose number five (40%). it showed that they have willingness to make the children in 3t area experienced education based ict with comfortable and adequate library and trying to create meaningful, interesting, and fun contextual learning activity. this finding was supported by the result of the interview. (3) when i taught my students for example teaching about history, i have to make it fun because when i asked the students to read, it will make them bored.so, i modified the reading into a story, so that my student will get the meaning of the materials given. i also asked the students to see the real things, so i did not need to search the materials in the interent, but i just asked them to go outside for observing the concrete things, such as plants. (ellen) the excerpt number three showed that ellen implemented and created meaningful, interesting, and fun contextual learning activity. she used strory to tell about history, so that the students will understand the materials. she invited the students to see real things, for example showing plants or things around the class related to the materials. p a g e | 97 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 in statement number three, there were two teachers (20%) who chose number fourand there were three teachers (60%) who chose number five. it showed that they want to create nationalism towards others and environment and also give spirit for the children’s future. they not only educate the students’ intelligences but also give them spirit to encourage their life journey. this finding was supported by the result of the interview. (4) i always told a story to my students and tried to socialize with the society. i held private study when i did not have any activity in church. i also copied books for the children and i always shared the equipment for school.(benedict) the excerpt number four showed that benedict give the spirit to the children to study. they always gave a copy of book for the children and also share the tools for studying. it showed that she really care to the children. in statement number four, there were four teachers (80%) who chose number five, only one teacher who chose number four (20%).it can be seen that they want to change their students’ mindset that limitations do not become a barrier for them to make achievement and become success. this finding was supported by the result of the interview. (5) i tried to change their mindset especially in encouraging their sipirit for studying. (devlin) the excerpt number five showed that the teachers have willingness to change students’ mindset especially related to their study. their parents did not support their children to study, they have different point of view in managing their children. they expected their children to survive alone. the next section is about questionnaire result of the benefits in joining sm3t program. table questionnaire result of the benefits in joining sm3t program no statements degree of agreement 1 2 3 4 5 1 i can be more discipline in doing my daily activity such as doing my religious activity on time, wake up earlier, and doing my assignment based on the schedule. 0 0% 0 0% 0 0% 1 20% 4 80% 2 i can learn more about the meaning 0 0 0 1 4 p a g e | 98 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 in statement number five, there were four teachers who chose number five (80%), only one teacher who chose number four (20%). those indicated that they could be more discipline in managing their daily activity. in statement number six, there were four teachers who chose number five (80%), only one teacher who chose number four (20%). it can be seen that the teachers could learn more about the meaning of simplicity. they could reflect their experience in teaching in a rural area. this finding was supported by the result of the interview. (6) i can learn how to survive and how to adapt in a rural area although there are no electricity, tv, and internet.(ellen) the excerpt number six showed that the teachers experienced the lack of facilities. on the other hand, they can survive in the middle of their limitation. day by day, they were used to live without any electricity. it can be seen that they could learn about simplicity. in statement number seven, all of the participants chose number four (100%). it can be seen that they could improve their creativity and variation in teaching. this finding was supported by the result of the interview. (7) when i taught my students for example teaching about history, i have to make it fun because when i asked the students to read, it will make them bored. so, i modified the reading into a story, so that my student will get the meaning of the materials given. i also asked the students to see the real things, so i did not need to search the materials in the interent, but i just asked them to go outside for observing the concrete things, such as plants (ellen) of simplicity. living in a rural area with the limited facilities are not the reasons for complaining. i can learn that i can enjoy my life for living without enough facilitates. 0% 0% 0% 20% 80% 3 i can improve my creativity and innovation in the process of teaching and learning in 3t area like using variation in learning method to reduce boredom in the class because every student has their own ways to understand the learning materials. 0 0% 0 0% 0 0% 5 100 % 0 0% p a g e | 99 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the excerpt number seven showed that the teachers were creative and innovative in teaching their students. they implemented fun learning activity, so that the students who have low ability in their understanding can follow the teaching and learning process. one of the creativities is implementing contextual learning activity, so that the students will be fun. the next section is about questionnaire result of the challenges in joining sm3t program. table questionnaire result of the challenges in joining sm3t program no statements degree of agreement 1 2 3 4 5 1 i have difficulty in following sm3t program because of the lack of societies’ awareness of the importance of education, such as parents do not want to know the development of their children in school. the limited situation makes them never think that their children will become great people and also can reach achievement in the future. 0 0% 0 0% 1 20% 4 80% 0 0% 2 i have difficulty in following the sm3t program because of the very limited facilities such as broken wood in each class, like the roof is full of holes and there is no protector in the windows and the road’sconditions are still rocky and containedsoil and if it is raining, the flood will be come. 0 0% 0 0% 1 20% 3 60% 1 20% p a g e | 100 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 in statement number eight, there were four teachers who chose numberfour (80%), only one teacher who chose number three (20%). those indicated that they faced difficulties because of the lack of the societies’ awareness. this finding was supported by the result of the interview. (8) most of the societies think that when we want to educate our children, we should let them grow to survive alone. (devlin) the excerpt number eight showed that most of the societies were lack of awareness. they let their children to survive alone. they were not really care to their children’s education, health, and cleanness. they have different mindset in educating their children. in statement number nine, there were three teachers who chose number four (60%), only one teacher who chose number three (20%) and five (20%). those indicated that they faced some difficulties related to the school and roads’ condition.this finding was supported by the result of the interview. (9) one of the difficulties that i faced was transportation. when i want go to my school, i have to use small boat and i need around 2,5 up to 5 hours to go there. (benedict) the excerpt number nine showed that the teachers faced difficulties in transportation. the way to go to their school was so far away and they needed to deal with the dangerous way, for example when the waves were high. they did not give up in facing their difficulties. in statement number ten, there were two teachers who chose number four (40%). only one teacher who chose number one (20%), two (20%), and three (20%).it can be seen that some of the teachers face difficulties on the use of language. this finding was supported by the result of the interview. (10) most of the children in this region do not know about bahasa indonesia because they speak using local language.(ellen) 3 i feel difficult because of the use of the language because most of the students still use mother tongue or local language and they do not have good ability on the use of bahasa indonesia. 1 20% 1 20% 1 20% 2 40% 0 0% p a g e | 101 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the excerpt number ten showed that the teachers faced challenges in language aspect. most of the students used local language in their daily conversation or communication. they did not really understand about the vocabularies in bahasa indonesia. based on the result above, the researcher can conclude that most of the teachers experienced some difficulties during sm3t program. the difficulties deal with the intersection between personal and professional. it is related to the teachers’ tension. on the other words, it is called borderland discources. the next section discusses about borderland discources faced by sm3t teachers. the researcher also provides the way to cope those borderland discources. 2. bordeland discourses faced by sm3t teachers and how to cope them as indicated earlier that there were some borderland discources faced by the sm3t teachers.this section describes two research questions which are the borderland discourses and the solution in order to cope them. there are three big themes provided in this section. a. facilities when asked about the facilities, some of the participants asked that they faced some difficulties during sm3t program. some of the teachers faced the limited facilities in 3t area. they were expected to deliver the materials to the students, but the facilities were not enough. benedict faced difficulty in transportation aspect, for example she had to use small boat to go to their school. she also experienced about the limited facilities at school for example there were no book materials, toilet, laboratorium, and media to deliver the material. ellen also experienced the limited facility at school. there were no electricity and also technology to support the teaching and learning process. professionnaly, the teachers have to teach them about the materials based on national standard, but the facilities did not support them. in order to face this problem, the teachers applied contextual learning for example when they want to teach history, theytransformed the materials into a story. they also invited the students to go outside, for example when the material was about plant, the teachers asked the students to see the real things, so that the students will understand the materials easily although there p a g e | 102 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 were not enough facilities. according to sears (2003), contextual learning is a learning method using the real things. this teaching method is very useful because one of the participants, ellen faced difficulty in using language. most of her students still use mother tongue in their daily activity. when she applied this learning strategy, she could deliver the material easily. teacher identity is a dynamic process in which the individuals experience constant struggle (lamote & engels, 2010; trent, 2013; zare-ee & ghasedi, 2014).the stuggleappears in benedict’s and ellen’s case. they faced struggle dealing with the limited facilities. ellen also faced the difficulty in communicating with her students. b. society awareness talking about society awareness, there are some aspects of awareness. they are education and health. for the education aspect, most of the students chose to work in a field rather than going to school. their parents also did not support their students to school. they did not fullfil their childern’s need such as school stuffs like book, pen, etc. they thought that in order to educate their children, they had to let them to survive alone. for the health aspect, devlin added that most of the society did not care to their health, for example they never took a bath, they did not wear shoes or sandals in their daily activity, they did not wash their hand, and they rarely brush their teeth. professionally, the teachers were expected to teach them about education and health too. but, the society did not have willingness to have better life style. dealing with the education problem, benedict always told a story about her life in order to encourage their spirit. she also held a private course and also gave school stuffs to the children in order to support their education. in order to face the problem related to health, devlin held a training related to health or parenting activity. she invited the societies to join her program. van lankveld, t., schoonenboom, j., volman, m., croiset, g., & beishuizen, j.(2017) state that there are five processes of teacher identity: first there is a sense of appreciation felt by the teachers, second is the sense of connectedness, third is the sense of competence, fourth is commitment, and the last is imagining a future career trajectory.she felt the third sense which is competence. she felt that she have p a g e | 103 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 enough knowledge about parenting, so that she held a socialization program in order to encourage the society to have good life style. c. environment dealing with the environment, some of the participants (cellin and devlin) faced tension in their life. cellin faced tribal war in the middle of sm3t program. there were killing and persecution because of separatism. devlin also experienced theft. those were very dangerous. personally, they felt very afraid because of them, but professionally they should finished sm3t program until the end although there were some tensions. in order to overcome this problem, they tried to be friendly. they always greeted the people they met. they thought that if they respect people, so that the people will also respect us. van lankveld et. al (2017) argues that one of the senses involved the development of teacher identity is a sense of appreciation. cellin felt that the society respects her because she was friendly and respects the society. she felt a sense of appreciation. it will influence teacher’s identity. based on the discussion above, there are some factors shaping teacher’’ identity. the previous research finds that teachers experience change in their identities (salinas & ayala, 2018). the process of teacher identity construction is influenced by a variety of factors, such as values, beliefs, sociocultural, emotion, life experience, tradition, interactions with othes, educational background and many others (johnston, 2012; lamote & engles, 2010). in this research, the researcher found some factors constructing sm3t teachers’ identity. the first one is external factors. external factors include the geographical situation, environment, student’s condition, culture condition. the second one is educational background. the students in the rural area have limited condition in term of the facilities and also the students’ understanding. the third one is life experience. the teachers can get the precious experience from the students or from the society, they can reflect what they get and also can interrogate fundamental something (winans, 2012). reflection is the important thing in order to shape their identity. through reflection, we can learn many things to be better. p a g e | 104 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 conclusions and suggestions there were two research objectives of this research. there are borderland discourses during sm3t program dan how sm3t teachers cope with these borderland discourses. from the analyzed data of the questionnaire and interview, it can be seen that the participants of sm3t teachers faced some borderland discourses during sm3t program. they could construct their identity in the teaching world, even though they were placed in 3t area or frontier, outer, and underdeveloped regions. the participants also had their own way in order to cope with their borderland discourses. the first problem comes from cellin. she experienced tribal war in sm3t area. in order to copethis problem, she tried to be friendly to the society. the second one comes from devlin, she faced the students who were not aware in health. in order to overcome this problem, she gave parenting education because the children behaviour is influenced by their parents, and many others. acknowledging the importance of constructing identity, there are two suggestions concluded from this research: from the undergraduate program and for the sm3t teacher themselves. from the undergraduate program, it is good to prepare the needs if the students of undergraduate program are interested in joining sm3t. for this context, the preparation can be in the form of looking for the deep information about sm3t and prepare their mental because teaching and living in sm3t are not easy. they can also learn about the requirements of sm3t program because for those who want to join sm3t have to follow the selection procedure such as writing test and interview. thus, for the sm3t teachers, it is good to prepare themselves for the worst situation, especially for those who are interested to teach in the rural area like altan and ellen. they are interested to return back to 3t area. this study has a limitation. the focus of this study is constructing teacher identity in the borderland discourses. therefore, the researcher suggests several points of future researchers. the first is to research the more participants in other contexts. in this topic, the future researchers can analyze about sm3t program to improve teacher professional development as the researcher found that the participants can increase their professional development through this program. p a g e | 105 gracia vica ade nugraheni let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the second one is to research more about undergraduate students who are interested in joining sm3t program. references akkerman, s. f., & meijer, p. c. 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(2014). professional identity construction issues in becoming an english teacher. journal of social and behavioral sciences.98(2014), 1991-1995. ieee paper template in a4 (v1) adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||24-43||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the use of whatsapp app in distance language learning in pandemic covid-19: a case study in nahdlatul ulama university of yogyakarta adhan kholis adhank74@gmail.com universitas nahdlatul ulama yogyakarta, indonesia article history: received: 15th september 2020 accepted: 20th november 2020 lately, pandemic covid-19 has changed the educational field including learning methods from conventional learning to distance learning. this shift needed more adaptation for all parts like stakeholders, teachers, and also students. evidently, various efforts have been made by teachers in simplifying teaching and learning such as applying some digital technologies like whatsapp app, an asynchronous communication to reach the students’ presence with any spaces and time. this study aimed to describe and to evaluate the use of utilizing whatsapp app in distance language learning for the english education department students of nahdlatul ulama university of yogyakarta. the research design of this study was a case study. furthermore, this study gave the detailed information, description, and understanding deeply in relation to the use of whatsapp app in remote teaching. students’ perception and the factors affecting the effectiveness were investigated through a questionnaire. the results showed that whatsapp app can support and helped the language learning to be more effective and efficient for the reason that it was accessible and low technology for distance learning. the students were more responsive and enthusiastic in joining the class. indeed, it has given more facilities and satisfaction in practice. corresponding author: tel.: adhank74@gmail.com keywords: technology; distance language learning; asynchronous mode; whatsapp app introduction technology has developed very fast from information and communication technology (ict) focused on skills of works on computer as word processing to the internet of things (iot). people can simply access and do anything on p a g e | 25 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 internet: surfing, searching, and browsing in the search engine like google. today, in the 21st century or industrial revolution 4.0 and web 2.0, technology is an inseparable part from a human life. it absolutely alters the manner the society looks and the people communicate in society (sutton, 2013). many human activities are mostly assisted by sophisticated technology like networks helping people buy, transfer, deliver, and communicate among others in virtual ways fast and easily. people just use one touch on the smartphone to respond what people want in transactional processes in a daily life. furthermore, the term of social media has been a new habit in getting new information and social interaction in the form of virtual space. for expressing and delivering an idea, a message, thinking, and also opinion, people use social media like facebook, instagram, twitter, etc. people are no longer in real meeting in the same place for chatting and discussing. people just sit and watch the screen of smartphone. again, technology has contributed in handling education (ahmadi, 2018). some preservice teachers utilize it for communication, entertainment, and education (boholano, 2017). in the educational field, technology is very necessary in helping teachers deliver and transfer knowledge to the students and exactly for achieving learning objectives. it can simplify teaching and learning processes to be more effective and efficient. the rise of new manner in learning transmission and tendency in workplace require independent learning (ra et al., 2019). it also can build an environment of social learning (abdelraheem & ahmed, 2018). moreover, technology has assisted for language teaching and learning continuously begun with traditional means as chalk and blackboard to the modern ways such as film, audio, and video which are available to many teachers (larsenfreeman & anderson, 2011). it has some basic roles in language education: as resources, system of delivery, and productivity (ghanizadeh et al., 2015). nowadays, of course, the emergence of digital tools has penetrated to teaching media as well like internet connecting all people in the world. the internet contribution toward language teaching is expeditious (mofareh, 2019). as technology develops, moocs, social network and internet store are extremely used in learning (r. huang et al., 2019). the term of mobile assisted language learning (mall) apps: whatsapp, instagram, facebook, youtube, etc can be p a g e | 26 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 used in learning english (s. s. ahmed, 2019). it can strengthen the different skills like vocabulary mastery (hassan taj et al., 2017) and attitude toward learning processes inside the classroom (robles et al., 2019). teachers can freely set and broaden communication outside of the classroom providing the everlasting learning (yeşı̇lel, 2016). the challenges of social media in learning get deliberation inasmuch as there must be more problems especially during operating platforms (singh, 2018). students should use high technology like android, smartphone, pc, and iphone for connecting in learning. in fact, students mostly have a low bandwidth so that when students want to reach teachers’ instructions and materials, there are lots of difficulties to be on the teachers’ room. indeed, the security in accessing toward many issues on internet becomes concern both teachers and students. students should prioritize social media for either learning or entertaining. also, for new commers in the distance education, it is regarded as unfamiliar tools for teachers in practice for the reason that many teachers used to conduct teaching in face-toface environment or traditional ways rather than online one. teachers used to interact to students without any space and distance giving feedback, correction, and evaluation related to students’ mistakes directly. consequently, the teacher should change the traditional paradigm to digital ways. indeed, teachers require more time and lots of works only for creating modules and teaching materials. teachers think more to prepare and to identify the students’ need and want to be engaged in the online class. here, teachers are as a facilitator handling the processes of teaching. distance learning insists teachers to do more tricks in designing language teaching meaningfully because of limited length in interacting to students. in this case, firstly, communication gets more notable. teachers need to conduct the online class similar with the faceto-face class modifying various knowledge in order that students can understand materials comprehensively. in addition, teachers should lead an unfamiliar environment by guiding and orienting students to be practice in online. secondly, teachers must have more background knowledge in handling distance learning. it means that teachers are familiar with virtual education alias knowing how to operate internet and networks. here, to engage students active in new p a g e | 27 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 environments, teachers should develop types of awareness and skills. the more teachers can effectively dominate and handle the distance environment, the more students can easily adapt and understand the materials. third, the teachers’ readiness in preparing, planning, and developing the teaching design is fully dominant in achieving learning objectives. nowadays, the world encounters a shift in all sectors including education due to the corona virus (covid-19). it requires transformations and modification in the system of education like an emergency curriculum of covid-19 and teaching method. a number of policies have been established by ministry of education and culture like work from home (wfh), distance learning (pjj), school closure, and even cancellation of the national exam. it sustains policy makers, stakeholders, and teachers to adapt educational system such as making new curriculum and conducting remote teaching, however; this compulsion is being considered by teachers for many reasons and assumptions regarding with the effectiveness of teaching and learning processes itself. some factors: sufficient methodology and pedagogy, readiness to use new technology, and teachers’ competences should also be regarded (memić-fišić & bijedić, 2017). practically, there must be some obstacles during conducting online learning. firstly, the modality in connecting in the virtual ways is limited. timing and costs may also be consideration for all parties: teachers, students, and even parents. secondly, the interaction and communication in learning become not effective because teachers cannot immediately meet in face-to-face learning. it makes teachers difficult to motivate and to assess students’ learning progress. for those conditions, definitely, the emergence of many digital platforms in learning can be an alternative solution due to benefits gained from apps: simplifying teachers to explain materials, giving instructions, and communicating with students. teachers need to choose an appropriate app in accordance with the students’ needs and require to consider many aspects related to distance learning such as the students’ readiness in joining virtual meeting, delivered materials, tasks and assignments, learning facilities, and evaluation. some declare that using video conference (real time) can help teachers reach students’ presences in talking, interacting, and communicating. both teachers and students can meet p a g e | 28 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 together in the same time and places, however; the basic problem in meeting with video conference is that there is no recourse when technology collapses immediately in the middle of learning (roux et al., 2014). some obstacles dealing with the technology uses: a signal, internet accesses, and a quote are often encountered by the students. again, the modality of using synchronous app is considered because it needs more extent and access. the lack of computer spec and internet access both in campus and private is low and poor (mardiana, 2020). clearly, it is necessary for teachers in selecting an appropriate mode for reaching students in distance learning in order that learning becomes effective and efficient. the convenience of digital uses should be consideration in assisting teachers manage materials and set the students. the students’ ease in reaching teaching resources and engaging in learning room also gets concern (r. a. huang et al., 2020). mainly, teachers should consider the students’ needs and wants rather than just use the high technology. teachers can examine asynchronous communication. definitely, it is suitable for maximizing virtual environment during pandemic covid-19 because of low tech, save quote, easy use, and easy internet access. many apps categorized to be asynchronous communication: whatsapp, telegram, google classroom, blogs, podcast, gmail, etc. all have strength and weaknesses in performances. in the asynchronous mode, teachers and students do not present at the same time in the communications (murphy et al., 2011). today’s uses of asynchronous apps are regularly used for online discussion. it can build the social community and experiences of education: presence of cognitive, social, and teaching (denoyelles et al., 2014). again, it allows students with shortly available materials including audio, video, handout, and slides (perveen, 2016). it is suitable and applicable for improving the students’ vocabulary mastery (lotfi & pozveh, 2019); (khodaparast & ghafournia, 2015). the mode of asynchronous learning has the roles for humanizing online course by reiterating the classroom impression of exchanging information and social construct (shahabadi & uplane, 2015). against to the background, this study concentrates on describing and investigating the application of whatsapp app in distance language learning during pandemic covid-19. indeed, the students’ perception toward using p a g e | 29 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 whatsapp would be explored. the researcher chooses whatsapp app as media for online learning for the reason that whatsapp is mostly used in a daily life activity in worldwide including indonesia. also, it is an easy use and light application can be utilized for many works and purposes including for learning. the subject of the study is the students and lecturers of english education of nahdlatul ulama university of yogyakarta. whatsapp has been the mostly asynchronous communication used for language teaching today which has several functions on sharing audio, video, documents, etc. it is highly popular communication services (kumar & sharma, 2017). most people in worldwide used it for many tasks and works (shahid, 2018). it also serves many tools and features in diverse functions including the common uses for collaboration, group discussion, and even cooperative learning activities. the students assigned to particular group discussion can chat, discuss, and share immediately. for big classes, the teachers can divide into several groups in the different purposes. moreover, students can mention questions both off topic or attention matters among others during the class (ko & rossen, 2010). whatsapp also generate desired learning and social benefits (alenazi, 2017). students who used it in learning process perceive to be easy, fun, and useful (gasaymeh, 2017). method the study was a qualitative research in the form of a case study design. it was organized to describe, explore and evaluate the utilization of whatsapp app in distance language learning for the english education department students of nahdlatul ulama university of yogyakarta. for the subject of the study, the researcher chose the students of english education department and some english education lecturers to be respondents. there were at least 40 students. in this design, the researcher used some data collection techniques like interview, questionnaire. observation, and documentation in obtaining data. collecting data in this study was done by interviewing five english education lecturers and some students to get relevant data in relation to the use of whatsapp app in language teaching during pandemic covid-19. indeed, the students’ perception, motivation, and satisfaction were investigated by giving questionnaire to the students in the form of essay questions related to the use of whatsapp app. because this study p a g e | 30 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 was conducted during pandemic covid-19, the researcher share questionnaire in the google form. in analyzing data, the researcher reduced, displayed, and concluded the data. data collection techniques here, for collecting data, the researcher used interview, questionnaire, observation, and documentation. the primary data sources used were obtained from interview and questionnaire, whereas the observation and documentation became the secondary data for supporting the main data. the form of data of this study was the use of whatsapp app in distance language learning and the students’ perception, motivation, and satisfaction in using whatsapp app during distance learning. the researcher interviewed five english education department lecturers and some students to get data about the use of whatsapp in distance learning and the perception of using it for teaching and learning processes. for obtaining the students’ perception, motivation, and satisfaction about the use of whatsapp, the researcher used questionnaire in the form of essay questions in relation to the students’ responses toward the use of whatsapp app during pandemic covid-19. there were at least 40 students of english education department to had questionnaire. documentation was in the form of whatsapp chats screenshot. data analysis after getting the data, the researcher analyzed the data. in this case, the researcher reduced, displayed, and concluded the data. the researcher ignored and reduced the irrelevant data by giving codes and notes. then, to serve e detailed data, the researcher selected an appropriate data in relation to the effectiveness of whatsapp in distance language learning. indeed, for checking data validity, the researcher used triangulation to be as a comparison of data. it was used for increasing the credibility and trustworthiness of a study (saldaña, 2011). indeed, it was used for comparing both primary and secondary data that was data taken from interview, questionnaire, and documentation. here, the researcher found the similarity of data between the data of interview and questionnaire. p a g e | 31 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 findings and discussions based on the study having done by the researcher, there were some findings concerning to the effectiveness of using whatsapp app in the distance language learning during pandemic covid-19. firstly, it was about the use of whatsapp app in the distance language learning. the findings were drawn from the results of interviewing of the english lecturers and some students in the form of transcript of interview. for supporting data, the students’ answers in the questionnaire would be served. the researcher took some for explanation. there were at least some questions with regard to the use of whatsapp app as follow as: researcher: [what apps do you usually use in delivering materials to students in online learning during this pandemic? give the reasons for utilizing the apps!] lecturer: [i often used whatsapp app in teaching english because of many reasons: i simply sent lots of teaching resources and materials like pdf, word, excel, power point (ppt), video, voice, and pictures. the students also easily accessed and responded it fast. for discussion and presentation, they always chose whatsapp app. they were very enjoyable and enthusiastic in joining the online class]. researcher: [what advantages do you get of using whatsapp apps during online learning?] lecturer: [okay, i got lots of benefits of using whatsapp app when i taught english in virtual meeting. firstly, i enjoyed sharing teaching materials. i no longer thought the stuck of internet access, because whatsapp was so light in use. the speedy of transferring and sending messages was so fast so that the students directly responded it and opened materials given]. researcher: [what are the strengths of whatsapp app compared to other application?] p a g e | 32 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 lecturer: [whatsapp was mostly application used by most people in the world including indonesia. i thought most teachers in indonesia had the same statement about it. whatsapp had many features can be used by teachers in delivering materials like sharing many forms of resources: pdf, word, video, pictures, podcast, etc. also, it can be used for discussion and presentation either orally or written. this app was so smart in assisting me manage the online class to be more active]. researcher: [what are the students’ responses toward using whatsapp app in distance language learning? are they ready and happy to use it? give your opinion!] lecturer: [most students agreed with the use of whatsapp in online teaching. they were enthusiastic in following the teachers’ instruction instead the students asked teachers to use it in the preliminary meeting. they said that whatsapp was so simple and reachable app and easy in use. they were motivated in getting materials]. researcher: [what best apps do you choose in distance language learning during this pandemic covid-19?] the student i: [i realized that today we were in the issue of corona virus demanding us to not meet together in the same place. for learning, because we had limited quote and internet access, for me, definitely, i chose whatsapp app for joining online class because it gave me more eases in accessing teachers’ instructions and resources. it was a light technology. everyone knew that it was an accessible app in doing activities and many works. i can easily open and share materials in the group chatting. i can chat with the teacher and my friends directly. indeed, materials having shared by the teacher in group can be opened and repeated for drilling courses so that i enjoy using it. every time and everywhere i was, i can successfully access and open the materials]. the student ii: [exactly i chose whatsapp for online teaching and learning. today, we all were in pandemic covid-19. because i had little money for using high technology like video conference: zoom, google p a g e | 33 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 meet, team link, and youtube. i preferred to use light application for joining online class because it saved my money and quote]. the student iii: [i like to use whatsapp in the group discussion. i can share my opinion to all fast. also, i can reach all in meeting room. features given were handy for doing anything related to learning including i can write and delete paragraph in the chat room whenever i wanted. i can make video call and voice notes (vn) for calling and discussing. indeed, when i wanted to share pictures or emoticon, it must be good in use]. researcher: [what do you get of using whatsapp app in online learning?] the students i: [okay, thanks you mr. adhan for question. firstly, i felt very happy and comfortable when you used it for english learning. i can reach all of what you instruct me like greeting, setting the classroom, suggestion, advises, sharing, and chatting. this was a smart app of instant messages (im) for interacting and communicating fast]. the student ii: [i was very enthusiastic in joining online classroom because there was no stuck in applying whatsapp. i got more positive social interaction like face-to-face learning. i was also more discipline in entering online class. when the teacher greeted in first, i responded it fast like messages. indeed, i was motivated in learning english. i can add more lots of vocabulary. i can check my grammatical uses]. the student iii: [in fact, i was very enjoyed in online learning using whatsapp. i no longer thought the modality or the cost for paying more quote. for learning writing, this app can help me to correct and write paragraph even text. i can link this app with other social media like instagram and facebook to get more relation and communication. to get more learning sources, i can share the pdf and word forms. really, this app can successfully help me find more links and improve my writing skills. researcher: [are there any obstacles when using whatsapp app for distance language learning?] p a g e | 34 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the student i: [as long as i used whatsapp in the online class, i just found little problems in group discussion such as i missed chatting at times. when using it for discussion, i must be focus in noticing the teacher’s instruction. once i ignored the chat room, sometimes, i should swipe to the upper chat to find and read it. for all, i thought it was easy app in learning] the student ii: [there is a just little stuck but not much, because whatsapp app is so light app than others like zoom, google classroom. i was enjoyed using it for online class. we have a little money for buying high technology. consequently, i decided to use it for learning. all my friends agreed with operating it for all online course. secondly, the findings are gained from students’ answers in filling the questionnaire. there were at least 40 students responding it in the form of essay. but, because the questions were made in the google form, there were some students filling the form because of low internet access. the researcher took some google form screenshots of the students’ responses which linked to the research questions. chart 1. students’ application preferences in the distance language learning p a g e | 35 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 chart 2. the students’ achievement in the distance language learning table 3. students’ perception toward the use of whatsapp based on the research findings elaborated in the previous section, the next part was the discussion regarding to the effectiveness of using whatsapp app in the distance language learning during pandemic covid-19. there must be three issues would be discussed here: (1) the use of whatsapp app in distance language learning (2) the students’ perception, motivation, and satisfaction in using whatsapp app in the distance language learning, and (3) the efficacy of p a g e | 36 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 using whatsapp app in online learning of language. based on the findings, the use of whatsapp in the distance language learning during pandemic covid-19 was so effective and efficient. based on some results of interview transcript addressed both the lecturers and the students, it can be resumed that all parties agreed with the use of whatsapp app in online learning. each resembled in the responses toward whatsapp. mostly, the answers were that whatsapp app was so relevant for studying english language by distance for the reason that it was simple, light, and cheap in cost. for virtual communication, it was also clear and suitable for the students’ condition which had the little cost for working on internet. this was equal to the (linda & ri’aeni, 2018) and (fattah, 2015) study stating that whatsapp was effective for developing students’ writing skills and creativity. indeed, it contributed in serving more facilities and simplicities in language teaching. both teacher and students were more focus in the substance rather than maintaining the app. it was so cheap app not consuming more signal and quote in practice so that students no longer thought about the cost. the teacher can share anything fast as well as students do. the teacher can interact and communicate with students in the chat room clearly without any stuck. for other benefits of whatsapp, it was smart asynchronous communication. it was beneficial app in helping teachers teach in virtual classes. the students must not enter and present in the real time, but the students can open and access materials in another time whenever and wherever the students want. lots of diverse material given can be read and looked again in the smartphone. in addition, because of the students’ limited modality in using high technology, students preferred to use a light application like whatsapp. evidently, majority of the students used it for following learning. in relation to the second discussion about students’ perception toward whatsapp app in distance language learning, inevitably, this app can be effective tools in enhancing language skills and students’ rapport and motivation. the evidences shown in the chart highlight that the students’ perceptions against whatsapp app in online language learning were so significant. there were three graphs explained in differences. firstly, it focused on the students’ app choices toward online learning. based on the chart, it indicated that the whatsapp app p a g e | 37 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 became the main students’ preference, about 31 % of students chose whatsapp app for online learning tools in pandemic covid-19. it suited with the students’ interview transcript stated that whatsapp was good app in that it was so cheap and a friendly tool. the second chart was addressed to the students’ success or achievement after using whatsapp. about 88 %, the students got advanced in learning, whereas about 12 % of residue, the students obtained low scores in learning. this indicated that whatsapp app can be effective tools for remote teaching in post pandemic covid-19. it corresponded with the interview declaring that the students can successfully follow all teacher’s instruction and join the class easily. the students can address lots questions and answer the teacher’s statement in the dialogues. the last chart told the students’ satisfaction during using whatsapp in learning. in relation to the chart, about 35 of students or 90 % in responses, the students felt happy and pleased in learning. this represented that whatsapp app gave more contribution in distance language learning. it provided significant benefits for the students in engaging the learning. for language teaching, the students can reach all skills including listening, speaking, reading, and writing interchangeably. the line of diagram pointed the students were satisfied and success when the students use whatsapp app in online learning. here, for instance, during question and answer sessions, the students can successfully be able to chat and interact among others easily. all students can join in learning engagement sharing each other to make meaningful communication. mostly, the students chose whatsapp application for doing online learning than others for the reason that whatsapp was different from other apps. this was app which can synchronize with other apps like facebook, instagram, and messenger. both the teacher and students can send and share files on those app. it was suit with the (susanti & tarmuji, 2016) research using whatsapp for teaching writing to senior high school students. with regard to the students’ motivation and responses toward whatsapp, the study conducted by (dewi, 2019) in technology university of yogyakarta said that the use of whatsapp during learning processes can bring in more positive students’ responses. the spirit of study on online learning was so high in that they preferred to engage in simple and cheap mode. mostly, when the teacher utilized the high bandwidth like zoom, the students p a g e | 38 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 cannot present so that the materials given to them were cancelled. it also corresponded with the (mufanti & susilo, 2016) research which declares that whatsapp can lead the students’ attitude toward language learning such as confidence, independency, and enthusiasm. in this case, there were two kinds of conversation namely both dependent and independent talks. for the independent chats, the students freely discussed topics on chat room without any teacher’s complicity. the students can talk each other in interpersonal interaction. the teacher just gave advices and correction and facilitated the students in order to make meaningful communication. also, the teacher motivated the students to make good sentences in writing and observed them whether the students presented or not in the group discussion. on the contrary, in the dependent talks, the teacher leaded and guided the students to engage in the dialogues on whatsapp. the discussion was formal like lecturing in off class. the teacher greeted the students, explained the learning objectives, and handled teaching and learning processes, while the students noticed and do exercises based on the teacher’s instruction. here, the students were actively guided to write the correct writing by regarding grammatical structures, word order, and diction. indeed, group discussion on whatsapp can incur the students to be engagement in language learning (embi, 2016). moreover, when the students came to join the group discussion, the intention and sense in noticing the teacher’s instruction were highly so advanced. in the group discussion, the students were more active in asking questions toward the teacher’s statements. the students can maintain and read lots of chats in groups in other time whenever and wherever the students were. for the effectiveness of whatsapp app was shown toward the successful uses and beneficial features contributing in the language learning. whatsapp app services can support language learning as (ma’ruf et al., 2019) proposed that it can help students in creating written text. also, during chatting in groups, the students obtained lots of input of knowledge, vocabulary, and grammar. in this case, the students easily wrote words, phrases, clauses, sentences, even paragraphs in the chat room in relation to the topics discussed. for instance, when the teacher talked about the repots texts, then asked the students to inform the issues or news related to covid-19 in the form of statements or opinion, immediately, the students p a g e | 39 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 can successfully write based on their own judgement. also, here, the grammar structures were checked and corrected by the teacher in order that the students directly knew what the errors and mistakes having made. for the assessment, the teacher simply gave some exercises and exam in the chat room in many forms: pdf and word. again, for teaching speaking, the feature of voice notes (vn) can be used to engage and to help the students improve the speaking ability. the students can use voice note mode to speak with others. the student should maintain the formal utterance by considering the rules and norms in speaking. the roles of the teacher were just facilitator correcting the students’ mistakes in sounding english words. the teacher can directly ask the students to revise and to improve the pronunciation. this was promoted by the (nurazizah et al., 2019) result study claiming that voice notes in whatsapp was appealing for speaking learning activity and accessible in use. in this case, the teacher can utilize the features of voice note (vn) for the purposes of explaining, asking, and answering orally. it was very simply. both the teacher and students can press protractedly to record the voice and then share each other automatically. this, the students got time to increase the skills of speaking. the teacher can know the miss in pronunciation and correct it directly. in regard with the reading activities, the students can read lots of many diverse resources in the forms of e-book and pdf. for example, the students can link whatsapp to other media like pdf in searching lots of english literature. then, the students downloaded and read it in the smartphone. the students also can find and read out many article journals. this was supported by (s. t. s. ahmed, 2019) study stated that whatsapp app was a mobile digital application which can increase the students’ motivation in enhancing the reading and writing skills and (manan, 2017) also claimed that it can promote second language learning communicatively in both reading and writing. in teaching reading, for instance, here, the students read lots of pdf or word forms given on the dialogues. indirectly, the students obtained more literature inputs and knowledge. conclusions and suggestions the conclusion in this study is derived from findings and discussion delivered in the previous section aiming at answering the research questions. p a g e | 40 adhan kholis let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 firstly, the use of whatsapp app in the distance language learning during pandemic covid-19 represented that asynchronous communication like whatsapp app should be considered to be most effective media for teachers in delivering teaching materials due to lots of benefits in practice: (1) whatsapp app is a low technology affording more facilities and simplicity in distance language learning (2) it is one of many apps used by most people in worldwide assisting for interacting and communicating in a fast response (3) moreover, it was an easy use app than others for the reason that it was cheap, light, and save quote. again, it must be comprehensive features can be discovered. secondly, students utilizing whatsapp app in distance language learning get more advantages: (1) students can successfully access the teacher’s instructions and materials in many diverse resources and forms easily and fast (2) students can save the more quote (3) students get more motivation and satisfaction including students feel enthusiastic, motivated, happy, welcome, discipline, and spirit. finally, for this situation like pandemic, the more teachers creatively choose an appropriate media in remote teaching, the more teaching and learning become effective and efficient. furthermore, the teacher should principally know the students’ need and want rather than using high technology. the teachers should notice the students’ modality in using technology. references abdelraheem, a. y., & ahmed, a. m. 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(2016). technology-enhanced language learning for digital natives. participatory educational research, 97–111. iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||59-78||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php teaching english using whatsapp during learning from home: impacts to students and implication to teachers iwan fauzi i_fauzi@edu.upr.ac.id palangka raya university, indonesia article history: received: 17 july 2021 accepted: 05 november 2021 abstract: this research departed from the result of training on the development of online learning design for secondary school teachers before the pandemic. on that training, whatsapp is the best choice to be implemented by the teachers. in this research, whatsapp-based learning design is chosen to facilitate english teachers during learning from home. as a result, the impact for students is that their learning outcomes were positively correlated to their perception, knowledge, motivation, and attitudes during learning from home using whatsapp. then, the implication of this research is that english teachers have competitiveness and also competence in the utilization of digital technology, especially in developing english learning designs while they taught from home. keywords: whatsapp; learning design; english teaching; introduction the 2019 corona virus outbreak (covid-19) which has hit 215 countries in the world (suara.com) exposes its own challenge for educational institutions, especially in the secondary level of education. since march 2020 the indonesian government through the ministry of education and culture has banned schools and colleges from implementing face-to-face or conventional learning activities and http://jurnal.uin-antasari.ac.id/index.php mailto:i_fauzi@edu.upr.ac.id p a g e | 60 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 ordered to conduct an online learning (cnn-indonesia). referring to this appeal, the learning model that can be used as a solution in the covid-19 pandemic, especially for areas affected by the outbreak, must be done in a virtual way or learning through online applications which is so-called ‘learning from home’. the term of learning from home is the way of teacher and students doing teaching and learning process from their respective homes. this kind of teaching and learning is only able to be implemented by connecting the teacher and students via internet connection where it is commonly termed by online learning. according to moore et al., (2011) online learning is a learning model using internet networks with accessibility, connectivity, flexibility, and the ability to generate various types of learning interactions. furthermore, online learning is a breakthrough for a traditional classroom learning which has been mostly teacher-centered. therefore, what zhang et al., (2004) state tend to be true that the use of internet and multimedia technology in the online learning is able to change the way of delivering knowledge and to be an alternative for the learning in traditional classroom. one main reason of the emerging of online learning other than pandemic reason is to ensure the equal access of education for the citizens in this country, where some have no opportunity and resources to get appropriate education service in the educational institutions. meanwhile, the online learning also aims to give more access to the specific groups who are less luckily for having the same access facility on education. for this reason, the online learning is regarded as the democratic education form since its objetive can cover whole segments of citizen. however, one of the drawbacks of online learning that possibly faced by many students is that they lack direct interaction with other students in the classroom. this is in line with what was stated by rabe-hemp, et. al., (2009) where the technical problem of the lack of interaction between teachers and students during online learning can also affect student education. however, with regard to using certain method and application the online learning is also not completely correct to minimize teacher and students interaction personally. al-kathiri (2015) proves that online learning can make easier for the teachers to interact with their students; and among students with their peers p a g e | 61 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 as well. by this argument, online learning can be effective depending on some condition. the effectivity of online learning is determined by the precise teaching and planing for improving learning quality and students’ learning outcome as a whole. besides, online learning is also able to fulfill the needs of learning itself both passively and actively. this aims to provide students with complete knowledge that they can access from anywhere and anytime. this statement is similarly stated by songkram (2012) where in online learning students and teachers can communicate and interact to each other’s outside classroom. moreover, songkram argues the management of teaching in online learning platform might exceed the classroom management, enable students to train their thinking skill and researching, and obtain new knowledge which can be transferred into innovation. for today, online learning is a must for students and teachers regardless of pandemic situation. various media platforms can be used to support the implementation of the online learning, for example virtual classroom media through google classroom, edmodo, and schoology application services (hamidi, et. al., 2020; irawan, et.al., 2017), as well as other instant messaging applications such as whatsapp (so, 2016; rabbianty, et.al., 2021), facebook and instagram (kumar & nanda, 2018). on its implementation, the online learning requires the support of mobile devices such as smartphones, laptops, and tablets which can be used to access information anytime and anywhere. the use of mobile technology indeed has a major contribution in educational institutions, including the achievement of instructional goals through distance learning (korucu & alkan, 2011). in addition, the online learning can also connect students with learning resources such as databases, teachers, and libraries that are physically separated or even far apart but students can communicate with each other, interact or collaborate directly and indirectly (molinda, 2005). thus, the rapid development of communication technology today has erased the reason for educational institutions, especially primary and secondary education, not to implement online classes for their students p a g e | 62 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 since various applications for computer and smartphone already provide facilities that support virtual classrooms. one of user-friendly mobile applications is whatsapp. it is a messaging application that focuses on privacy, security, and speed (basma, 2013). this type of technological platform, according to tartari et al. (2019), offers real-time approach, communication synchronicity as well as the sharing of authentic and creative work. of all, the very basic reasons why whatsapp is more practical and simpler to be used than other applications are that whatsapp is a free messaging application with no ads and subscription fees; it provides the accessibility to send and receive messages via groups created; and it allows users to share and exchange the unlimited number of photos, videos and any files of any format up to 2gb in its capacity (suhaimi, et al., 2019). for this reason, one of the instant messaging applications has become the main choice for teachers to conduct online classes during the pandemic; especially for teachers and students who live in areas characterized by the unstable internet signal and by mobile devices that have low ram memory and are not yet designated for 4g network. by this situation, whatsapp platform is able to anticipate those problems. indeed, there are many studies discussing the effectiveness of learning through whatsapp platform. in education, for instance, whatsapp undeniably becomes a new and convenient tool for teaching and learning activity (gon and rawekar, 2017), and also it is more effective for the increase of students’ success in education process (cetinkaya, 2017). moreover, whatsapp can support spontaneous communication, the exchange of images, and the sharing of captured video clips in teaching and learning activities. so, educators can utilize an excellent opportunity to adopt whatsapp for teaching and learning activities (ghee, et.al., 2019). with regard to teaching and learning english, whatsapp helped students to develop english skills and enriched their vocabulary (hamad, 2017); it enhanced students’ motivation to learn english narrative writing (suhaimi, et al., 2019); it raised a greater enthusiasm for reading in english language of foreign language p a g e | 63 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 students (plana, et al, 2013); and it also was effective to use in teaching listening skill (fauzi and angkasawati, 2019). in relation to students’ motivation, attitudes, and learning outcome, whatsapp unquestionably has given positive impacts to students or pupils as a replacement of the face-to-face instruction in the classroom. amry (2014), for instance, found that students who were treated using mobile learning through whatsapp mobile instant messaging performed better on the achievements and attitudes than the ones who were subjected only to face-to-face instruction in the classroom. again, plana et al., (2013) have also found that the instant messaging application whatsapp increased students’ motivation and willingness to study. besides, barhoumi (2015) confirmed in his study that whatsapp mobile learning activities carry benefits for students’ achievement and attitudes towards mobile learning and teaching. the more interesting about this instant messaging application in facilitating learning is that the interesting feature available in the whatsapp, which is the use of emoji that could engage the pupils in the learning. according to sabrina and benedictus (2017) the use of emoji in the context of their study functioned as a motivational tool for the pupils such as the ‘applause’ and ‘thumb up’ which may be used to compliment the pupils. with regard to this research, whatsapp instant messaging application has been introduced to the secondary school of english teachers a year before the covid19 outbreak. the researcher gave them a training on the development of online learning design through the program of community partnership in anticipating the forest and land fires in 2019. almost every year several regions in indonesia are hit by forest and land fires that cause haze in the region. this smog phenomenon greatly impacts to the teaching and learning process of students at schools. the impact of the disaster is that many teachers were unable to carry out face-to-face learning in class at the time. therefore, at that time the researcher needs to make a breakthrough for teachers who had low computer literacy—those who were unable to carry out online learning through complicated applications on desktop or laptop, in order that p a g e | 64 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 class did not just stop because of the reason that they did not have sufficient knowledge to operate computers for online learning. regarding this, they had to design an easier and more practical online learning model so that the learning process remains continuing. therefore, the training project was provided by the researcher. the output of the training was targeted that teachers can still carry out the teaching and learning process though they remain teaching from home. so, the whatsapp application was the best choice for the online learning design at the training because it was considered the easiest application to operate by teachers. and, in fact the training was successful since the result gave an improvement for the teacher's ability to design online learning model through the whatsapp platform. when the covid-19 outbreak hit the region, teachers who had been given the training were considered to be ready to face the learning process by online, though they only teach by the whatsapp messaging application media. therefore, this research has an aim to test the impact of whatsapp application toward students in the post-training. there are two objectives to be achieved in this research; (1) to examine students' learning outcome through the whatsapp-based online learning design whether it is positively inter-correlated with students’ perception, knowledge, motivation, and attitudes in learning english during the pandemic; (2) to find out the implication of the whatsapp-based online learning design for teachers. method this research belongs to a descriptive quantitative method by using the design of correlational study to find out the relationship among students' learning outcome and their perception, knowledge, motivation and attitudes in learning english using whatsapp-based online learning design during the covid-19 pandemic. there were 34 secondary school students who were the subjects of this research taken randomly from the grade 8 of class-b cluster. these students are taught by a teacher who has been given the training few months before the outbreak on how to make whatsapp-based online learning design. table 1 shows the distribution of research subjects based on gender and age. p a g e | 65 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 1 research subject based on gender distribution subject ages gender total female male f % f % f % secondary school students of grade-8 13—14 19 55,9 15 44,1 34 100 these students were given the online learning of english subject through whatsapp for eight weeks amid the covid-19 pandemic by one online meeting. each week they were given with different instructional material topics referring to the subject syllabus. the learning model given through whatsapp is the same as what the teacher received in the training. the duration of the learning on the instant mobile application must not exceed than 50 minutes. there were six steps of implementing teaching via whatsapp covering opening, attendance checklist, providing learning material, discussion, feedback, and closing. in the opening teacher uploaded a video related to the lesson on the application, continued by student attendance checklist. in the core activity teacher started by providing learning material to the application, and invited students to discuss related matters on-screen or if necessary, the discussion might use voice note facility button. then, teacher gave feedback before ending the lesson. to close the lesson teacher may close the forum directly by pressing voice note or may use a short video recording that has been prepared before. to be more specific figure 1 below shows the design of learning model implemented through the whatsapp application for students. 1. opening related video recording uploaded to the application • the teacher opens the lesson by giving greetings • the teacher conveys the learning objectives • the teacher provides a brief description of the content of the material 2. attendance checklist texting attendance on-screen • the teacher checks student attendance by asking them to type their name or say “i am in” on the application screen 3. providing learning material related video recording uploaded to the application p a g e | 66 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 • the teacher provides a video recording related to the learning material • students elicit information related to the material on the video 4. discussion texting discussed matters on-screen; or discussing lesson via voice note • the teacher and students share questions and answers to discuss the lesson or tasks 5. feedback texting instructions on-screen; pdf document of tasks uploaded to the application • the teacher provides assignments to students in group related to the learning material and it must be submitted via whatsapp application a day before the next meeting. 6. closing related video recording uploaded to the application • the teacher provides a lesson summary related to the topic being learned • the teacher provides students motivation and character strengthening • the teacher ends the lesson by delivering closing salutation figure 1 whatsapp-based learning model offered by the researcher then, the quantitative data of this research were collected from questionnaires and students’ scores. the data obtained from the questionnaire were data related to students' opinions about their perceptions, knowledge, motivation, and attitude during the online learning while students’ scores were data related to students’ learning outcome of summative test in the pandemic. the summative test data were taken after completing eight weeks of the learning process. so, these scores are pure data on student achievements during online learning using the whatsapp mobile application. there were 25 questions given in the questionnaire which consisted of 10 questions related to perception, and five questions related to respectively students' knowledge, motivation, and attitudes towards whatsapp-based application used in the online learning. all questionnaire questions used the likert scale describing satisfaction or agreement by the score range 1 to 5. the higher score was given by students, the more positive to their perception, motivation, and attitude; and also, the more increasing the knowledge they obtain as well. all of these questionnaire questions have been tested for their validity and reliability. to confirm the validity of questionnaire questions, the researcher p a g e | 67 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 analyzed each questionnaire item using pearson correlation to find out the relationships between responses to different questionnaire items. the result showed all questionnaire items were valid in which 24 items were significant at p<0.01 and one item was significant at p<0.05. then, cronbach’s alpha was used to count the reliability coefficient of those questionnaire items. the reliability statistical values of cronbach showed 0.86 for items of perception, 0.83 for items of knowledge, then 0.84 and 0.88 for respectively items related to motivation and attitude. all of those values define that all questionnaire items are highly reliable. so, the researcher felt confident about the validity and the reliability of the questionnaire. to analyze the data, spearman’s correlation was used to find out the significance correlation between students’ learning outcome and the other four ordinal data obtained from the questionnaire represented by students’ perception, knowledge, motivation, and attitude. findings and discussions findings related to findings, all data obtained from questionnaire and learning outcome are depicted in some tabulated forms. table 2 below firstly shows the summary of data found in this research. table 2 the description of data summary no data classifications n mean std. deviation 1. students’ perception 34 36.32 6.812 2. students’ knowledge 34 17.32 3.557 3. students’ motivation 34 19.09 3.613 4. students’ attitude 34 18.47 3.351 5. students’ learning outcome 34 72.74 12.508 before these data were analysed, all numeric data were supposed to be normal on their distribution. table 3 shows that data of this research are confirmed to be normally distributed for further analysis since all sig. values are higher than 0.05. p a g e | 68 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 3 the normality test of the data no data classifications shapiro-wilk test df sig. values 1. students’ perception 34 0.505 2. students’ knowledge 34 0.473 3. students’ motivation 34 0.407 4. students’ attitude 34 0.243 5. students’ learning outcome 34 0.681 to depict the finding on how students’ perception related to whatsapp-based online learning, table 4 shows percentages gained for each item. on these data there are ten items questioned to students related to their perception in learning english through whatsapp application. of ten questions, most students agreed and strongly agreed that this learning platform saved internet quota (70.6%), was quite accommodative to all media formats such as texts, photos, or videos (61.8%), was easy to operate (76.5%), and was well-facilitating to manage teacher-given tasks (55.9%). however, two other indicators were marked by exactly 50% students who considered that online learning using whatsapp was very practical and very effective in simplifying discussion forum between students and the teacher. in contrast, other perception indicators such as internet connection, instructional videos delivered, student attendance administration, and class management were less supporting in this messaging application since the percentages of positive perception were lower than 50%. table 4 students’ perception on whatsapp-based online learning numbers in percentage (%) item indicators questioned sda* da* n* a* sa* practicality 0.0 8.8 41.2 20.6 29.4 saving internet quota 5.9 5.9 17.6 26.5 44.1 accommodativeness 0.0 17.6 20.6 32.4 29.4 internet connection 8.8 17.6 32.4 32.4 8.8 delivering instructional videos 2.9 14.7 38.2 38.2 5.9 easy application to operate 0.0 2.9 20.6 41.2 35.3 simplifying discussion forum 0.0 17.6 32.4 32.4 17.6 administrating student attendance 2.9 17.6 35.3 11.8 32.4 facilitating instructional tasks 0.0 5.9 38.2 29.4 26.5 p a g e | 69 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 class management 0.0 8.8 44.1 26.5 20.6 *sda (strongly disagree); da (disagree); n (neutral); a (agree); sa (strongly agree) in term of knowledge, table 5 depicts that only on awareness indicator significantly defines 88.3% students who agreed and strongly agreed that whatsapp not only can be used for chatting activity in common but also it can be utilized as the media for learning. however, the other four indicators were unconfidently gave benefit to students’ knowledge since percentages of agreement and strong agreement were less than 45%. in this regard, students tend to be neutral to admit that learning via whatsapp can increase their knowledge in general, obtain more learning experience, be more curious to instructional learning material, and facilitate connecting the previous knowledge to learning tasks. table 5 students’ knowledge on whatsapp-based online learning numbers in percentage (%) item indicators questioned sda da n a sa increasing general knowledge 0 20.6 47.1 29.4 2.9 obtaining learning experience 5.9 20.6 32.4 32.4 8.8 curiosity on learning contents 2.9 11.8 50 29.4 5.9 connecting previous knowledge to learning tasks 5.9 14.7 35.3 29.4 14.7 awareness on application utility 0 0 11.8 32.4 55.9 meanwhile, online learning through whatsapp gave students good motivation, as shown on table 6, where student punctuality in accomplishing learning tasks, and student activeness on responding related materials from the teacher respectively reached 58.9%. meanwhile, students’ motivation on watching instructional videos provided by the teacher through the platform reached 68% which was able to surpass two items previously mentioned. more surprisingly, 82% students had strong motivation on the punctuality to fill class attendance via the application. however, a little bit disappointing in regard to the kind of media platforms used where only 29% students admitted that whatsapp was not better at providing them motivation in learning english than other learning platforms. in this regard, students seemed to opt being neutral to say that whatsapp cannot be more motivating them in learning since the percentage barely reached 53%. p a g e | 70 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 6 students’ motivation on whatsapp-based online learning numbers in percentage (%) item indicators questioned sda da n a sa learning motivation compared with other platforms 2.9 14.7 52.9 17.6 11.8 punctuality in accomplishing tasks 0 5.9 35.3 32.4 26.5 activeness on responding the teacher 0 8.8 32.4 26.5 32.4 punctuality on attending class 0 0 17.6 29.4 52.9 motivation on watching instructional videos 0 8.8 23.5 35.3 32.4 another indicator observed in this research was students’ attitude. five items questioned through questionnaire gave encouraging results. more than 50% students gave positive attitudes regarding online learning using whatsapp. as depicted on table 7, students acknowledged themselves that they were very interested, respectively 53%, in instructional techniques given, and in instructional contents shared by the teacher on the learning platform. in addition, students more positively marked their attitude in terms of the variation of instructional materials provided and the way of teacher used her language in the messaging application where both respectively reached barely 59%. further, students’ attitude about the application and the english subject in general showed none disappointing result where its percentage was close to 68%. table 7 students’ attitude on whatsapp-based online learning number in percentages (%) item indicators questioned sda da n a sa students’ attitude in general 0 2.9 29.4 32.4 35.3 instructional techniques given via the application 0 8.8 38.2 35.3 17.6 variation of instructional materials provided 0 8.8 32.4 41.2 17.6 instructional contents shared via the application 0 8.8 38.2 50 2.9 language use by the teacher on the application 0 0 41.2 47.1 11.8 to attest whether four indicators above-depicted are positively correlated with students’ learning outcome and also positively inter-correlated to each other, the data on table 8 are the result of analysis using the spearman correlation test. p a g e | 71 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 8 correlation analysis result learning outcome perception knowledge motivation attitude learning outcome correlation coefficient 1.000 .939** .890** .829** .780** sig. (2-tailed) .000 .000 .000 .000 n 34 34 34 34 34 perception correlation coefficient .939** 1.000 .739** .672** .674** sig. (2-tailed) .000 .000 .000 .000 n 34 34 34 34 34 knowledge correlation coefficient .890** .739** 1.000 .706** .808** sig. (2-tailed) .000 .000 .000 .000 n 34 34 34 34 34 motivation correlation coefficient .829** .672** .706** 1.000 .663** sig. (2-tailed) .000 .000 .000 .000 n 34 34 34 34 34 attitude correlation coefficient .780** .674** .808** .663** 1.000 sig. (2-tailed) .000 .000 .000 .000 n 34 34 34 34 34 ** correlation is significant at the 0.01 level (2-tailed) the students’ perception, knowledge, motivation, and attitude on whatsappbased online learning highly correlated with learning outcome gained where all significance values define that p<0.01. also, the correlation in-between the students’ perception, knowledge, motivation, and attitude are highly inter-correlated as well. as a result, the learning design model implemented by the teacher through whatsapp platform during the pandemic can positively support student learning success instead of increasing students’ knowledge and motivation, and positively changing their perception and attitude in the online instruction. discussion the covid-19 pandemic seems to be a blessing in disguise for teachers who want to improve their digital literacy in implementing online learning for their students. those who do not have the ability to run online devices should choose other alternatives regarding what application is the simplest and most user-friendly p a g e | 72 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 to be implemented. whatsapp is indeed a platform that provides enough features for teachers to teach from home, especially for those who lack digital ability and ict skill. the benefit of using online learning via whatsapp showed that learning materials given by the teacher can help students to improve their understanding about the lessons learned. students also realize that more tasks and exercises given via whatsapp platform help them polish their language skill especially writing and enrich their new english vocabularies as well. in addition, students also agree that listening tasks given by their teachers via whatsapp screen can be used for practice after online learning. moreover, online learning platform also exposed students on abundant learning materials in the internet where this situation found by chapelle (2003) that the improvement of students’ linguistic input is one of benefits that must be supported by teachers when they use digital technology for learning. to be more specific with the result of this present study, most students realized that whatsapp is an easy application to facilitate online learning since students had no significant constraints to operate it. this finding confirms previous research made by cheung et al. (2008) that underscored the importance of a user-friendly webbased application in learning. in addition, students’ perception on this instant mobile application tends to be satisfied in terms of saving internet quota compared with other platforms. no other smartphone applications are more economical to use for online learning other than whatsapp. this is what make this instant messaging platform unbeatable for online learning albeit it is only asynchronous form. furthermore, whatsapp is quite accommodative to deliver all media formats for learning content such as texts, photos, and videos; and it is well-facilitating to manage teacher-given tasks while in the process of learning. through this platform, the teacher is not difficult to convey the media that he or she made either in the form of images or videos that supports classroom learning while online. these students’ perceptions imply that whatsapp resolves learning difficulties related to the teaching and learning management and the learning content which can hinder the online learning during the pandemic. p a g e | 73 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 meanwhile, the result of this research depicts students’ awareness on using whatsapp that it not only can be used for a chatting tool in common but also it can increase their knowledge when this messaging application is utilized as the media for learning. this is in line with rambe and chipunza’s study (2013) which also observed that whatsapp supports knowledge sharing among students, and between students and teachers. likewise, the result of this research reveals that online learning through whatsapp gave students good motivation in the punctuality of accomplishing learning tasks, students’ activeness joining the class and watching instructional videos through the application. the students seem more interested watching video than paying attention to teacher’s instruction in the real classroom. that is why teachers reason that they must provide any video on whatsapp to attract student attention on learning. this teacher’s effort confirms ghada’s (2016) study where the use of whatsapp mediation was more effective than the regular instruction in increasing their motivation for learning. instead, by using whatsapp teacher and students can be involved with interpersonal communication. the application features such as ‘message’ and ‘voice note' make easier for the teachers to interact with their students. this is in line with al-kathiri (2015) that whatsapp and the like can also encourage students’ self-confidence and motivate them in addition to facilitating shy students to interact more with their peers and teacher as well. learning from home via whatsapp, as depicted by this research, also give impact to students’ attitude on their learning interest both on the instructional content and the instructional technique given by the teacher through the mobile application. students were more excited to follow teacher’s instruction during the lesson. the students show positive attitude when the teacher was conditioning the class activity into student-center. this affirms amry’s study (2014) that found attitudes of students while using whatsapp resolve learning difficulties related to the instructional content distributed through the instant messaging application. additionally, this research also encourages hewitt’s (2004) activity theory of learning communities in online learning environments which stated that the ease of p a g e | 74 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 use of the technology exploited in online learning and its usefulness are both pertinent factors that influence students’ positive attitudes toward the adoption of online learning communities to construct and share knowledge. more importantly, the learning outcome is the reflection of students’ successfulness. the result of students’ learning outcome in this research shows students’ grades in average had surpassed the minimum passing standard of the english subject. therefore, it is not exaggerated to speculate that whatsapp platform is able to facilitate the success of teacher and students in running an online classroom during the pandemic. this is also affirming that the digital technology is considered effective tools for learning (gillingham & topper, 1999), both for developing an understanding of a concept and enhancing the cognitive performance of the students. consequently, as what signified by amry (2014), discussion among the teacher and students on social networks have a cognitive added value that provides them with the opportunity to construct and share knowledge and then attain good results on achievement tests. conclusions whatever the circumstances, whatsapp has undeniably become the most user-friendly teaching platform among teachers during learning from home, especially for those who have low digital literacy. accordingly, whatsapp is quite accommodative and well-facilitating to manage teacher-given instructions while the online teaching. apart from being easy and friendly to operate, this instant mobile messaging can also facilitate teaching and learning english, mainly to four language skills on its screen without leaping to other platforms at the same time. consequently, the implication of this research gave a positive impact to students and english teachers. students who have positive perception, knowledge, motivation, and attitudes on whatsapp-based learning platform can achieve better learning outcomes even though they learn from home. this implies that teachers have competitiveness and competence in the application of digital technology in their community, especially in developing english learning designs by online materials while learning from home. p a g e | 75 iwan fauzi let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 regarding with this research findings, several recommendations are given. for teachers, since the use of online learning via whatsapp is promising to be implemented in online classroom, teachers must be more creative in selecting learning materials. the challenges faced by teachers are that they must be able to choose interesting learning materials which not only they can fill the student needs but they also assist students to achieve learning objectives. in addition, teachers are also encouraged to be more interactive during the online learning process. it would be better for teachers to provide direct responses and feedbacks related to students’ works personally, instead of messaging students regularly on the application. although students’ problems in operating online learning platform via whatsapp do not discuss as a research problem in this present study, it is recommended for teachers to show to their students’ step-by-step procedure in conducting online learning platform by using whatsapp to ensure their students have been familiar with such online learning platform. finally, further studies involving more research subjects or different areas of studies are recommended in order to explore much more findings which not only about the effectiveness of online learning via whatsapp but also about the teacher-and-student activities related to their problems faced specifically using the application. this thing is more useful to unveil what students’ handicap in online learning through whatsapp platform. references al-kathiri, f. 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(1991), students p a g e | 112 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 prefer to retain knowledge through pbl more easily than text-centered approaches. the researcher believes that pbl is one of the teaching and learning approaches that may be appropriate in order to improve the quality of teaching and learning in the classroom. in general, pbl involves active learning, systematic teaching, productoriented teaching, product-oriented, authentic and skill-based assessments. among the basic skills involved are the skills of information resources, interpersonal, systems, technology, listening, thinking and personal quality skills (division of education technology, 2006). according to hussain et al. (2009) there are 13 soft skills that can be built and formed through pbl approaches that are social, teamwork, problem solving, soul management, ethics and morals, communication, continuous learning, leadership, crisis handling, creative thinking and critical thinking, managing information and entrepreneurship. pbl can also apply creativity, thinking skills, improve communication skills, enhance collaborative skills, build self-directed inquiries and lifelong learning skills (condliffe, 2017). furthermore, pbl is said to support social learning because it is considered a training for students to make them competent to suit the 21st century skills such as communication, collaboration and teamwork (kokotsaki, menzies, & wiggins, 2016). according to quint and condliffe (2018) pbl is a complex task, based on challenging questions or problems, students will be involved in designing, problem solving, decision-making and research activities. it can be concluded that the key elements in the pbl implementation criteria include active learning, involving students in full, curriculum-based tasks, challenging questions or problems, involving critical thinking and creative skills, communicating and collaborating, teamwork, information management , solve problems, make decisions, self-assess and product oriented. pbl is suitable for both groups and individuals in the process of teaching and learning. discussion 1. theory of constructivism learning p a g e | 113 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 constructivism's learning theory has existed for so long and is derived from philosophy and applied to sociology, psychology, cognition and education. constructivism learning is rooted in pbl during a student learning process. among the constructivist members, activities involving students are very successful. according to kearsley (2010), project-based learning and teaching methods are based on cognitive flows from theoretical pioneers such as dewey (1938), piaget (1964) and vygotsky (1978). the theory of constructivism states that individuals construct the meaning of the world by synthesizing new experiences into what they had previously understood. they form rules through reflection on their interactions with objects and ideas. when they encounter objects that are meaningless to them, they will either interpret what they see to match the rules they have shaped, or they will adjust their rules to better explain this new information ( brooks & brooks, 1993). according to rodwell (1999), constructivism is nothing more than a commitment to the view that humans build their own knowledge. knowledge can not be transferred from the mind of an individual to another's thinking. on the contrary, each person forms his or her own knowledge using his or her chosen experience. generally it can be concluded that constructivism is an understanding that individuals actively build their knowledge or concept actively based on existing knowledge and experience. in this process, they will adapt the knowledge received with existing knowledge to build new knowledge. theory of constructivism learning theory can be divided into two major branches of constructivism theory namely cognitive and social. the theory of cognitive constructivism was pioneered by a well-known swiss psychologist piaget (1964). the main idea of cognitive cognitivism is mental representation. all ideas and images in the minds of individuals are represented through a mental structure known as a scheme. the scheme will determine how the data and information received will be understood by the human mind. if this information corresponds to the existing scheme, the individual will absorb the information into this scheme. if it does not fit the existing scheme, this information may be rejected or modified or the scheme will be modified. p a g e | 114 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 while the theory of social constructivism pioneered by another russian psychologist, vygotsky (1978). according to vygotsky, the development of the concept of children develops systematically, logically and rationally with the help and guidance of others. therefore, this theory of social constructivism plays a role in the process of learning which is in the context of socio-cultural context. in the social context, individuals share and build new knowledge. engagement with others provides an opportunity for individuals to evaluate and enhance their knowledge (parker, 2014). in relation to the learning process, vygotsky (1978) presents four principles, namely (1) social leaning. vygotsky states that individuals learn through interaction with more mature people or more efficient peers; (2) proximal development zone (zone of proximal development). individuals will be able to learn the concepts well if they are in the proximal development zone. if they can not solve the problem themselves, they will get help from older people or peers; this aid is intended to enable them to solve more complicated problems than their level of thinking ability. (3) cognitive training as cognitive apprenticeship. a process that will make a person according to vygotsky theory, human cognitive function comes from the social interactions of each individual in a cultural context. vygotsky also believes that learning takes place when individuals work to complete new tasks they have not yet learned, but those tasks are still in their abilities or those tasks are in their proximal development zones. vygotsky argued that, language is a key tool for promoting thought, constructing reasoning, and supporting cultural activities such as reading and writing. he also noted that, children solve problems with conversation, just as with their eyes and hands. therefore, according to vygotsky, children are encouraged to speak a lot in their learning process or propagate discussion. the application of the theory of social constructivism learning in the learning process has had a profound effect on the students. among the learning activities that are most suited to this theory are learning through problem-based learning, project-based learning in groups and also methods of discussion or brainstorming. many studies have been done and researchers agree that active discussion activities will increase the ability to test ideas, synthesize ideas among themselves and build deeper understanding of what they are learning (kizkapan & p a g e | 115 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 bektas, 2017). discussions in large or small groups also provide opportunities for students to train self-control, determine their own needs and desire to do the tasks more diligently (peters, 2008). discussions with fellow partners can also enhance motivation, collaborative skills and attempt to solve problems (pereira et al. , 2017). the literature review finds that social constructivism learning theory is very suitable as a basis for the implementation of group-based project-based learning, where students will discuss, share information and ideas to complete project assignments with guidance and guidance from teachers or lecturers. 2. experience based learning theory experience based learning is a learning theory focusing on the role of experience in the learning process, namely the active involvement of students in the learning process and the effect of interactions between students and the environment. dewey (1938) is one of the educational psychologists who pioneered learning experiences and supports project-based learning. dewey expects students to have an authentic learning experience. through real and practical experience, he believes students will master new knowledge and skills, through active learning, knowledge and skills will become more meaningful. according to kolb et al., experiential learning provides a comprehensive model of the learning process, how individuals learn, develop and develop. the most influential theoretical learning experience developed by kolb (1970) was an american educational theory producer born in 1939. he is known for his book published in 1984 entitled experiential learning: experience as a source of learning and development. the experiential learning theory incorporates learning theory, assessment style and learning process development framework as expressed by scholars such as dewey, james, lewin and piaget (kolb & kolb, 2005). kolb and fry (1975) have designed learning models covering four main elements: concrete experience, observation and reflection, abstract conceptualization and experimentation and implementation in new situations p a g e | 116 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 active conceptualization). he describes this model in the form of a cycle based on lewin's theory as shown in figure 2.1: figure 1. experiential learning cycle source: kolb and fry (1975) kolb and fry (1975) claim that the learning cycle can start anywhere from the four steps above and it will continue in the next cycle. first step ; concrete experience, learning process usually begins when a student starts doing activities such as attending a workshop, projecting, reading materials from the internet and other learning activities. therefore, they will gain experience. second step; observation and reflection, this step is to understand the effects of the activities they have undertaken in the first step, they reflect with teachers, lecturers, partners or individually. what are the strengths and weaknesses of the activity that have been done and use that experience for future activities. the third step; abstract conceptualization, where students reflect on past experiences and gain additional information through reading or discussion, finally making conclusions or generalizations related to the activity. fourth step; active experimentation, in this step, the results of generalization made on the experience of performing first-tothird step activities, students will set up an action plan to implement new activities. concrete experience (doing/having an experience) reflective observation (reviewing/reflect ing on the experience) abstract conceptualis ation (concluding/le arning from the experience) active experimentatio n (planning/trying out what you have learned) p a g e | 117 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 actions in accordance with the new plan will be initiated from the first step and will be followed by the steps to complement one another cycle. the kolb experience learning cycle above is based on the views of social psychologist lewin (1946), he mobilized the theory of integration and practice, promoting integration between scientific inquiries and social problem solving, forming the basis for the development of social behavior change in the organization. he is known through the dynamic group, action review and tgroups or three-step model (unfreezing, moving, refreezing). lewin's view (1946) on the action study as a process within the circle of every action level is in the form of planning cycle, action and fact finding outcome of action. this means that learning is a recurring process with which the study affects the action, the effect of the assessment and subsequent studies. the kolb experience learning cycle was developed from the idea of a loop in the action study put forward by lewin. apart from taking into consideration lewin's view, the kolb experiencebased learning model design was built on the philosophical view of the famous pragmatism, john dewey (1938). in producing philosophy of experience, dewey stressed that learning was really related to experience, he suggested that learning was an experience and experience was a learning. for dewey's learning is an activity, student-centered and involves sharing issues with teachers (dewey, 1938; kolb, 1984). at kolb's experience is an organization-focused process of learning. the design of the model kolb model above has taken into account dewey's views. based on the view of the three psychologist philosophers of education that relate to experiential learning theories and refer to the pbl definitions, it can be concluded that the implementation of pbl in the learning process is included within the scope of these theories. this is because each student who is implementing the project will have a learning experience from planning, implementing and preparing a report to complete their project assignment. 3. pbl is a branch of learning through experience and based on constructivism learning theory p a g e | 118 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 project-based learning is a learning model based on the theory of social constructivism learning. this theory was developed by vygotsky (1978). in the process of learning he was thinking of what the children learned and how they think they are derived directly from the culture around them. the communities around them are the source of all the concepts, ideas, facts, skills and attitudes. one of the famous constructions of vygotsky is proximal development zone (guseva, 2017). according to vygotsky (1978), the teacher can stimulate this zone by giving a lot of opportunity to the responding students to cover the skills and abilities that the students can do alone. a prominent learning strategy in constructivism learning among them is the collaborative, student-centered learning strategies, project methods, field experiences, problem solving, discussions, developments and simulations (fernando, 2017). almost all of these strategies are also available in project-based learning strategies. this shows a close association between project-based learning and constructivism learning theory. according to most scholars of education, constructivism is a theory of learning based on the idea that students construct their own knowledge in the context of their experience (asiksoy & ozdamli, 2017). constructivism learning focuses on the active activities of students in developing experience. activity in project-based learning provides a learning experience and can help make reflection. it brings closer real-world relationships with a concept of science that is fundamental to being developed more broadly and deeply (kokotsaki, menzies, & wiggins, 2016). in principle, project based learning is based on constructivism learning theory. according to quint and condliffe (2018), constructivism learning should be done by encouraging students to build complex thinking skills. this activity involves complex thinking similar to the principle of constructivist learning. there are generally similarities between strategies, learning theories and principles in the constructivism learning theory and project based learning. p a g e | 119 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 another theory related to pbl is experience learning theory (dewey, 1938). project-based problem-based learning is one of the branches of experiential learning and is one of the ways students can be exposed to real experience in life and work. among the learning-related theories of pbl is the experiential learning theory, the theory combines learning theories, the assessment style and the learning process development framework as expressed by scholars such as dewey, lewin and piaget (kolb & kolb, 2005 ). generally there is a basic equation in kolb experience learning cycle steps with pbl where in the first step is the student doing the activity to gain experience, in the pbl criteria also students are directly involved in project activities. while the second step states that students understand the impact of activities through reflection sessions, in pbl there are also criteria in which students need to reflect. the third step in the kolb experience learning cycle is that students formulate and develop new knowledge, the same thing as the pbl criteria in which students acquire, present knowledge through presentation sessions. although project-based learning existed before the outcome of the kolb experience learning cycle, but if viewed in the aspect of implementation in teaching and learning as a teaching approach they both demonstrate the suitability and compatibility and can be summarized that project-based learning is very compatible with theory experience based learning, especially kolb experience learning cycle. 4. implementation of individual and group based learning projects project-based learning can be done individually or in groups. according to lee, huh, and reigeluth (2015), individual projects are often less challenging and complex compared to group projects. the social skills of a group is more important then social skills of individual. this means the the size of the problem and learning outcomes for group projects is much higher than individual projects. it is supported by zhang et al. (2015) that collaborative learning is more effective to improve learning and student achievement than individually. therefore, individual pbl can be implemented but less helpful in terms of the formation of social mobility among students. p a g e | 120 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 in the implementation of pbl in groups, the process of social interaction through which a student passes a favor to themselves. in this case, studies show small group learning strategies are better than individual learning (lou, abrami, d’apollonia, 2017). according to condliffe, (2017), students learn from other students, motivate each other, respond to their peer assessment, help to understand something and share information, knowledge and skills in a team when preparing a project. mussetand topping (2017) found that group work has a positive impact on student self esteem. based on some of the above researchers, it seems that they are more likely to agree on pbl in groups rather than individually. 5. effect of implementation of project based learning on ability, intellectual skill and attitude the implementation of pbl in the learning process has greatly helped to improve student performance in terms of increasing ability, intellectual skills and attitudes. ability to refer to competencies in various fields, including communication and collaboration. intellectual skills refer to thinking skills such as critical, analytical, synthesis and problem solving skills. while attitudes refer to one's behavior or deeds. in his study, filippatou and kaldi (2010) find a very significant outcome that, project based learning has increased academic success, making learning more fun, meaningful and more endearing and building the skills most needed by the students. the findings from yaman (2014) find that pbl is effective in developing a high-level thinking of students. the study by petersen and nassaji (2016) found that students involved in pbl have the potential to acquire knowledge and become more efficient in problem solving, self-directed learning and involvement engagement. they become active students, problem solvers, decision makers, researchers and documentation (hixson et al., 2012). generally from many pbl-related studies in the learning process, they find that this approach is very helpful in improving student intellectual skills, especially thinking skills. in addition to affecting students' thinking skills, pbl is also said to be able to enhance collaborative skills among students. the study by wurdingez and qureshi (2015) found that through this approach the students are increasingly bold p a g e | 121 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 to give ideas and views as well as actively involved in learning. according to miller (2017), what is interesting is that they still recognize and agree with the effectiveness and the benefits of collaborative learning in shaping the social interaction, the student leadership qualities and the indispensable management of the students. teaching learning using pbl allows peer-to-peer collaboration in studentcentered learning environments (chinf-wen, pearman, & farha, 2010). when implementing collaborative groups, students will acquire deep knowledge through activity materials and at the same time improve teamwork skills (grierson et al., 2012). according to kerr (2010), collaborative learning depicts situations where two or more subjects are built simultaneously and interactive to show a common solution to a problem. jo (2011) point out that, an important component in collaborative is the discussion that took place during the interaction of participants in the assignment. this lesson emphasizes the concept that "every student learns from another student" so it encourages students to contribute ideas and appreciate the ideas of others. according to miller (2017), collaborative learning can help students build more meaningful knowledge when compared to individual learning. students should also be able to think creatively, solve problems and make decisions in a team (wurdinger & rudelph, 2009). according to chamberlain and mendoza (2017), the skills in pbl really mean that it can connect the skills with real learning and involve skills such as collaboration and reflection. according to them, students studying collaboratively and cooperatively can develop commitment and concern for each other, regardless of their attitude and initial responses to each other (han, 2017). in general, collaborative learning is available in every group-based project-based learning. it can be summarized from earlier studies that collaborative learning has become a major basis in pbl implemented in groups. another important aspect of the effect of the implementation of pbl in the learning process is on attitude. attitude in this context, refers to a person's p a g e | 122 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 behavior or character. attitude is very much related to the practice of a person's value. posner, randolph and schmidt (1987) state that the value is a general standard that affects the formation of a person's attitude and this attitude determines the individual's behavior. a person's attitude toward something is influenced by what he or she learned and from the environment (risnani & astina, 2017). in conclusion, that attitude formation is influenced by the value that one holds and is derived from experience in the learning process. thus pbl’s experience is able to influence the value held by someone because each student will go through a learning process that gives them experience when executing the project. the application of values among students as a result of the practical learning activities they have had had a significant impact. in a study by miller (2017) on the professional value of teachers, it is found that the level of teacher's practice in interpersonal and intrapersonal skills is at moderate level. interpersonal skills involve the ability to communicate and understand others and intrapersonal skills, involving self-reflection skills and realizing self-weakness and continuing selfimprovement (chyung et al., 2017). pbl provides education focus on students and gives something that is indirectly worthwhile such as encouragement, enthusiasm, creativity, empathy and competitiveness. (vaidya, 2015). the group's pbl shows, group investigation promotes social skills, and friendships, they learn about teamwork and collaboration (paschalis, 2017). opportunities for selective students also allow them to share their strengths and skills with other partners and this enhances their inner motivation (koutrouba & karageorgou, 2013). generally from the literature review finds that the implementation of pbl in learning process is capable of contributing to the development of knowledge, intellectual skills and the formation of students' attitudes. 6. issues and problems in implementation of project based learning implementation of pbl in the learning process often involves factors such as student self, teacher or lecturer, curriculum, task type, workshop needs, p a g e | 123 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 equipment and materials as well as information and communication technology facilities. this factor is in line with jenkins (2017) which says that the effectiveness of learning involves three factors, namely the nature of peer to peer interactions process. to implement the project to achieve the highest marks or quality products, there are certainly obstacles and challenges. similarly, the impact on the students involved, sometimes there is a wide range of perceptions among educators on the effectiveness of the outcome of the learning process using pbl, this often raises issues. one of the key components of the pbl is the student. during the implementation of the pbl, sometimes the attitude of the student becomes an issue that causes its effectiveness to raise the question. according to han, capraro, and capraro (2015), in the project implementation study in the design course, students fail to produce new ideas that can solve the problem being addressed. students, the presence of classroom based students activities, and students’ perceived level of rigor of assignment. the implementation of pbl in the learning process is often associated with the assessment which means the outcome of the project will be evaluated and determined marks as part of the assessment acknowledge that the knowledge of today's limited technology changes has prevented them from producing good design ideas. students are also faced with difficulty in drawing sketches, drawing drawings, building designs and getting materials to build models. their process of creating a product is complex and sometimes a problem for some students. according to quint and condliffe (2018), he explained that the process of their creation is very complicated and not easy to communicate. the way they handle the process of creating such a way will only make solving a problem solely as a ritual without giving any effect to the thinking, creativity, confidence and effective work methods among students. with regard to the same thing in the study on multimedia product development projects by loizzo and lillard (2015) found that student teams can act creatively to modify and create appropriate and engaging audio and video creative objects. while in the study of mathematics subjects by jenkisn (2017) p a g e | 124 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 also found that students' achievement improved, positive student attitudes and improved their understanding of transistor topics. a study by kizkapan and bektas (2017) also found that students have the opportunity to solve problems, think critically and decide, they think pbl gives time to talk, design and create in real world situations. the question is, in looking at the implementation of pbl learning in the same discipline, there is still a different perception among researchers. these are among the interesting issues pertaining to the implementation of pbl in the learning process, where there is a difference in views of the strengths, weaknesses and challenges that must be faced during the implementation. apart from the issue, there are also problems that exist during the implementation of pbl in the learning process from the aspect of the students, the curriculum, the learning and teaching strategies and the workshop needs. among the problems in the teaching process related to pbl implementation is lack of time to interact. yaman (2014) found that time interacting and discussions with peers and lecturers was not enough. this is due to the intense content of the curriculum of basic design and limited meeting time. similarly, petersen and nassaji (2016) found that the teacher did not have enough time to complete the syllabus because the living skills measure was too broad and the number of pupils sometimes exceeded 30 people for a class making practical learning can not be done perfectly so the pbl is rarely applied. the time issue for performing pbl for high school includes students having an hour an hour and not in the timetable, the teacher focuses on specific topics, integrating between subjects is difficult, then teachers are just enough to equip students to face the exam (quint & condliffe, 2018). another problem encountered in previous studies on the implementation of pbl in the learning process is about materials and workshop needs. the findings of basjaruddin and rakhman (2016) found that the engineering drawing room facility is one of the problems faced by teachers and students involved in the implementation of the subject. although laboratories and equipment are provided, equipment for teaching and learning is still inadequate. studies on the p a g e | 125 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 effectiveness of life skills subjects by azizi and atiqah (2008) suggest that school administrators be sensitive to the provision of adequate facilities or facilities to the living skills workshop, particularly in the completion of workshops with modern and up-to-date teaching aids for convenience teachers and students to improve the quality of teaching. workshop equipment is one of the requirements for implementing pbl in technical and vocational subjects. these are among the issues and problems often encountered in studies related to the implementation of pbl especially in technical and vocational subjects. conclusions a study using the pbl approach is the primary focus in which the learning process involves complex techniques. in the presege level will be involving the characteristics of the students to be informants and in the context of teaching involving the syllabus factors and the selection of project methods. at the process stage, it involves the informants studying the implementation of pbl. in the implementation of project-based assignments, students are working to find the meaning contained in the project's assignment, making the project work meaningful to their own experience and in real life. they will integrate the components or aspects of the assignment into a complete one and relate findings with past knowledge. they are also trying to build private theories and hypotheses from the assignment, such learning is an in-depth learning approach. whereas in the product stage it involves the experience of the result of complex interaction within the network. references asiksoy, g., & ozdamli, f. 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(2017). measuring learners' attitudes toward team projects: scale development through exploratory and confirmatory factor analyses. american journal of engineering education, 8(2), 61-82. condliffe, b. (2017). project-based learning: a literature review. working paper. mdrc. available at: https://eric.ed.gov/contentdelivery/servlet/ericservlet?accno=ed578933 fernando, s. y., & marikar, f. m. (2017). constructivist teaching/learning theory and participatory teaching methods. journal of curriculum and teaching, 6(1), 110-122. filippatou, d., & kaldi, s. (2010). the effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. international journal of special education, 25(1), 17-26. guseva, l. g., & solomonovich, m. (2017). implementing the zone of proximal development: from the pedagogical experiment to the developmental education system of leonid zankov. international electronic journal of elementary education, 9(4), 775-786. han, s. (2017). korean students' attitudes toward stem project-based learning and major selection. educational sciences: theory and practice, 17(2), 529-548. https://eric.ed.gov/contentdelivery/servlet/ericservlet?accno=ed578933 p a g e | 127 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 han, s., capraro, r., & capraro, m. m. (2015). how science, technology, engineering, and mathematics (stem) project-based learning (pbl) affects high, middle, and low achievers differently: the impact of student factors on achievement. international journal of science and mathematics education, 13(5), 1089-1113. hixson, n. k., ravitz, j., & whisman, a. (2012). extended professional development in project-based learning: impacts on 21st century skills teaching and student achievement. west virginia department of education. jenkins, j. (2017). the effectiveness of project-based learning on mathematics proficiency with african american students. proquest llc. available at http://gateway.proquest.com.ezpustaka2.upsi.edu.my/openurl?url_ver=z39. 882004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_ dat=xri:pqdiss:10601874 jo, i. h. (2011). effects of role division, interaction, and shared mental model on team performance in project-based learning environment. asia pacific education review, 12(2), 301-310. kerr, s. (2011). high school online: pedagogy, preferences, and practices of three online teachers. journal of educational technology systems, 39(3), 221-244. kizkapan, o., & bektas, o. (2017). the effect of project based learning on seventh grade students' academic achievement. international journal of instruction, 10(1), 37-54. kokotsaki, d., menzies, v., & wiggins, a. (2016). project-based learning: a review of the literature. improving schools, 19(3), 267-277. koutrouba, k., & karageorgou, e. (2013). cognitive and socio-affective outcomes of project-based learning: perceptions of greek second chance school students. improving schools, 16(3), 244-260. http://gateway.proquest.com.ezpustaka2.upsi.edu.my/openurl?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10601874 http://gateway.proquest.com.ezpustaka2.upsi.edu.my/openurl?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10601874 http://gateway.proquest.com.ezpustaka2.upsi.edu.my/openurl?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10601874 http://gateway.proquest.com.ezpustaka2.upsi.edu.my/openurl?url_ver=z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10601874 p a g e | 128 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 lee, d., huh, y., & reigeluth, c. m. (2015). collaboration, intragroup conflict, and social skills in project-based learning. instructional science, 43(5), 561590. loizzo, j., & lillard, p. (2015). in the field: increasing undergraduate students' awareness of extension through a blended project-based multimedia production course. journal of extension, 53(1), n1. miller, a. (2017). process for discovery: project-based learning builds teachers' collaboration skills. learning professional, 38(5), 35-39. o'connor, m. k. (2015). social work constructivist research(vol. 1134). routledge. parker, i. (2014). discourse dynamics (psychology revivals): critical analysis for social and individual psychology. routledge. paschalis, g. (2017). a compound lams-moodle environment to support collaborative project-based learning: a case study with the group investigation method. turkish online journal of distance education, 18(2), 134-150. pereira, s., santana capelli, j. c., abrahão, a. l., & anastacio, a. (2017). the experience of using project-based learning as an active methodology in the educational program through work for health in professional practice training. demetra: food, nutrition & health/alimentação, nutrição & saúde, 12(4). 881-898. peters, r. (2008). facilitating interaction to promote learning. international journal of learning, 15(7). 159-166. petersen, c., & nassaji, h. (2016). project-based learning through the eyes of teachers and students in adult esl classrooms. canadian modern language review, 72(1), 13-39. poonpon, k. (2017). enhancing english skills through project-based learning. the english teacher, 10. p a g e | 129 ciptro handrianto let: linguistics, literature and language teaching journal vol.8 no.2 2018 quint, j., & condliffe, b. (2018). project-based learning: a promising approach to improving student outcomes. issue focus. mdrc. available at https://eric.ed.gov/contentdelivery/servlet/ericservlet?accno=ed580907 quint, j., & condliffe, b. (2018). project-based learning: a promising approach to improving student outcomes. issue focus. mdrc. risnani, sumarmi, & astina, i. k. (2017). implementation of project-based learning (pjbl) through one man one tree to improve students' attitude and behavior to support "sekolah adiwiyata". international education studies, 10(3), 134-141. wurdinger, s., & qureshi, m. (2015). enhancing college students’ life skills through project based learning. innovative higher education, 40(3), 279286. wurdinger, s., & rudolph, j. (2009). a different type of success: teaching important life skills through project based learning. improving schools, 12(2), 115-129. yaman, i. (2014). efl students' attitudes towards the development of speaking skills via project-based learning: an omnipresent learning perspective. online submission. zhang, l., kalyuga, s., lee, c. h., lei, c., & jiao, j. (2015, july). effectiveness of collaborative learning with complex tasks under different learning group formations: a cognitive load perspective. in international conference on hybrid learning and continuing education (pp. 149-159). springer, cham. https://eric.ed.gov/contentdelivery/servlet/ericservlet?accno=ed580907 correlation between reading strategies and reading motivation to reading comprehension of the third semester students at the english education study program of stain palangka raya santi erliana, m. pd abstract experts believe it takes more than just reading aloud or read word by word to achieve the comprehension level since reading takes the occurrence of interaction between knowledge existing in a learner’s mind (prior knowledge) and the new knowledge from the information being read in the text, takes the use of strategies in reading, and the readers’ awareness in monitoring their comprehension and in using appropriate strategies to deal with their problems in comprehending texts. their studies recommend readers to utilize strategies in reading and to have motivation in learning reading to achieve better comprehension. the present study aims at examining the correlation between reading strategies and reading comprehension, correlation between reading motivation and reading comprehension, correlation between combinations of reading strategies and reading motivation toward reading comprehension. the study used quantitative design, particularly correlational. 46 third semester students at the academic year 2014/2015 were taken as the sample of the study. the data were taken from reading strategies and reading motivation questionnaires and reading achievement test. the finding indicates the significant simultaneous correlation between reading strategies and reading motivation toward reading comprehension of the third semester students. the finding recommends the utilization of strategies in reading and to build reading culture for the students, the teaching of reading using strategy instruction which provide opportunities for the students to utilize reading strategies and to have more positive response toward reading for the lecturers, and classroom action research using strategy instruction for better reading comprehension for the future researcher. key words: reading strategy, reading motivation, reading comprehension. the students in english education study program in stain palangkaraya are obliged to take reading i, reading ii and reading iii course which are designed to provide the students with the opportunity to improve their english reading proficiency based on the six levels of thinking: remembering, understanding, applying, analyzing, evaluating, and creating (kurikulum dan silabus tarbiyah stain palangkaraya, 2006). at the reading courses, the students need to comprehend the literal, inferential, and applied comprehension of narrative, descriptive, expository and argumentative type of texts from intermediate level up to post advanced level (approximately from 5000 to 10000 words). in spite of the demand of the syllabus, the result of preliminary test revealed that the students still encounter problems to identify main ideas (particularly the implied ones), to differentiate major supporting details from the minor ones, to understand writer’s ideas organization, to cope with difficult vocabularies, to get the gist of the text, to recall what they read, and to state their comprehension of the text using their own words. moreover, the result of informal interview also revealed that the students have a very limited knowledge of reading strategies and automatically lack of reading strategies use during the process of teaching. apparently there is a discrespancy between the demand of syllabus and the students’ ability. experts in reading agree that it is not easy to comprehend a text since reading is a complex process. according to birch (2002:2), the process of reading seems simple—just like other mental activities—but in fact it is complex and complicated because it involves a great deal of precise knowledge which must be acquired or learned and many processing strategies which must be practiced until they are automatic. similarly, grabe & stoller (2002:19) describe the way how reading comprehension processes to work for skilled readers text by dividing the processes into lower-level processes—represent the more automatic linguistic processes and are typically as more skills orientated, and high-level processes—represent comprehension processes that make much more use of the reader’s background knowledge and inference skills. experts (nunan, 1991; anderson, 1994; richard, et al., 2002; stahl, 2004; carrell, 1998; carrell et al., 1998; cohen, 2007; hudson, 2007; wenden, 1998; white, 1999; and zhang, 2009) believe it takes more than just reading aloud or read word by word to achieve the comprehension level since reading takes the occurrence of interaction between knowledge existing in a learner’s mind (prior knowledge) and the new knowledge from the information being read in the text, takes the use of strategies in reading, and the readers’ awareness in monitoring their comprehension and in using appropriate strategies to deal with their problems in comprehending texts. their studies recommend readers to utilize strategies in reading and to have motivation in learning reading to achieve better comprehension. in line with the nature of quantitative research, the writer is interested in verifying this theory using correlational design which aims at examining the correlation between reading strategies and reading comprehension, between reading motivation and reading comprehension, between reading strategies and reading motivation and between reading strategies and reading motivation to reading comprehension. the study is expected to be significant theoretically to provide more evidence of the correlation between reading strategy and, reading motivation to reading achievement for better teaching and learning process of reading. practically, the study is expected to be significant for the students, the reading lecturers, and future researcher. first of all, it provides sight of the importance of utilize strategies in reading and to have motivation in reading for the students in order to overcome their reading problems and to achieve better achievement. then, it provides sight of the importance in providing models of effective reading strategies and encouraging reading motivation within the teaching and learning process of reading. finally, it provides knowledge on method in investigating reading strategy instruction, reading strategy, reading motivation and reading comprehension with different approach for deeper analysis. theory reading is a process which starts with a linguistic surface representation encoded by a writer and ends with meaning which a reader construct. the meaning is constructed continuously, and to carry out this process the reader relies, particularly, on his brain (goodman, 1988:12). this means that a reader follows some steps in processing information to figure out the established meaning in the text. experts divide the steps in the establishment of meaning in reading into decoding and comprehension. carnine et al. (1990:34), for example, define decoding as the translation of printed words into a representation similar to oral language, and comprehension as the attempt in understanding the representation. similarly, alderson (2000) believes that decoding activities refer to word recognition activities, whereas comprehension activities consist of activities to parse sentences, to understand sentences in discourse, to build a discourse structure, and to integrate what is understood from the discourse with what a reader already knows. from this, we can infer that a reader starts his/her reading by comparing what is written in the text with when it is used in conversation (decode), then to find the logical meaning of the written words in where the sentence exist (comprehension). so, the main objective of reading activity is the understanding of the message trying to be delivered by the writer and to transfer what is written into our mind and resulting in the form of idea. then, it can be concluded that reading comprehension is an action in where we compare the interpretation of the written material with its representation in spoken, and then we try to comprehend the representation by connecting what we have known with the topic discussed, to comprehend the text structure, and to be actively involved in reading through the utilization of reading strategies. despite the goal, according to birch (2002:2), the process of reading seems simple—just like other mental activities—but in fact it is complex and complicated because it involves a great deal of precise knowledge which must be acquired or learned and many processing strategies which must be practiced until they are automatic. carnine, et al. (1990:3) states that “reading is a complex process—complex to learn and complex to teach.” similarly, in order to describe the complexity of reading process, burns et al (1996:9) list nine aspects of reading covered by children when they read: sensory, perceptual, sequential, experiential, thinking, learning, associational, affective, and constructive. they believe that “reading is not a single skill but a combination of many skills and processes in which a reader interacts with print to derive both meaning and pleasure from the written word”. grabe & stoller (2002:19) support this and describe the way how reading comprehension processes to work for skilled readers text by dividing the processes into lower-level processes—represent the more automatic linguistic processes and are typically as more skills orientated, and high-level processes—represent comprehension processes that make much more use of the reader’s background knowledge and inference skills. to sum up, during the process of reading, a reader does not only extract information from the text by simply decode the text, but also to activate a range of knowledge in his mind, which in turn, will be refined and extended by the new information supplied in the text. so to what extent does a reader comprehension assume to have lower level or higher level of comprehension? readers employ different types of comprehension in order to understand fully what they read. the types of comprehension depend on the level in which the comprehension process takes place. regarding the process of reading comprehension, burns et al. (1996:255) classify four types of comprehension: literal, interpretive, critical, and creative comprehension. in the attempt of transferring the printed material into a reader’s mind, to process the result of the ‘imported’ information, and finally to produce his understanding toward the selection, there are some factors those may interfere and prevent him in getting the gist of the selection. the writer summarizes the factors those affect on the basis of complexity of the reading process as the reader, the text, and the instruction. first of all, each reader has different ways in approaching a text. according to gebhard (2000: 29) there are some problems dealing with the reader such as lack of reading speed, lack of vocabulary, lack of background knowledge, and reading habit. ‘good readers’ are those who are able to tackle text effective end efficiently, and ‘poor readers’ are those who encounter problems while reading. blachowicz & ogle (2008:33-34) contrast the good reader with the poor reader in terms of their preference in the use of strategies in reading. they state that effective and efficient readers utilize and are aware of different strategies in three stages of reading: pre-reading, during-reading, and post-reading. in addition to the use of strategies in reading, nuttall (1996: 11) emphasizes the importance of reader’s active involvement during reading. she compares the comprehension to be achieved as the top of a hill. the good reader walks along a street and finds little difficulty in interpreting the text because the meaning is fairly clear to him to get along, because he has much in common with the writer and finds few problems with the language. meanwhile, for the poor reader the same text appears very difficult. to get the meaning involves an uphill struggle and he is not at all sure of the route. his way forward is continually blocked by problems of unfamiliar vocabulary, ignorant of facts, and so on. however, the poor reader is not sitting down in despair. he tries hard by first realizes that he has problems in reading, then he sets a clear purpose in reading and knows what he expects to get from the text, and finally equipping himself for the journey and is tackling his problems with vigour and with all the tools at his disposal. from this, we can conclude that problems encounter by the poor reader lie within the reader himself. without the awareness of the presence of problems and the existence of will of the readers to keep trying in tackling the reading difficulty, the problems will keep exist. then, reading problems arise from the text. there are many reasons that may cause a text difficult for a reader to understand. as nuttall’s belief (1996:18) that unfamiliarity with the code in which the text is written may cause difficulty. in addition to the factors carnine et al. (1990:295) describe level of text difficulty of two most general level of comprehension: literal and inferential. they stand the limit or range of difficulty for measuring literal comprehension, and/or how implicit is the information to be encountered within the text. in the first place, literal comprehension is the simplest written comprehension exercise, in which the answer is directly stated in passage. several variables affect the difficulty of passage-related items: (1) the degree to which the items are literal, (2) the length of the passage, (3) the order in which questions are asked, (4) the complexity of the instruction, and (5) the use of pronoun. different from literal comprehension, the level of difficulty of inferential comprehension involves three intermediate-level comprehension skills: making inferences based on relationship (neither stated nor not stated), comprehending sentences with complicated syntactic structures, and critically reading passages (i.e., identifying an author’s conclusion and evaluating the adequacy of the evidence and the legitimacy of the arguments). inferential questions require knowledge of relationships between two objects or events. sometimes the relationship is directly stated in a passage. more often, the relationship is not specified; students are expected to know a particular relationship or are expected to infer the relationship using the information stated in a passage. as clearly stated in the background of the study from the three text types learned in the first semester, students encounter difficulties in reading expository text. the term expository is often used to describe text written for the purpose of conveying factual information, explaining ideas, or presenting an argument (mason & au, 1990:125). its materials are designed to convey factual information or to explain what is difficult to understand. this type of text is significantly different from the narrative one. it uses new organizational structures, more difficult to decode and understand vocabulary, introduction of unique typographic features, and higher dense of concept (carnine et al., 1990: 339). expository text is considered most difficult by third semester students of english education in stain palangkaraya (85%) due to limited vocabulary, background knowledge, and text structure. authors use different structure in organizing expository texts. therefore, according to mason and au (1990:140) it is necessary for the teacher to help the students to learn about and apply knowledge of the different structures often found in expository texts. different from narrative, expository texts do not follow any one structure. within expository materials, students may encounter several different structures those are likely to appear in the same selection. the third factor contributes to reading problems is the instruction. gelewa (2005) states the failure of learning and teaching english as a foreign language is also probably determined by the teacher. pressley (1998) believes that “good reading instruction is reliant on teacher’s knowledge of and ability to appropriately model the strategies necessary for reading comprehension”. meaning that the teachers have significant role to build and activate the schemata, to facilitate and provide opportunities of the use of the strategies, and to build students’ awareness in using strategies in reading, as well as monitoring their comprehension for better reading comprehension achievement. this is in line with blachowicz & ogle’s (2008:42) opinion on the essential role of teacher in reading classes. “good teachers know their students and provide the needed guidance and support as they consciously move from direct instruction to a release of responsibility to their students.” the release of responsibility to the students must be along with the teaching of strategies in reading. researchers have found that teaching reading strategies is important to developing increased student comprehension. at the same time, they have found many teachers lack a solid foundation for teaching these reading comprehension strategies (national reading panel, 2005). therefore, teachers need to be prepared, through professional development, on how to design effective comprehension strategies and how to teach these strategies to their students. improving reading skills is a top priority for all educators (mckown & barnett, 2007:4). unfortunately, most reading instruction still rely on testing students’ reading comprehension rather than providing ways in comprehending various texts. this kind of instruction is that what so called by nuttal (1996:34) as giving the ‘wrong help’. two chinese linguists, zhang & wu (2009:38) investigated the effect of reading-strategy instruction on chinese reading improvement and found out, that: a typical english reading lesson in high schools usually goes through pre-, while-, and post-reading procedures; in which students are required to do various kinds of comprehension-testing exercises that implicitly require a limited number of efl reading strategies. it is assumed that students will naturally acquire the target strategies through implicit learning. however, problems arise. students complain that they do not see improvement in their reading ability. neither do they know what strategies to use. lecturers complain that students just cannot use their learned strategies to cope with new reading tasks. regarding the factors contribute to problems in reading, the readers’ awareness of reading problems and readers’ attempts in order to cope the problems are very important. studies recommend the utilization of strategies in reading and positive response toward reading. first of all, strategies are defined as learning techniques, behaviors, and problem solving or study skills, which make learning more effective and efficient (oxford, 1990). meanwhile, stahl (2004:598) states that strategies in reading can be tools in the assimilation, refinement, and use of content, and it is believed as the reader is actively engage in particular cognitive strategies (activating prior knowledge, predicting, organizing, questioning, summarizing, and creating a mental image), he/she will be likely to understand and recall more of what they read. kamil (2003:5) defines strategies in reading as those directed and intended by the students in order to build independence in reading. from the definitions of strategies, the writer concludes that reading strategies are one of the attempts conduct by reader in dealing with comprehension problems. why utilizing strategies then? alderson (1984) believes that “the use of reading strategies is regarded as being conducive to successful reading comprehension despite the complex nature of the reading process, which invokes both the l2 reader’s language ability and reading ability”. similarly, blachowicz & ogle (2008:12) state that using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. they range from simple fix-up strategies such as simply rereading difficult segments and guessing the meaning of an unknown word from context, to more comprehensive strategies such as summarizing and relating what is being read to the reader's background knowledge (janzen, 2002:287). hence, using reading strategies indicates how readers conceive a task, what they do to make meaning from texts, and what they do when comprehension breaks down (zhang, 2001). according to cohen (1990), reading strategies are “those mental processes that readers consciously choose to use in accomplishing reading tasks” (p. 83). garner (1987) saw it as an action, or a series of actions that a reader employs in order to construct meaning in the reading process. hence, using reading strategies indicates how readers conceive a task, what they do to make meaning from texts, and what they do when comprehension breaks down (block, 1986, 1992; macaro, 2001; macaro & erler, 2008; zhang, 2001). so far, l1 and l2 reading researchers have profiled a wide array of reading strategies used by readers. these range from the more traditionally well-known ones like skimming, scanning, and inferring to the more recently recognized ones such as activating schemata, recognizing text structure, using mental imagery, visualizing, generating questions, monitoring comprehension, evaluating strategy use, etc. (pressley, 2002; and zhang et al., 2008). however, researchers such as cohen (2003, 2007), grabe (2004), paris (2002), and zhang (2003) pointed out that strategies themselves are not inherently good or bad, but they have the potential to be used effectively or ineffectively in different contexts. readers’ use of reading strategies is informed by their metacognitive awareness of the strategies and how these strategies can be maximized for optimal effects in solving comprehension problems (carrell, 1998; carrell et al., 1998; cohen, 2007; hudson, 2007; wenden, 1998; white, 1999; zhang, 2008). from this we can conclude that the use of reading strategies will not be effective for reading comprehension when there is no awareness of the readers of their reading process. moreover, the readers must also have positive response toward the reading activity itself. in other words, readers must have motivation in reading. motivation is defined as the act or process of motivating; the condition of being motivating; a motivating force, stimulus, or influence; incentive; drive; something (such as a need or desire) that causes a person or student to act (meriam-webster, 1997); and the expenditure of effort to accomplish results (dubrin, 2008). research confirms that motivation is a key factor in successful reading, and that it is linked to four important elements in a child’s life: access to books, choice of books, familiarity with words, books, and reading, and exposure to others who exhibit a love of reading. when children are motivated, they will read frequently, which in turn helps them become skillful readers. and children who are skillful readers learn well and deeply and successfully. the results of studies indicate the need to increase reading teacher’s understanding of how children acquire the motivation to develop into active, engaged readers. highly motivated readers are self-determining and generate their own reading opportunities. they want to read and choose to read for a wide range of personal reasons such as curiosity, involvement, social interchange, and emotional satisfaction. according to guthrie (1996), highly motivated readers generate their own literacy learning opportunities, and, in doing so, they begin to determine their own destiny as literacy learners. one of the common motivational theories is eccles’ expectancy-value theory suggests two factors determine motivation: the learning outcome individual expects (either success or failure) and the worthiness of the task for the learner. this theory is supported by a number of research studies that suggest that students who believe they are capable and competent readers are more likely to outperform those who do not hold such beliefs (paris & oka, 1986; schunk, 1985). in addition, students who perceive reading as valuable and important and who have personally relevant reasons for reading will engage in reading in a more planned and effortful manner (ames & archer, 1988; dweck & elliott, 1983; paris & oka, 1986). other theories has been grounded in the expectancy-value theory, such as ford’s motivational systems theory which maintains that people will attempt to attain goals they value and perceive as achievable; and winne (1985) who views the “idealized reader” as one who feels competent and perceives reading as being of personal value and practical importance. within this theoretical framework, reading motivation is defined by an individual self-concept and the value the individual places on reading. evidence from theory and research supports the notion that high motivation to read is associated with positive self-concept as a reader and low value assignment (ford, 1992; henk & melnick, 1995; wigfield, 1994). given the emphasis on self-concept and task value in motivational theory, it seems important that teachers have resources for assessing both of these factors. when an individual has this two qualities, he is qualified as engaged readers—those ideal readers who are intrinsically motivated, and who read regularly and enthusiastically for a variety of their own purposes (guthrie & anderson, 1999). furthermore, engaged and motivated readers read more than less enthusiastic ones (guthries, wigfield, metsala, & cox, 1999; wigfield & guthrie, 1997), attain higher level of achievement in reading (cunningham & stanovich, 1997; guthrie, schafer, & huang, 2001), perform better on standardized tests of reading (gottfried, 1990), and receive higher grades in school (sweet, guthrie, & ng, 1998). to identify a measure of reading motivation and a perfect fit, gambrell et al.’s motivation to read profile is appropriate (gambrell, palmer, codling, & mazzoni, 1996) because it is modeled on the basis of expectancy-value theory, yields measures of both reading self-efficacy and value ascribed in reading, and has adequate reliability (cronbach’s α = 0.75 for self-efficacy and 0.82 for value (applegate & applegate, 2010). regarding the theories the present study aims at examining the correlation of reading strategies, reading motivation and reading achievement of the third semester students. the study is done under the assumption that the higher frequency of students’ strategy use will contribute to the higher achievement of reading comprehension. it is also assumes that the more positive response toward reading activity will contribute to the higher achievement. then, the third assumption is that the combination of reading strategies and reading motivation will contribute to the higher achievement in reading comprehension. method the subjects were 46 students of the third semester students in academic year 2014/2015. they were exposed to mokhtary and sheorey’s (2002) metacognitive awareness questionnaire, gambrell’s motivation to read profile, and reading test. the first is used while the latter is used. first of all, reading strategy survey with 28 items from three aspects of students’ reading strategies use (global strategies, problem solving strategies, and support strategies) with five scales (never/almost never, occasionally, sometimes, usually, always/almost) was used to identify the reading strategy. then, survey involving two dimensions on students reading motivation (self-concept as a reader and value of reading) to assess motivation to read was used. finally, 30 multiple choice items test constructed from expository texts is chosen to get the data. the test is based on the material that contains expository text. it is made based on the syllabus of reading ii in stain palangka raya. the content specification can be seen in the following table: table 1 test items specification skill to test level items number percentage reading comprehension literal 15 questions 50% inferential 12 questions 40% critical 3 questions 10% meanwhile, for the questionnaire on reading strategies can be seen in following table: table 2 categorization and description of efl reading strategies (adapted from mohktary and sheorey, 2002) category description example item global reading strategies (glob) the intentional, carefully planned techniques by which learners monitor or manage their reading having the purpose in mind; previewing the text 1-12 problem-solving strategies (prob) the localized, focused techniques used when problems develop in understanding textual information adjusting reading speed; rereading the text 13-19 support strategies the basic support mechanism using dictionaries, 20-28 (sup) intended to aid the reader in comprehending the text taking notes for the students’ reading motivation, the following table shows the item specification, as follows. table 3 categorization and description of reading motivation category description example item self-concept as a reader to elicit information about students’ self-perceived competence in reading and selfperceived performance relative to peers having the purpose in mind; previewing the text 1-10 the value of reading items to elicit information about the value students place on reading tasks and activities, particularly in terms of frequency of engagement and reading-related activities. adjusting reading speed; rereading the text 11-20 findings the presentation of result of the study is based on the order of research problems. first, the data of students’ reading comprehension, students’ reading strategies and students’ reading motivation. next, the correlation between the students’ reading strategies and reading comprehension, the correlation between the students’ reading motivation and reading motivation, the correlation between the students’ reading strategies and motivation, and finally, the correlation between the students’ reading strategies and motivation to reading comprehension. a. students’ reading strategies the result of the questionnaire indicated the third semester students of english departement in academic year 2014/2015 usually use reading strategies in reading any reading material. it can be seen that the highest frequency use of students’ reading strategies is 4 and the lowest frequency use of students’ reading strategies is 3.1. meanwhile, the mean score is 3.54. then, the third semester students’ reading strategies are categorized as fairly high. based on sill (oxford, 1990) where its interpretation are shown in table 4 below: table 4 frequency scales of strategy use (oxford, 1990) mean score scale grade frequency evaluation 4.5–5.0 4 high always or almost always used 3.5–4.49 3 fairly high/usually used 2.5–3.49 2 medium sometimes used 1.5–2.49 1 low generally not used 1.0–1.49 0 never or almost never used b. students’ reading motivation the survey assesses two specific dimensions of reading motivation: self-concept as a reader and value of reading. the items that focus on self-concept as a reader are designed to elicit information about students’ self-perceived competence in reading and self-perceived performance relative to peers. the value of reading items are designed to elicit information about the value students place on reading tasks and activities, particularly in terms of frequency of engagement and reading related activities. the survey has 20 items based on a 4-point scale. the highest score possible is 80 points. on some items the response options are ordered least positive to most positive. when scoring the survey, the most positive response is assigned the highest number (4) while the least positive response is assigned the lowest number (1). the result of the questionnaire indicated the third semester students of english departement in academic year 2014/2015 have positive response toward both self-perceived competence in reading and self-perceived performance relative to peer. it can be seen that the highest response toward students’ self-concept is 31 and the lowest response toward students’ self-concept is 21 with the mean score 26.28. then the students have positive response toward their own concept of reading motivation. meanwhile, the highest response toward students’ value of reading is 37 and the lowest response toward value of reading is 23 with the mean score 30.43. then the students have positive response toward their self-perceived performance relative to peers. in general, the students response toward self-concept is at level 3 indicating positive response and the students’ response toward the value of reading is at the same level with 3 the following table presents the students’ response toward reading motivation adapted from gambrell et al. (1996) and its interpretation are shown in table 5 below: table 5 reading motivation scale and response interpretation scale level response toward self-concept and reading value 1-10 1 very negative 11-20 2 negative 21-30 3 positive 31-40 4 very positive c. students’ reading comprehension the result of the test indicated the third semester students of english departement in academic year 2014/2015 are generally capable in reading, particularly in determining topic, main idea and details. it can be seen that the highests score of students’ reading ability is 86.6 and the lowest score is 60. meanwhile, the mean score is 73,95 and the standard deviation score is 9,67. then, the third semester students’ reading abilities are categorized as good which is at the scale 3. the following table presents the students’ reading skill scores category: table 6 students’ reading scores category no score scale category frequency percentage 1 88-100 4 very good 6 13,0 2 70-84 3 good 23 50,00 3 60-69 2 fair 17 36,9 04 50-59 1 poor 0 0 5 <50 0 very poor 0 0 total 46 100 d. correlation between reading strategies and reading comprehension the first problem of the study is: is there any correlation between reading strategies and reading comprehension. the following table summarizes the result of the study table 4.7 correlation between reading strategies and reading comprehension no x y xy x2 y2 total 126 142 393 360 468 mean 2.73913 3.08695652 8.543478 7.82608696 10.173913 from the table of correlation calculation above, then the writer calculate the correlation between reading strategies and reading comprehension using the following formula: specifically, the calculation of the correlation is as follows: 𝑟𝑥𝑦 = 46∙393 −(126)(142) √{46∙360 −(1262)} ∙{46∙468 −(1422)} 𝑟𝑥𝑦 = 18078 −17892 √{16560 −15876} ∙{21528 −20164} 𝑟𝑥𝑦 = 186 √684 ∙1364 𝑟𝑥𝑦 = 186 965 𝑟𝑥𝑦 = 0.19 then, after the result is consulted with correlation table, it is shown that 0.19 is at the very low correlation which leads to no correlation between reading the students’ reading strategies and reading comprehension. e. correlation between reading motivation and reading comprehension the second problem of the study is: is there any correlation between reading strategies and reading comprehension. the following table summarizes the result of the study table 8 correlation between reading motivation and reading comprehension no x1 x2 x y xy x2 y2 total 141 160 150.5 142 393 360 468 mean 2.73913 3.4782609 3.086957 3.08695652 8.543478 7.82608696 10.173913 from the table of correlation calculation above, then the writer calculate the correlation between reading motivation and reading comprehension using the following formula: specifically, the calculation of the correlation is as follows: 𝑟𝑥𝑦 = 46∙463.5 −(141)(142) √{46∙496.75 −(1412)} ∙{46∙468 −(1422)} 𝑟𝑥𝑦 = 21321 −20022 √{22850.5 −19881} ∙{21528 −20164} 𝑟𝑥𝑦 = 1299 √2969.5 ∙1364 𝑟𝑥𝑦 = 1299 2012.56 𝑟𝑥𝑦 = 0.64 then, after the result is consulted with correlation table, it is shown that 0.64 is at the average correlation which leads to the existence of correlation between the students’ reading motivation and reading comprehension. f. correlation between reading strategies and reading motivation the third problem of the study is: is there any correlation between reading strategies and reading motivation. the following table summarizes the result of the study table 9 correlation between reading motivation and reading strategies no x y xy x2 y2 total 126 150.5 393 360 468 mean 2.73913 3.086957 8.543478 7.82608696 10.173913 from the table of correlation calculation above, then the writer calculate the correlation between reading strategies and reading comprehension using the following formula: specifically, the calculation of the correlation is as follows: 𝑟𝑥𝑦 = 46∙411.5 −(150.5)(126) √{46∙22650.25 −(150.52)} ∙{46∙360 −(1262)} 𝑟𝑥𝑦 = 18929 −18963 √{1041900 −22650.25} ∙{16560 −15876} 𝑟𝑥𝑦 = 1299 √2969.5 ∙1364 𝑟𝑥𝑦 = −34 26403.92 𝑟𝑥𝑦 = −0.001288 then, after the result is consulted with correlation table, it is shown that -0.001 is at the negative correlation which leads to no correlation between the students’ reading strategies and reading motivation. g. correlation between reading motivation and reading strategies toward reading comprehension the fourth problem of the study is: is there any correlation between reading strategies and reading motivation toward reading comprehension. in order to calculate the correlation, the presentation of x1 (reading strategies), x2 (reading motivation) and y (reading comprehension) is necessary. the following table summarizes the data needed table 10 data of correlation coefficient among variables correlation coefficient of reading strategies (x1) and reading comprehension (y) correlation coeeficient of reading motivation (x2) and reading comprehension (y) correlation coefficent of reading strategies (x1) and reading motivation (x2) 0.19 0.64 −0.001288 from the table of data above, then the writer calculate the r value using the following formula: 2 22 21 212121 21 1 2 xx xxyxyxyxyx xyx r rrrrr r    where ryx1x2 = double correlation coefficient between variable x1 and x2 ryx1 = correlation coeficient variable x1 toward y ryx2 = correlation coeficient variable x2 toward y rx1x2 = correlation coeficient variable x1 toward x2 then, the complete calculation is as follows: 𝑅𝑦𝑥1𝑥2 = √ 0.19+0.64−2 𝑥 0.19 𝑥 0.62 𝑥−0.00011288 1− −0.001288 𝑅𝑦𝑥1𝑥2 = √ 0.83−2 𝑥 0.117788712 1.001288 𝑅𝑦𝑥1𝑥2 = √ 0.83−0.23 1.001288 𝑅𝑦𝑥1𝑥2 = √ 0.6 1.001288 𝑅𝑦𝑥1𝑥2 = √0.5990 𝑅𝑦𝑥1𝑥2 = 0. 77 from the result, it is concluded that reading strategies and reading motivation simultaneously contribute to reading comprehension of the third semester students. specifically, simultaneous contribution is by: 𝑅2 𝑥 100% = 0.772 𝑥 100% = 59.29 % and the rest was the result of other variables. then, the acceptance of ha is examined by calculating the f-value, with the following criteria: when the f-count ≥ than f-table, then the h0 is rejected which means the correlation is significant. when the f-count ≤≥ than f-table, then the h0 is accepted which means the correlation is not significant. with significance level (𝛼) = 0.05, the value of f-count is: f-count = 𝑅2 𝑘 (1− 𝑅2 𝑛−𝑘−1 = 0.772 2 (1− 0.772 46−2−1 = 0.5929 2 (1− 0.5929) 43 = 0,29645 0.4071 43 = 0,29645 0.00946 = 31.33 meanwhile, the value of f-table is calculated as follows: f-table = {(1 – 𝛼) (dk = k), (dk = n – k – 1)} f-table = {(1 – 0.05) (dk = 2), (dk = 46 – 2 – 1)} f-table = {(1-0.05) (2. 43)} in the f-table 2 is as denominator and 43 as the numerator. next, is to calculate interpolation of f-table using following formula: where: c is the f-value to find c0 is the f table before (1 score) the existing value = 3.25 c1 is the f table after (1 score) the existing value = 3.26 b is the value of dk (degree of freedom) to find (dk=n–k –1 = 46 – 2 – 1 = 43) b0 is the value of previous dk (degree of freedom) = 42 b1is the value of dk of the existing value = 44 the complete calculation is as follows: c = c0 + ( 𝐶1− 𝐶0) (𝐵1− 𝐵0) ∙ (b 𝐵0) c = 3.25 + ( 3.26− 3.25) (44− 42) ∙ (43 42) c = 3.25 + 0.01 2 ∙ 1 c = 3.25 + 0.005 ∙ 1 c = 3.255 finally, since f-count ≥ f-table with 31.33 ≥ 3.255, then it is concluded that h0 stated there is no significant correlation between reading strategies, reading motivation and reading c = c0 + ( 𝐶1− 𝐶0) (𝐵1− 𝐵2) ∙ (b 𝐵0) comprehension of the third semester students is rejected. it means that there is significant correlation between reading strategies and reading motivation simultaneously toward reading comprehension of the third semester students of english department of stain palangkaraya. conclusion and suggestion the conclusion arrives at the description of the correlation of reading strategies, reading motivation and reading comprehension of the third semester english study program students of islamic state college of palangka raya. the research findings are: 1. there is a very low correlation between reading strategies and reading comprehension of the third semester english department students with 0.19 . it means that the higher the students utilization of reading strategies does not automatically contribute to the higher comprehension they made. the possible cause is the lack of knowledge of reading strategies owned by the students. 2. there is an average correlation between the reading motivation and reading comprehension of the third semester english department students with 0.64. it means the higher the students’ motivation in reading, the better their comprehension. 3. there is no correlation between the reading strategies and reading motivation of the third semester english department students with −0.001288. it means the more variation of reading strategies utilized by the students does not automatically contribute to the increase of motivation or response toward reading. 4. finally, there is significant simultaneous correlation between reading strategies and reading motivation to reading comprehension of the third semester english department students where the f-count ≥ f-table with 31.33 ≥ 3.255. it means the more utilization of reading strategies and the more positive response toward reading contribute to the better comprehension of the students. to follow up the conclusion, some suggestions are proposed to the english students, teachers/lecturers and other researchers. first of all, the positive response toward reading contribute to better reading comprehension. moreover, when the positive response is followed with the utilization of reading strategies, comprehension in reading as the highest goal reading can be achieved. therefore, it suggested for the students to build the reading culture and to utilize strategies in reading. then, regarding the finding, it is suggested for the researcher as the students lecturer to consider the strategy instruction in teaching reading for more positive response toward reading, more utilization of 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(1985). steps toward promoting cognitive achievements. elementary school journal, 85, 673 – 693. zhang, l. j., & wu, a. 2009. chinese senior high school efl students’ metacognitive awareness and reading-strategy use. reading in a foreign language, 21 (1), 37-59. zhang, l.j. 2001. awareness in reading: efl students’ metacognitive knowledge of reading strategies acquisition-poor environment. language awareness, 10, 268-288. http://www.all4ed.org/ ieee paper template in a4 (v1) rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||1-22||2020|| |p-issn: 20869606 ; e-issn:25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php enhancing students – pre service teacher interaction using first language (l1) in english for young learners (eyl) classes rina wahyu setyaningrum rina@umm.ac.id muhammadiyah university of malang, indonesia kharisma naidi warnanda s. kharisma.naidi@umm.ac.id muhammadiyah university of malang, indonesia slamet setiawan slametsetiawan@unesa.ac.id state university of surabaya article history: received: 28th april 2020 accepted: 26th june 2020 for any different objectives of teaching eyl at primary schools in indonesia, qualified eyl teachers are urgently needed. pre-service teaching program is expected to provide the experience of using the proper english language in the classroom setting. this case study aimed at describing the first language (l1) instruction used by the pre-service teachers of english for young learners (eyl) at the universitas muhammadiyah malang (umm). the findings depicted that l1 was used as a language of instruction to explain the materials and to clarify the instruction given in l2. it is recommended for the pre-service teachers of eyl to use l2 with demonstration, l2 context clues, and l1 translation. ultimately, the use of l1 in l2 teaching is mandatory to communicate the topic and enhance the students pre-service teacher interactions. as for meeting the purpose of the interaction, the use of l1 should involve actional, conversational, and non-verbal competences. in the long run, the impact of l1 in l2 learning at earlier levels can be recognized from good interpersonal communication in english. corresponding author: tel.: kharisma.naidi@umm.ac.id keywords: l1 instruction; students; preservice teacher; interaction; eyl p a g e | 2 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 introduction globalization conveys challenges such as people's movement, environmental changes, as well as languages and cultural differences, might have consequences for eyl (garton & copland, 2019). additionally, the introduction of english in primary schools is urgent because of the common belief of a better start of learning language, the future workforce competition, and parents' demands on their children's english skills in global communication (copland, garton, & burns 2013; rich 2014). since english was introduced to primary school students of indonesia in the 1990s, english had been a favorite subject and included in teaching and learning process in earlier levels – grade 1 to 3 – although the government had stipulated a ministry of education and culture no. 060/u1993 that the introduction of english can be started by grade 4. following the situation, the decree of minister of national education no. 22/2006 was formally stipulating english as a local content subject to students from years one to six (s. zein, 2015). recently, english subject has been transformed into extracurricular for primary school students according to the 2013 curriculum but some schools still put them as either local content subject or compulsory subject (meisani & musthafa, 2019). these situations occur because of the importance of english language skills for students to get better opportunities in their future education and career. after more than two decades of including english in the primary level of education, the schools still have a quite serious problem related to the availability of teachers who have english language background, particularly eyl. zein (2016) synthesizes that eyl teachers' professional development received insufficient attention from the government. the shortage of qualified eyl teachers in indonesia as well as in some asian countries evidenced adequate professional development both during preand in-service training programs (copland et al., 2013). the situations manifest the importance of a pre-service teaching program that should meet the pre-service teachers' needs of knowledge about young learners’ language learning (othman & kiely, 2016). this is in line with the theory proposed by harmer (2007) that eyl teachers should understand the way their p a g e | 3 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 students think and operate, be able to pick up their students interest to make them motivated in learning, and have good oral skills in english because the students will consider their teachers as models of their language learning. accordingly, professional eyl teachers should have the ability to use their english language proficiency, to develop functional approaches to deal with children and to demonstrate strong performance in language-related pedagogy (zein, 2016; garton & copland, 2019). english language proficiency along with the knowledge of understanding the characteristics of young learners to demonstrate meaningful and fun activities is crucial for eyl teachers. they should be able to set the environment similar to the first language acquisition, provide meaningful exposure and practice, create activities after explicit grammatical explanation, to get the young learners to engage in the learning process (harmer 2007; shin & crandall 2014; garton & copland 2019). this ability should be taken into serious attention because subsequently, the young learners enhance their communication skills by experiencing appropriate exposure of english – especially as a foreign or additional language (rich, 2014). shin and crandall (2014) summarize the experience of eyl teachers across the globe, mostly from non – english speaking countries, and portray the use of l1 in teaching. translations to l1 cannot be avoided especially for beginners while the exposure to use english is introduced by classroom language such as greetings, farewell, simple instruction. nation (2003) remarks that learners of english who share the same l1 in class will tend to use l1 to prepare their performance in the target language. butler & zeng (2015) perceive that young learners engaged in tasks in l1 than in a foreign language. not to mention, the teacher whose students speak in l1tend to use l1 in l2 classroom. commonly, both teacher and students switch the language for confirming the topic of discussion or interaction (iyitoglu, 2016). the rationale for using l1 in l2 learning deal with the use of l1 is more natural among those who use the same l1, the effectiveness of communication, the shyness of using l2, and the low interest on l2 learning (nation, 2003). furthermore, to provide exposure in l2, he proposes the use of l2 with demonstration, l2 context clues, and l1 p a g e | 4 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 translation. the teacher can switch to l1 with beginners more than to the more proficient learners (macaro, 2013). in the meantime, mahboob and lin (2016) conceptualize the use of local language instead of l1 in english classrooms because local language is considered a language of literacy in local contexts; this may or may not be the same as the mother tongue of the learners. they agree that the local language is used in the english language class because it can be a strong communicative resource easily drawn by the class participants. hence, they present the advantages of using local language, including l1 in teaching english, namely: ideational functions providing a means for students to move to a local language for academic text that is written in an unfamiliar language. text functions identifying variations in the theme, identifying discrepancies between different learning types, or particular focus areas (e.g. focusing on technical meanings of terms vs. exemplification of terms in students 'everyday lives). interpersonal functions communicating and negotiating shifts in contexts and bases, rolerelationships and personalities, changes in social distance/closeness (e.g. in-group cohesion negotiations) and drawing on specific cultural values or institutional norms. in some parts of the world, like iran and new zealand, more than half of the total number of teachers used l1 in the l2 classroom. in iran out of the 110 teachers of efl, 75% of them used l1 – persian – to interact with young learners in english classes (aminifard & mehrpour, 2019). they suggested, notwithstanding, the use of pictures and realia can be granted to minimize the use of l1 in eyl class. they recommended further research related to the use of l1 in eyl class to focus on the teachers' age and experience influence their reliance on the students' mother tongue. the importance of those two variables plays important role in the teachers' p a g e | 5 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 confidence in teaching. macaro (2013) states that findings from some researches evidenced the majority of teachers who can speak in their students' l1 will use that language in teaching l2. further, he lists that more than 60% of secondary teachers in new zealand used l1 for teaching l2. in turkey, the pre-service teachers were anxious about teaching very young learners because of their lack of experience but they committed to trying their best in teaching practice (bekleyen, 2011). the pre-service teachers believed that they need to have language pedagogy and skill in teaching eyl so that the young learners get the opportunity to use the language. to help understand the use of english, they used various materials as teaching media. similar to asian countries, therefore, eyl teachers should have a sophisticated educational background that english language education department should provide experience for them before their real teaching. this is to compromise the fact that english is taught to younger students in primary schools not only because of linguistic consideration but also economic, social, and political considerations (sulistiyo, haryanto, widodo, & elyas, 2019). subsequently, using l1 in l2 classrooms should encourage both teachers students' better interaction. according to butler and zeng (2015), the interaction should run well by considering celce-murcia’s interactional competence, namely; actional, conversational, and non-verbal competences. actional competence deals with the way how to carry out communicative purposes in interaction speech acts and communicative functions. conversational competence points out the basic conversational agreement in turn-taking system. non-verbal competence covers body language, conversational space, and other related non-linguistic features in interaction. therefore, in young learners class, teachers use different discourse acts through the lesson (iyitoglu, 2016). as an example, if younger learners interact more in l1 while older learners in primary schools in china, do better in l2 (butler & zeng, 2015), there should be appropriate treatment on students’ general proficiency to enhance mutual interaction. the consistent use of term l1 in this article is related to the situation that every student uses bahasa indonesia as the medium of instruction in all primary school classes. besides, only a few students have javanese and other local p a g e | 6 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 languages as their l1. meanwhile, the use of term l2 is related to the target language, english and the local language used in this article is related to the javanese language with malangan dialect, the most local language spoken by the people in the setting of the research. based on the preceding shreds of evidence, the pre-service teachers need to learn that they cannot avoid the situation that l1 cannot be avoided in their teaching practice as well as in their real teaching in the future. j.-y. shin, dixon, and choi, (2019) summarize that out of 55 papers on the use of l1 in fl classrooms and found that all selected papers were grouped into the following four areas: (1) the degree and impact of the use of l1, (2) factors influencing the use of l1 and l2, (3) perceptions and attitudes towards the use of l1 and l2, and (4) the efficacy of the use of l1 in the use of l2. this present study highlights the l1 used by the pre-service teachers in teaching young learners in classes. this is essential to provide in-depth information to answer the research question: how do the preservice teachers enhance their interaction with the young learners by using l1? therefore, this study should contribute to the eyl research in indonesia, particularly the pre-service teaching program. in addition, the pre-service teacher program at the designated university should present professional care of qualifying eyl prospective teachers who can handle the eyl program to provide young learners who are proficient in linguistic and pedagogy. method this research is qualitatively designed because it is expected to give an insight into the existing situation (yin, 2016), focuses on explaining the real condition of the subject in the real situation, especially the l1 instruction in eyl classes. as for obtaining the data of l1 used by pre-service teachers of eyl in their teaching practice, this research is a case study a study of a social phenomenon with the empirical inquiry of real-life context (merriam & tisdell, 2016; schwandt, gates, denzin & lincoln eds., 2018). furthermore, multiple sources of information (yin, 2016) like class observation, document analysis and interview to the preservice teachers were employed. the individuals who participated in this study were 30 pre-service teachers of eyl who enrolled in eyl 1 and eyl 2 elective courses. they were in the third p a g e | 7 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 year of their bachelor program in english language education whose english language proficiency was considered advance because they had passed their 4 language skills courses. in terms of pedagogy, they had completed their teaching english as a foreign language (tefl) and curriculum and materials development classes, particularly for secondary levels. so, they had got foundations for teaching which furthermore become their knowledge for teaching younger students in primary schools. the observation was conducted during the pre-service teaching program held at the university in which the primary school students enrolled themselves to join grade 16 eyl classes on sundays for ten meetings. the observation checklist was employed and field notes were made. they were employed to get information about the way how the pre-service teachers used l1 in teaching eyl. field note is essential for gaining descriptive comprehensive data to report what has been recorded during the observation (taylor, bodgan, & devault, 2016). to see the interaction between pre-service teachers – students, random meetings from grade 1 – 6 were videotaped. the transcriptions of the pre-service teachers-students interaction were as the data of l1 use to teach young learners english. in addition, the lesson plans were the data to complete the interview (yin, 2016) to grade 16 pre-service teacher representatives. the lesson plan was used as the researcher’s guideline during the class observations and the interview was conducted to complete the data gathered using the aforementioned instruments. findings and discussions as english is a foreign language in indonesia and an extra-curricular activity in primary school levels, there has been an absence of using english in daily activities. the students get their experience of using the english language when they are at school or at a private language school. based on the observation during ten meetings of eyl pre-service teaching, it was found that pre-service teachers and students used english, bahasa indonesia, and the local language. from the document – lesson plan – and the interview, the data about the commitment of using english were clearly stated and the pre-service teachers explained the reasons why l1 and local language should be used. p a g e | 8 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 by following the themes provided by the 2013 curriculum for regular thematic lessons amended by the ministry of education and culture of indonesia, the lesson plans were developed as guidelines for teaching eyl. the lesson plans were written in english, consisting of (1) skill to be emphasized, (2) target structure, (3) target vocabulary, (4) objectives, by mentioning students will be able to (swbat) and relate them to the target language (l2) learning using the theme, (5) materials, (6) characters, as suggested by the 2013 curriculum, and (7) intercultural competence. english was used in the teaching and learning process as agreed by all preservice teachers based on the belief that children can imitate adults in using the language naturally without any anxiety in making mistakes. therefore, in preparing the lesson plan for each meeting, the pre-service teachers had paid attention to the language focus, including four language skills, namely listening, speaking, reading, and writing. however, in doing some activities, bahasa indonesia as the first language (l1), was also used by the pre-service teachers. from all meetings at every level, it was found that all pre-service teachers used l1 for explaining the materials or clarifying the instructions. meanwhile, the local language was used by the pre-service teachers and students in some situations like clarifying the instructions, giving further explanation, and asking important questions. furthermore, the use of local language was commonly mixed with english and bahasa indonesia. l1 instruction in eyl classes from the observations and interviews, the pre-service teachers explained the materials in l1 and clarify the instructions given in l2. explaining materials the following are examples of how the pre-service teachers used the l1 in teaching eyl. pre-service teacher 4, grade 4, meeting 4 the theme of meeting 4 for grade 4 was alternative energy. according to the pre-service teacher who taught meeting 4, the theme required creativity because p a g e | 9 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 she had to integrate background knowledge with language learning. the following is the sample of interaction. excerpt 1: t: “okay everyone, before i show you several alternative energy, can you mention them?” s: (no one said any words, they looked at one another and spoke unclearly with a low voice) t: “energy apa saja ya yang ada dalam gambar? coba kita baca bersama-sama. repeat after me –heat, nuclear, light” ss: “heat, nuclear, light.” t: “great.” the pre-service teacher switched to use l1 because the students did not respond to the explanation and the questions. the pre-service teacher mentioned that the students got only a few backgrounds about the energy. she did not translate the energy-related vocabulary because she assumed that students could connect vocabulary that she had mentioned to the pictures. she added that it was quite difficult for the students to recall the unfamiliar vocabulary only in a meeting. according to macaro (2013), young learners are still working on the basic level of their communicative repertoire and vocabulary for the everyday use of english and for them to understand the traditions and cultures of other countries through learning english. an interesting activity for making the students get an easier concept related to the theme and practice the english language, a craft activity was selected. it was making a model of different alternative energy using play dough. as a group work, the students involved in a situation where they had to interact with friends and teacher. when the teacher came to the group, she asked questions to check the students' practice. p a g e | 10 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 excerpt 2: t: “hi, group one. what are you assembling?” ss: (smiling) t: “what is it?” s: “solar cell.” t: "wonderful. this is one of the alternative energy. look at the panel that you have made. when the sunlight hits the panel the process of making an alternative energy starts." ss: (all students looked pay attention to the pre-service teacher and did not say any comment.) t: “which one is the panel? mana panelnya?” s: “ini.” (pointing at the model) t: “yes, bener banget. nah, dari sinilah proses pembentukan energy alternative dimulai. what is the source? asalnya dari mana?” s: “sun.” t: "right, from the sunlight." for some terminologies related to the theme, the pre-service teacher affirmed that they should explain it in english and in l1. "for certain situations, the students cannot get any words meaning in english. that is why giving further information in l1 is needed. but, when the students had more vocabulary with them like in “pet and animals at home” as a theme that they learned previously, they could perform well in english.” (pst 4, in) p a g e | 11 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 media like games or ictinteractive games can help the students to recognize and remember the vocabulary and put it their long-term memory (ratminingsih, putu, mahadewi, gede, & divayana, 2018). pre-service teacher 5, grade 5, meeting 3 meeting 3 for grade 5 was leisure times. the pre-service teacher showed a video about things to do for leisure times. one of them was playing marbles. as the activity was how to do things in leisure times, she explained how to play it integrating l1. excerpt 3: s: “kelereng” t: “that’s right. boys like to play marbles or kelereng. i used to play marbles in my childhood. now, let's check the procedures on how to play them." s: “miss, itu neker a? biasane aku nekeran ambek tementemen di rumah miss” t: “wow, good. playing with friends at home. okay, to play it you need a marble as a shooter. hayo siapa yang tau apa itu shooter? yang harus dibawa oleh pemain,” s: “gaco a?” t: “yaaaa.” for interaction, instead of using l1 (bahasa indonesia), one student was saying words in the javanese language with malangan (regional) dialect (see words in bold in excerpt 3). cross-checked from the lesson plan, the pre-service teacher should not translate the language into l1 because it was stated how to introduce the vocabulary by using video and gestures or movements. the student's response in the local language was attracted by the situation that the pre-service teacher used p a g e | 12 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 the word kelereng instead of marbles. it is common in l2 learning that the students use the language that they use at home, like the local language. following the use of the word kelereng the pre-service teacher instructed the students to pay attention to the procedures and let them practice to play marbles. the register used in playing marbles, like the shooter was used with the explanation in l1. furthermore, l1 was used by students to interact when they played marbles. when the pre-service teacher was asked the reason why of using the l1, she explained; “it is difficult to use some specific vocabulary in english as we do not have any experience in using it naturally, in our daily life. in spending leisure time by playing local plays or games, the students rarely use english words. to get them to understand the concept i used l1. i understand that the students keep playing using l1, but i encourage them to use english by interacting with them in english like asking questions in english. in the previous meeting when the students played rangku alu traditional game from east nusa tenggara, the teachers used more l1 than english. to discuss the game, l2 was used.” (pst 5, in) media are the key success of teaching english especially to young learners, ranging from traditional to technology-based ones (ratminingsih et al., 2018). likewise, using l1 in explaining the content is needed to make a comparison between the target language and the students' own language when putting across information about the language (macaro, 2013). pre-service teacher 4, meeting 7 the other example of using l1 in explaining the materials was when the grade 4 pre-service teacher explained the “living things” in meeting 7. it was stated by the lesson plan that the activities of the day would be supported by the use of flashcards, story-telling, and outdoor activities. in fact, l1 was dominantly used by the pre-service teacher to interact with the students. p a g e | 13 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 excerpt 4: t: “tadi ketemu apa saja di luar kelas. ada pohon, batu, kursi, pot bunga, tanaman hias, jembatan, tempat sampah. nah, mana diantara benda-benda itu mana yang termasuk living things?” s1: ”tanaman hias. kita ketemu cats juga lho miss.” s2: “ada ta cacing miss? itu sama dengan snake ya miss?” s3: “heh, ga ada ta. snake itu ular, bukan cacing.” t: “yes, cats and worms, not snakes. okay, everyone, i have cards about living things. ssssss…this is a snake. we might find snake between the plants. jadi yang tadi kita liat itu cacing, worms, bukan snakes.” the pre-service teacher clarified the reason why she did not use english as some students pointed out the objects and named them in l1. she considered the important use of l1 in asking an important question like in excerpt 4. asking questions during materials explanation is common and using l1 one could attract the students’ responses. this is similar to the iranian teachers who use persian if they can not find clear meaning in english in explaining the content (aminifard & mehrpour, 2019). in the indonesian context, the students who rarely use english in their daily lives tend to use bahasa indonesia because they expect the translation to their own language to motivate them to improve their english (astuti, nurhayati, santosa, & wiratno, 2018). as the students knew that almost everyone speaks the local language, they insert some expressions in conversation. in fact, children like to mix the language they know with their parents and peers daily. “i planned to use english in explaining the materials in class after the outdoor activities by using the media that i have prepared. it aimed at giving my students the opportunity to get the information in their l1 as background knowledge before p a g e | 14 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 they come to the lesson in class. teaching media do help the teacher to use l2 in explaining the materials.” (pst 4, in) based on the displayed data, it can be inferred that the pre-service teacher tended to switch or to mix the language when the students did not give any or little responses to the language they used. further, she used the english language when students were familiar with the context they discussed. strong evidence can be seen from the pre-service teacher-students’ conversational interaction that conversation agreement and turn-taking system work well. including some activities and using, media will enhance the students-pre-service teachers' interaction in eyl class. clarifying the instructions given in l2 some pre-service teachers used l1 in clarifying the instructions, by codemixing or code-switching. smith (2012) draws our attention to the distinctive situation that learning english as an l2 revealed that the l1 transition was an important aspect of their l2 interlanguage, not just at the beginning of the learning cycle, but during the study period, which lasted many years. pre-service teacher 6, meeting 7 learning the superhero theme in meeting 7 for grade 6 attracted the students’ attention. the pre-service teacher believed that playing games based on the theme were fun. however, although it was planned carefully in the lesson plan on how to play the game, the pre-service teacher switched the language to clarify the instructions given in l2. excerpt 5: t: “everyone, attention, please. i will divide you into three groups. each group will be given a drawing book for drawing and coloring your favourite superhero. after you finish drawing and coloring, please describe your superhero to your friends. is that clear?” ss: “yes.” p a g e | 15 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 t: “okay, please one person from each group, come forward.” ss: (every group representative came forward.) t: “this is for you. nah, ini nanti area gambarnya, trus ini pensil warnanya, jangan lupa beri nama superheronya dan nama anggota kelompok kalian. okay?” s: “yes.” it can be deduced from the data that the pre-service teacher clarified her english instructions using l1 in order to get the students to do the activities based on the direction. in addition to the primary reason, the pre-service teacher forgot to give example how to do the activity. “i think i should give the example how to do the activity before i gave the students instructions. by giving real example, i can both give the students experience to use the language and to follow the instructions.” (pst 6, in) as children are good at imitating, they commonly condition themselves to be a self-directed learner. they depend on the language exposure provided by the teacher. an example is very important in l2 class because the students will repeat their teacher's utterance in various ways (banks & bernhardt, 2013). pre-service teacher 5, meeting 8 the other example of using l1 in clarifying the instructions was when the pre-service teacher explained the healthy eating theme for meeting 8 in the grade 5 classroom. it was confirmed by the lesson plan that the pre-service teacher should use teaching media like pictures and baskets. in the whilst-teaching phase, the teacher instructed the students to group healthy foods into four different baskets; vegetables, fruits, milk, proteins. when the students got ready to do the activity, the pre-service teacher instructed the students to step backward for queuing. p a g e | 16 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 excerpt 6: t: “ayo mundur lagi, berjajar yang rapi dan tunggu aba-aba dari saya. group one, group two, group three, group four, okay every group is ready. go get the pictures and group them into four baskets and go!” s1: “vas, sini sini kamu sama aku ya.” s2: “ayo, sini baris. kita group two yaa. rissa sama kita aja. ambil picture yang bagus ya.” after being confirmed to the pre-service teacher, the reason why she used l1 to instruct the students was her hesitation in using english as she was not sure how to instruct the students using english. from the students’ responses, they might know what the pre-service teacher was saying. they can use some words the pre-service used and they continued to use bahasa indonesia with friends. actional competence as the communicative purpose of interaction worked smoothly. students responded to the pre-service teacher's instruction by doing something and communicate with their peers accordingly. the situations imply that pre-service teacher’s confidence in using vocabulary in l2, of course, will affect the students’ confidence in learning new vocabulary (curriculum development institute education bureau & the hong kong special administrative region, 2009) that might never be heard previously. accordingly, to train the teachers' confidence in teaching young learners english, vocabulary particularly, the teachers are equipped with vocabulary teaching strategies to develop pupil's vocabulary-building skills. further, the students are given ample opportunities to use vocabulary for communicating. “like in army, i think instructing the students ayo mundur lagi, berjajar yang rapi dan tunggu aba-aba dari saya, should use frozen language, and i am afraid of making mistakes in using english.” (pst 5, in) p a g e | 17 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 the experience in using english language instructions will make the preservice teacher more confident in using the english language in general. when she can instruct the students successfully, she will feel that her language is understandable and the students like her way of using english instructions for the particular activity. although it has been confirmed by the lesson plan that the preservice teacher has prepared all activities well, it was proved that the use of l1 cannot be avoided. furthermore, the other finding portrayed that by using songs in teaching younger learners, the pre-service teacher could get the students attention by singing a song without any translation. the students tried to connect what they sang with the media that the teacher had prepared. preservice teacher 2, meeting 8 in teaching the discovery time theme for grade 2 in meeting 8, the preservice teacher asked the students to memorize the colors song. excerpt 7: t: “this is a song about colors do you see them all around? there is red on the sunshine green on the tree blue in the sky and sea red stand up, blue stand up, yellow and green stand up red sit down, blue sit down, yellow and green sit down” ss: (everyone paid attention to the pre-service teacher and tried to sing) p a g e | 18 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 t: "c'mon, sing it together. when i say yellow, you put yellow pom-pom up. yellow group, are you ready?” ss: “ready.” t: “don’t forget to dance, like this. to make our song and dance better, biar bagusss, yellow to this side, red to the opposite, depannya yellow, green here and blue there” (gestures were used to direct the students.) without any translation, the students answered “ready” for the pre-service teacher’s question. this exhibits the non-verbal competence, that by singing the song without knowing its meaning each word, the pre-service teacher – students interaction ran well. in contrast, because of her reason to clarify the instruction and reduce the anxiety of the students' misunderstanding, the pre-service teacher continued to mix english with bahasa indonesia. bekleyen (2011) suggests to include familiar songs, a new language, crafts, songs, rhymes, or chants that relate to new language, games, and stories into eyl classes. songs, chants, and rhymes in english can directly become exposure for students in learning english. additionally, while doing the craft, the pre-service teacher – students interaction can be enhanced by mentioning colors, shapes, patterns, and express feelings in english. teaching young learners should be more complicated than teaching adults. the situation varies as the little ones only have a very short attention span (j. shin & crandall, 2014). if the eyl activities are interesting to them, they will give their attention and participate well, not to mention the activities are put into smaller or manageable units (shin, 2006; scott, 2009). it is crystal clear that the eyl teachers should focus not only on language learning but also on class activities. thus, shin ( 2006) recommends the eyl class with supplement activities using visuals, realia, and movement that involve the students in making realia for a series of activities based on themes. besides, the teachers should use stories, establish classroom routines in english, use l1 resources based on its necessities, bring helpers from p a g e | 19 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 the community, collaborate with other subject teachers, and communicate with the other eyl teachers. macaro (2013) perceives that the teacher candidates have different attitudes on their teaching practice and most of them were less confident in teaching english without any prior experience with young children. some of them get their confidence after they finish their teaching practice. in the class of young learners who shares the same national language as l1, there will be a tendency of using l1 in the teaching and learning process (nation, 2003). from all teaching activities, all pre-service teachers still used l1 in various ways. some of them wanted to get the students' understanding and attention, and some of them were anxious as they were afraid of making mistakes in using english. to covey meanings of some unknown words, the pre-service teachers used media and demonstrations like what is argued by nation (2003) besides definition in the second language, a demonstration, a picture or a diagram, a real object, l2 context clues, and l1 translation. the pre-service teachers had been aware of using l1 for particular situations and prepared some interesting activities as (nikolov, 2009) found that in modern language lesson, the students enjoyed learning a language using wordgames, raps/songs, language awareness activities, action games/sports and drama other than previous common technique in new language lesson – repetition. moreover, shin (2006) argues that l1 can be used to get the students' comprehension quickly as not all of them ready with the english only policy in class. as for the pre-service teachers' endeavor in using l1 instruction got the students' attention in some early meetings, the quality of interaction betterment can be gained by the time both the students and the pre-service teachers get along in classroom activities more. high-quality classroom interaction depends on the teacher's role in mediating l2 learning because it enhances the students' interaction and better their learning outcomes (chen & wang, rich ed., 2014). conclusions and suggestions to sum up, providing the pre-service teachers experience in real teaching is urgent. the english language education department has to play important role in preparing prospective teachers of eyl well for the sake of expanding numbers of p a g e | 20 rina wahyu setyaningrum let: linguistics, literature and language teaching journal vol. 9 no. 2 2020 qualified teachers of eyl in indonesia. the pre-service teachers' language proficiency should be one of the attentions. this is to get them aware of whenever they have to use l1 or l2 in the eyl class without any hesitation. using l1 in efl learning especially in teyl should be considered. the role of l1 in enhancing the pre-service teachers – student's instruction can be seen from code-mixing and code-switching to explain materials and clarify the instructions although students’ responses might vary like responding in english, mixing the languages, and using the local language. the teacher can maintain the use of l2 by demonstration, context clues, and l1 translation. whenever the preservice teacher and students interact, the interaction should meet its purposes by performing actional, conversational, and non-verbal competences. in the future, the advantageous impacts of using l1 in l2 learning will be seen from the ability to shift the use of l1 to l2 both in written and spoken forms to strengthen interpersonal communication. as it has been clear that the use of l1 helps the students comprehend the instructions given by the pre-service teachers, it is suggested that the further researcher investigates to what extend the l1 is used in the pre-service teaching program. also, it is interesting to portray the pre-service teachers' perspective on their language and pedagogical readiness so that the government can design a supportive teacher’s 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(2015). factors affecting the professional development of elementary english teachers. professional development in education, (april), 37–41. https://doi.org/10.1080/19415257.2015.1005243 ieee paper template in a4 (v1) atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 let: linguistics, literature and english teaching journal ||volume|| 9 ||issue|| 1 ||pages|| 52-76 || 2019 || |p-issn: 20869606 ; e-issn: 25492454| students’ difficulties in writing recount text at inclusion classes atikasari husna atikasari.husna@gmail.com akhmad multazim jaymultazim@gmail.com department of english education university of ahmad dahlan yogyakarta article history: received: 4 th april 2019 accepted: 30 th april 2019 abstract writing skill is already taught in school and colleges. the students of junior high school should retells something that already happened (recount text). the objective of the study is to identify the students‟ difficulties in writing recount text in inclusion classes. the study belongs to a mixedmethod research involving 30 students of 8th grade inclusion class. the data collecting techniques was testing. there were several steps to analyze the data: analyzing the students‟ work, calculating the average score by using descriptive statistic and the last step is descriptive analysis. the result of the study shows that the students‟ difficulties in writing recount text are related to content aspect, organization aspect, grammar aspect, mechanic aspect and generic structure of recount text aspect especially in orientation and reorientation. corresponding author: tel.: ...................... keywords writing ; recount text ; students‟ difficulties introduction write is a way to produce language and express idea, feeling, and opinion. it means writing is a skill that focuses on producing language and the writing skill needs intellectual level or the level of expression (harmer, 2004). writing process available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:atikasari.husna@gmail.com mailto:jaymultazim@gmail.com p a g e | 53 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 is already taught in school and colleges. writing has an important role and most difficult for students in the language learning process and this skill needs to be mastered. this opinion supported by brown (2001) that writing is a thinking process. writing could be planned and given with an unlimited number of revisions before it is release. the students are expected to be able to communicate in english both orally and written form. writing in academic setting has been considered more difficult than other skills and the students feels that this skill needs more concentration, thinking skill and learning in a long time. therefore, leo (2007) states that writing as a process of expressing ideas or thoughts in words could be done at leisure time. it means, writing learning requires in long training time. in indonesia, students of junior high school learn several short functional texts, such as: description, recount, narrative, procedural and report. the types of those texts would introduce to students about the social functions, the generic structures of each text and the language features of the types. by introducing them, the students will know and understand the differences between one to another text. thus, they are able to write the texts by themselves in the right order of generic structures and the correct use of the language features of genres. this study focuses on a writing skill because this skill is last skill that must be mastered by learners. however, the students faced difficulties to generate their idea in writing skill. among the types of texts, a recount text and a narrative text are taught in eighth grade, but a recount text is first text which is taught in eighth grade. recount text is a text that retells something that already happened and narrative text is imaginative story to amuse and give moral value to the readers. this study focuses on recount text. according to anderson & anderson (2003), a recount text is a text that retells past events and usually in order that happened. the social function of this text is to tell the past experiences by retelling events in sequence. the samples of recount are experiences, diaries, personal letters and incident reports. this study presents the students‟ difficulties in writing recount text. the observation has been conducted in schools and several teachers of english have p a g e | 54 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 been interviewed to get the real condition of the research site. this preliminary study aims to illustrate the problems to be studied more clearly. the process of the preliminary study was based on the concept of study that is students‟ difficulties in writing a recount text at inclusion classes. the study was conducted in one of inclusion schools in yogyakarta. inclusion school is a school that carries out education where children who have mild or moderate disorders and normal children could study together in public school. in education system, they called children with special educational need. literature review concept of writing there are four skills that must be mastered by the students in learning english, they are listening, reading, speaking and writing. each of the skill has its own characteristic. among the four skills, writing is the most difficult skill to be learned. this opinion supported by brown (2001) that writing is a thinking process. writing can be planned and given with an unlimited number of revisions before its release. moreover, harmer (2007) states that writing encourages students to focus on accurate language use. it is because students consider the language when they engage in the writing process. process of writing according to harmer (2004), the process of writing has four main elements: a. planning the writers have to think the three main issues. firstly, they have to consider the purposes of writing product since this influence (among other things), not only the type of the texts that would produce, but also the language they would be used and the information that already chosen. secondly, they have to think of the audiences who would read, and the choice of language. thirdly, writers have to consider the content structure of the piece, the best way to sequence the facts, ideas or arguments which they already have decided to include (harmer, 2004). b. drafting draft is the first version of a piece of writing, this step „go‟ at a text which often done on the assumption that it would be amended later. as the p a g e | 55 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 writing process proceeds into editing, a number of drafts may be produced on the way to the final version (harmer, 2004). c. editing ( reflecting and revising) once after writers have produced their draft, then, usually they were read it through what they have written to see where it works and where it doesn‟t. reflecting and revising are often step which helped by the other readers or editors who comment and make suggestions (harmer, 2004). d. final version the writers have edited their draft, making the changes which they consider to be necessary, produce their final version. this might look considerably different from both the original plan and the first draft because it has changed in editing process. (harmer, 2004) the concepts of recount text recount text is a text that retells past events. according to anderson & anderson (2003), a recount text is a piece of text which retells past events, it is usually in the order which something that happened. “in a recount text, the students must retell the sequence of events or experiences which they already got in the past” (nafisah & kurniawan, 2007). while, knapp & watkins (2005) says that recount texts are the simplest type of texts, formally, recounts are sequential texts which focus more than sequence a series of events. in every story, no matter how simple, need an orientation. indeed, it is impossible to tell a story unless that there are characters set up in a particular time and place, although many postmodern narratives play with these conventions. generic structure of recount texts according to lancashire council (2008), a recount text has several generic structure consists of orientation, events and reorientation. each generic structure has social functions. the explanations of them are explained below: a. orientation recount begins with telling the reader who was involved, what happened, the location took place and the time of event. orientation gives the reader the background information needed to understand the text and they would recognize about the scene setting and the context of the text. p a g e | 56 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 b. events event is the main activities that occurred in the story of the text. in writing a recount text, events are ordered in a chronological sequence. sometimes, additional details are added to give information for the reader. c. reorientation reorientation is a closing step of statement that includes elaboration. several recount texts also have a concluding paragraph. in this concluding paragraph, the writer could give the personal comment or statement. language features of recount texts a recount text has linguistic characteristics or in english terms is language features. this statement supported by saragih, silalahi & pardede (2014), they states that the language features in a recount text is use of nouns and pronouns to identify such as animals, people and something, use of past action verbs refers to the events, use of simple past tense to located events in relation to experience‟s time, use conjunctions and time connectives to make sequential the event, use of adverb and adverbial phrases to indicate place and time, and use of adjective to describe nouns. gerot and wignell (1994), the language features of a recount text that should be fulfilled are specific participants, using material process, a circumstance of time and place, using past tense and temporal sentence. the concept of students’ difficulties in writing recount text a language is used for many purposes. it has many functions as well. furthermore, there are two macro skills of language; they are receptive and productive skills. productive skills consist of two skills, those are speaking and writing. those skills affect in the process of communication. ideally, students are familiar with the rules of how to communicate with others and how to get information. a writing ability is one of the productive skills that should be mastered in using language. harmer (2007) explains that the key factor in the success of productive skill tasks is the way teachers organize them and how they respond to the students‟ work. in addition, bachman (1990) states that organization competence is the ability to comprehend and form correct sentences, understanding meaning of sentences and pour these sentences into a text. based p a g e | 57 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 on this statement, it can be concluded that writing is a one of productive skills which affects in written communication and it needs good organization to result meaningful sentences. then, browne (1999) defines that children need to learn about writing as well as learning how to write. children learn the steps of writing when they build new skills upon the old. writing develops from the first simple sentences to elaborate stories and essays. spelling, vocabulary, grammartical, and organization will be learnt together and grow together to help the student demonstrate more advanced writing skill based on their step level. but, there are several statements stating that writing is a bit more difficult than other language skills. first, ericson (1999) mentions that writing words in corrected spelling when discussing the term writing difficulties. besides, asmervik, ogden and rygvold (1999) they describe the writing difficulties as a difficulty for the student within writing. then, koutsoftas and gray (2012) the students have difficulties in dealing with the areas of productivity, complexity and grammar. it can be concluded that writing english is not an easy task. al mekhlafi (2011) reveals that this skill requires a lot of practice and training because students have to produce a well-accepted written form that is readable and understandable. while, students‟ writing ability can be improved by fostering their interest, motivation and enjoyment for writing through technology (graham and perlin, 2007). the difficulties in writing as non-native speaker, students should remember many rules in structure which are different from their own language. this study focuses on students‟ difficulties in writing a recount text. in learning writing recount texts, many students make some mistakes and face difficulties in building and developing their imagination (lorch, 1984). most of students hate to learn writing because learning writing is boring and difficult (sugiyono, 2010). it means, in writing a recount text, students feel it difficult to organize their ideas. p a g e | 58 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 method this study employs a mixed-method research. this study was conducted in the eighth grade of inclusion school in academic year of 2017/2018. the time of the research is in second semester during learning process. the achievement test is given by the researcher in the last meeting of the recount text material. the sampling technique that is used in this study is a proportional random sampling. the sampling is done proportionally by taking the subject of each class based on the students‟ number in each class. then, the random sampling technique is by a lottery technique. according to cresswell, 2012 who states that “the intent of simple random sampling is to choose individuals to be sampled who will be representative.” there are 5 classes in eighth grade, each class has 30 students, so that the amount of population of the eighth class in smp muhammadiyah 9 yogyakarta is 150 students. arikunto (2006) states if the subject is less than 100 people suggested to take all of subject. but if the subject more than 100 people, it can be 10-15% and 20-25 % or more. based on arikunto‟s statement, the samples must be 20% from the population, so the amount of the sample is 20% x 150 students = 30 students. the formula is: where : n : the desired number of samples in each class x : number of students in each class n : the total students in eighth grade : sample table 1 list of sample in each eighth grade of an inclusion school no class amount percentage sample 1 viii a 28 20% 5 2 viii b 30 20% 6 3 viii c 30 20% 6 4 viii d 32 20% 7 5 viii e 30 20% 6 total 150 20% 30 (source: the result of the calculation of sampling data) p a g e | 59 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 this study uses a test as the instrument. the instruments are made based on the syllabus and the standard of competencies and the basic competencies of english lesson in writing skills of the eighth grade of junior high school. the test was focused on a free writing recount text about students‟ experience. the purpose of this test was to find students‟ difficulties in writing recount text. in the teaching writing, an evaluation should be done to measure the students‟ skill in writing. the effectiveness of learning process of writing could be measured through an evaluation process. according to oshima and hogue (2007) states in giving scoring of students writing paragraph should use rubric to score the format, punctuation and mechanic, content, organization and grammar. it could be shown descriptively with scoring rubric of jacob. the scoring profile below based on jacob et al‟s (1981) in weigle (2002). table 2 scoring rubric of writing evaluation aspect of scoring writing ability score level criteria content 30 – 27 excellent to very good through development of paragraph unity relevant to topic, topic sentence, concluding sentence 26 – 22 good to average limited development of paragraph unity mostly relevant to topic but lacks detail 21 – 17 fair to poor limited knowledge of paragraph inadequate development of topic 16 – 13 very poor does not show knowledge of paragraph not enough to evaluate organization 20 – 18 excellent to very good well organized clearly stated cohesive 17 – 14 good to average limited supported idea logical but incomplete sequencing p a g e | 60 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 13 – 10 fair to poor non fluent ideas confused lack logical developing 9 – 7 very poor does not communicative not enough to evaluate vocabulary 20 – 18 excellent to very good effective word usage word form mastery 17 – 14 good to average adequate range error of word form 13 – 10 fair to poor limited range frequent errors of word form 9 – 7 very poor essentially translation little knowledge of english vocabulary errors word form grammar 25 – 22 excellent to very good effective complex construction word offer function articles pronouns prepositions 21 – 18 good to average effective but simple construction several errors of agreement tense, articles pronouns, and prepositions but meaning seldom obscured 17 – 11 fair to poor simple frequent errors of tense, word function articles pronouns and preposition meaning confused 10 – 5 very poor no mastery of constructions dominated by errors does not communicate not enough to evaluate mechanics 5 excellent to very good mastery of conventions few errors of spelling, punctuation and also capitalization 4 good to average occasional errors of spelling, punctuation, capitalization meaning not obscured p a g e | 61 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 3 fair to poor frequent errors of spelling, punctuation, capitalization and paragraphing meaning confused 2 very poor no mastery of conventions dominated by errors not enough to evaluate (source: jacob et al‟s (1981) in weigle (2002)) even though a recount text has been studied since junior high school, sometimes students have difficulties in writing it. according to anderson and anderson (2003), one of the difficulties is the students should be aware in using the generic structure of recount text including orientation, sequence of events and reorientation. the structure of the text is analyzed based on the generic structure of the recount text. the study is expected to solve students‟ difficulties in writing so that they can write recount text well. table 3 scoring rubric of students‟ writing ability of the recount text generic structure aspect of scoring generic structure of recount text score level criteria orientation 24 – 28 excellent relevant orientation in detail simple past tense mastery 19 – 23 good rather less relevant detail of orientation simple past tense mastery 14 – 18 average less relevant detail of orientation frequent error simple past tense 9 – 13 poor unrelated orientation error simple past tense p a g e | 62 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 event 56 – 60 excellent relevant event in detail clearly ideas simple past tense mastery 51 – 55 good rather less relevant detail of event logical idea but incomplete sequence simple past tense mastery 46 – 50 average less relevant detail of event ideas confused frequent error simple past tense 41 – 45 poor unrelated event lack of idea error simple past tense reorientation 10 – 12 excellent relevant reorientation in detail simple past tense mastery 7 – 9 good rather less detail of reorientation simple past tense mastery 4 – 6 average less relevant detail of reorientation frequent error simple past tense 1 – 3 poor unrelated reorientation error simple past tense (source: the document of smp muhammdiyah 9 yogyakarta) based on the syllabus in the school based curriculum, the indicator of writing skill is students are expected to be able to write various short texts in the form of recount, with the generic structure and language features correctly. on the last material, the activity in writing skill is the students must write a short recount text based on their experience or their holiday activity freely in one meeting of english material. p a g e | 63 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the validity of test in this study, content validity involves to instrument test in learning material. content validity is the extent to measuring test that presents sample of the subject matter. beside of that, the items or tasks in the test match what the test as a whole is supposed to asses, for example is a syllabus that skills or functions, then the content validity can be assessed by comparing the kind of language generated in the test against the syllabus (underhill, 2006). in getting the valid data, the test was done to measure students‟ recount texts toward indicator on syllabus. table 4. standard competence and basic competence in school based curriculum standar kompetensi kompetensi dasar indikator teknik bentuk jmlh soal no. soal menulis 6. mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar 6.2. mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount siswa dapat menulis teks pendek sederhana berbentuk recount tes tertulis essay 1 1 (source: the document of smp muhammadiyah 9 yogyakarta) reliability fraenkel and wallen (2006) states that the reliability refers to consistency of the scores obtained in how consistent they are for each individual from one administration of an instrument to another and one set items to another. if p a g e | 64 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 qualitative study is discussed with reliability as a criterion, the consequences are rather that the study is no good. reliability testing in this study involves a rater or expert is called inter-rater reliability. in an inter-rater reliability outside the context of the study should be established. there are two main ways to actually estimate inter-assessor reliability (abiri. 2006). this study involves three experts as assessor in giving score students‟ performance assessment that is free writing recount text, they are teachers of english from different junior high school of yogyakarta. this study uses certain techniques in collecting data,that is testing. according to seliger and shohamy (1989) “a test is a procedure used to collect data on subjects‟ ability or knowledge”. a test is used to measure the ability of the students‟ recount text. the test in this study aims to find out the students‟ difficulties about recount text material that has already given in learning process. the achievement test that has already conducted was written test in recount text. one of the examples of recount texts is diary. this study was focused on the students‟ diary about their experience or their holiday activity in their spare time. in analyzing the data, the researcher did several steps to achieve the aims of the research: a. analyzing the students‟ recount texts in that are analyzed one by one. this study focuses on their ideas, organizing ideas, grammar, mechanics, simple past tense and generic structure of recount text appropriately. this study focuses on determines and analyze of students‟ difficulties in writing a recount text. then, it calculates to be the students‟ performance assessment. b. calculating the average score of students‟ result in composing a recount text by using descriptive statistic. the statistic is used based on the mean score, standard deviation score, ideal mean score and ideal standard deviation score. 1. mean the term average means to divide the sum of the scores by the number of scores. to a statistician, the average can be known as mean. the mean is probably the single most important indicator of central p a g e | 65 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 tendency. the mean is virtually the same as average. the formula to calculate mean is: ∑ where: x : mean n : number of score x : scores 2. standard deviation the standard deviation is a short of average of differences of all score from the mean (brown, 2014: 107). the formula is: √ ∑ ̅̅̅̅̅ where: s : standard deviation x : the score ̅ : the mean n : the number of scores 3. categorization to find out the criteria of the students‟ difficulties in writing a recount text, this study uses the mean (m) and standard deviation (sd). this study also uses the ideal mean (mi) and ideal standard deviation (sdi). the calculation of ideal mean (mi) will be compared with ideal standard deviation (sdi) to find out the ideal mean (mi) and ideal standard deviation (sdi), the formula is: mi = 60% of the possible maximum score sdi = ¼ of the ideal mean table 5. the conversion criterion of the students‟ difficulties writing recount text no. scale number category score 1 x > m + 1.5 sd very good 2 m + 0.5 sd < x ≤ m + 1.5 sd good 3 m − 0.5 sd < x ≤ m + 0.5 sd fair p a g e | 66 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 4 m − 1.5 sd < x ≤ m − 0.5 sd poor 5 m − 1.5 sd < x very poor c. descriptive analysis according to prasetyo (2008), a descriptive method is aimed at describe systematically or describe a characteristic of population factually and accurately. the steps of analyzing the interview are: identification, description and drawing conclusion. findings and discussions findings the data of students‟ writing were obtained by scoring students‟ writing product about student‟s experience or student‟s holiday story and analysing that measured based on some aspects, those are content, organization, vocabulary, grammar, and mechanic. to measure, this study of scoring rubric used from jacob (1981) and also giving score in generic structure, those are orientation, event and reorientation. after scoring the result of students‟ writing recount text, then this study analysed the results of the writing product, from the results of the analysis found the most difficulties in the students‟ writing recount text are grammatical error, content in composing writing, mechanic aspect and in the generic structure of recount text, students still had difficulty in making orientation, event and reorientation, but the most difficulties which faced by the students are orientation and reorientation. the result of the analysis can be seen in the tables below: table 6. the difficulties of students‟ writing ability in recount text aspect of scoring writing ability frequency percentage category content 1 10 14 5 3% 33% 47% 17% excellent to very good good to average fair to poor very poor p a g e | 67 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 organization 0 13 11 6 0% 43% 37% 20% excellent to very good good to average fair to poor very poor vocabulary 4 18 8 0 13% 60% 27% 0% excellent to very good good to average fair to poor very poor grammar 1 8 10 13 3% 27% 33% 43% excellent to very good good to average fair to poor very poor mechanics 1 5 15 9 3% 17% 50% 30% excellent to very good good to average fair to poor very poor (source: the calculation of students‟ writing uses scoring rubric jacob 1981) the table above is the result of analysing students‟ recount texts based on scoring rubric of jacob 1981. in the content aspect, the highest percentage of students‟ ability is fair to poor which is 47%. in organization the highest percentage of students‟ ability is good to average, 43%. for students‟ mastering vocabulary, the result is quite good; the highest percentage is 60% good to average. in grammar aspect, the highest percentage is students‟ ability is very poor that is 43% and the highest percentage of mechanic aspect is fair to poor, it is 50%. this study found that the students‟ difficulties in writing recount texts are mechanics aspect, grammar aspect, content aspect and organization aspect, in the generic structure of a recount text, students still had difficulty in making reorientation, orientation and event, but the most difficulties which are faced by the students are orientation and reorientation, they are lack of idea to compose it. p a g e | 68 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the table below is the result of analysing students‟ difficulties in a recount text by scoring generic structure of a recount text: table 7. the difficulties of students‟ writing generic structure of recount text aspect of scoring generic structure frequency percentage category orientation 3 6 5 16 10% 20% 17% 53% excellent good average poor event 1 10 9 10 3% 33% 30% 33% excellent good average poor reorientation 0 5 8 17 0% 17% 27% 57% excellent good average poor (source: the calculation of students‟ writing in generic structure of recount text) the table above showed that the result of students‟ writing recount text in orientation aspect, the highest percentage in poor category that is 53%. in event aspect, the highest percentage in 33% good category and 33% poor category and reorientation the highest percentage in poor category that is 57%. from the result above, it can be concluded that reorientation and orientation are the most difficulties which are faced by the students because they got poor category. but in event aspect, the students‟ skill in writing recount texts is fair, because in good category and poor category have the same percentage. it means that in events there were two categories which have the same percentage. in other words, there were several students who already understood about recount text, but there were also students who did not understand about recount text. after analysing students‟ score, then, the result arrange the frequency distribution to classify the students‟ scores. the frequency distribution of the p a g e | 69 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 scores is classified into five categories: very good, good, fair, poor and very poor. the categorization is based on the ideal mean and ideal standard deviation. the ideal means is measured from 60% of the ideal maximum score while the ideal standard deviation is obtained from one fourth of the ideal mean. as a result of conversion categorization, the ideal maximum score was 100, therefore, the ideal mean (mi) = 60% x 100 = 60, and the ideal standard deviation (sdi) = ¼ x 60 = 15. the categorization can be completely seen in the following table: table 8 the conversion criterion of the students‟ difficulties in writing recount text sigma scale scale number class interval category score + 1.5 x > 60 + (1.5 x 15) x > 82.5 very good + 0.5 60 + (0.5 x 15) < x ≤ 60 + (1.5 x 15) 67.5 – 82.5 good − 0.5 60 – (0.5 x 15) < x ≤ 60 + (0.5 x 15) 52.5 – 67.5 fair − 1.5 60 – (1.5 x 15) < x ≤ 60 – (0.5 x 15) 37.5 – 52.5 poor < − 1.5 x < 60 – (1.5 x 15) x < 37.5 very poor the table indicates that a very good category can be achieved by the students who get scores more than 82.5, a good category is for students who get scores 67.5 – 82.5, a fair score is for students who get score 52.5 – 67.5, a poor category is for students who get score 37.5 – 52.5 and a very poor category is for students who get score less than 37.5. those categories are applied in each student‟s writing assignment in recount texts. in this study, there are 30 students as the samples to find out the students‟ difficulties in writing recount texts. based on the scoring data, thus the students‟ mean score is 65, the category is fair. the highest score of the students‟ writing performance assessment is 82.5, and the lowest score is 45.5. 15 students get fair category. 12 students categorized as good category and 3 students as poor category. it can be concluded that the most of students‟ writing ability in recount texts is fair category. p a g e | 70 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 table 9 the criterion of students‟ writing recount text class interval frequency percentage category > 82.5 0 0% very good 67.5 82.5 12 40% good 52.5 67.5 15 50% fair 37.5 52.5 3 10% poor < 37.5 0 0% very poor (source: the calculation average of scoring students‟ writing recount text) the highest percentage is 50% in fair category, it means that 15 students‟ the category of writing skill in recount texts is fair. but, the students who get good category are more than students who get poor category, the percentage is 40%. there are 12 students with good category and there are only 10%, 3 students who get poor category. this study classifies dominant errors made by students are: the mechanic aspects, grammar aspect, content, organization and the generic structure of recount text. mechanic aspect the highest percentage in mechanic aspect is 50% that is fair to poor category. most of the texts are in fair to poor score in mechanic because of their incorrect application of spelling, punctuation, capitalizations and paragraphing. this can be caused by students‟ writing habits that are not considered. grammar aspect the highest percentage in grammar aspect is 43% that is very poor category. the result of students‟ writing recount texts showed that most of them used present tense. students got good score in vocabulary but in making sentences in past tense, they are still confused, such a difficulty is also faced by students in making a paragraph. content aspect in the content aspect, the highest percentage is 47% that is fair to poor category, there are 14 students are still confused about the content what should to write. they were lack of getting ideas to write the story and only wrote in one paragraph which includes orientation, events and reorientation. there were also p a g e | 71 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 students who are confused about recount texts, so that they wrote inappropriate content of a recount text. organization aspect the highest percentage in organization aspect is 43% in good to average category, there are 13 students who got good score, 11 students got fair to poor category and the percentage is 37%, six students got very poor category and the percentage is 20%. it could be seen, although the students who get good score are more than students in fair score, the total percentage of students which get fair to poor and very poor score are more than students who get good score. generic structure of recount text a. reorientation the highest percentage in reorientation is in poor category, it is 57%. in many of students‟ assignment, they forgot to give impressions or personal opinion about the stories that have been told. b. orientation in orientation aspect, the highest percentage is 53% in poor category. several students are still faced difficulty in determining who, what, when and where in the introduction of the story. as a result, they are only writing the time and with whom they go on vacation. c. event the teacher gives a high score to events because they are the body of a recount text, there are 10 students or 33% in good category and there are 10 students or 33% in poor category. it means that there are several students who have been able to build storyline in a recount text and several have not been able. discussion students’ difficulties in writing recount texts based on the result of the data of students‟ assignments, there are several aspects of students‟ difficulties in writing recount texts, those are: mechanic aspect, grammar aspect, content aspect, organization aspect and generic structure of recount text aspect. mechanic aspect p a g e | 72 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 many parts of mechanic aspect made confusing meaning to understand. the reason of this difficulty is the incorrect application of spelling, punctuation, capitalization and paragraphing which were made by the students‟ recount texts. the students also faced difficulties in sentence patterns. there was no coherence between one to another sentence. they are still confused to compose several words to become a sentence. grammar aspect in grammatical errors, the students faced difficulties in simple past tense. because a recount text retells about something that already happened in the past, it means the action verb is past tense. it is supported by boardman in saragih, silalahi & pardede (2014) that the language features usually found use of past action verbs refer the events, use of past tense to located events in relation to speaker‟s or researcher‟s time. similarly, gerot and wignell (1994) the language features of recount text that should be fulfilled: specific participants, use material process, circumstance of time and place, use past tense and temporal sentence. content aspect the students were still confused to explore their idea in writing a recount text, so the content of their writing product was less. based on the discussion, lorch‟s idea (1984), many students make some mistakes and face difficulties to build and develop their imagination. because of the content of event is less, it makes the results of the score of several students‟ scores is fair. students get difficulties in generating idea and have limited time in practicing writing a recount text that makes students have lack of time in exploring their ideas, so it can be concluded that time allocation for practice is less than theory. organization aspect based on the result of this study, most students got fair to poor score. according to scoring rubric of jacob 1981, organization aspect criteria is the development of logical sequence of event, it means this aspect has related with the generic structure of recount text. generic structure of recount text aspect p a g e | 73 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the students faced difficulties in composing recount texts, their each generic structure were incomplete, especially orientation and reorientation, they only focused on the events. a. orientation based on the result of students‟ assignments, most of their orientation aspect is less and it is categorized poor because they only wrote the time. for example, in the introduction, the students wrote; in sunday, sunday morning, on holiday. it would be better if they wrote additional information with whom, the location, how to go and what things will be told. b. events a sequence of event is the main activity, after conducting the finding of the study, the result of event aspect is better than other aspect. most of students could explore their idea about their experience or their holiday story correctly and they could tell the story in a good organization. it makes the correctors understand the story better. c. reorientation this aspect is a closing statement, for example, the personal comment about the events. nearly all students got poor category in this aspect because they forgot to write their personal comment about their experience or story. this difficulty makes the score of students‟ assignment fair. in this study, many students forgot to write orientation and reorientation, they focus on the event or content of the story. in fact, a recount text consist of three generic structures. that is why the ability of most students to write a recount text is classified in fair category. but, based on the result of this study, the students got good to average category in vocabulary aspect. the highest score percentage in vocabulary aspect is 60%, it is in good to average category, there are 18 students mastering vocabulary correctly. they could find all english words that they used to write. looking over the students‟ assignment, the students could find the english of each word, but when they should compose several words to become sentence, paragraph or even a text, they still faced the difficulty. one of teachers‟ strategies to apply in vocabulary aspect is a mini dictionary. according to the third interviewee, since students were in seventh grade, they got assignment p a g e | 74 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 to make a mini dictionary about things around. when students made the mini dictionary, they would get new vocabulary. in conclusion, based on the students‟ product, the factors causing students‟ difficulties are mechanics of the text such as spelling error, punctuation error, capitalization error and paragraphing error, grammar, they have lack of getting ideas to write in content, compose sentences, and their difficulties to get idea in reorientation and orientation. but, they could organize their writing product correctly and master vocabulary well. conclusions and suggestions students find difficulties in some aspects. a mechanic aspect is an aspect which gets less attention in writing practice. the students applied incorrect spelling, punctuation, capitalization and paragraphing. this can be the causes of meaning confused. in grammar aspect, most students uses present tense verbs, meanwhile, recount text is a text that uses simple past tense verbs. they are still confused in changing from present tense to past tense. the students are lack of getting idea, they were still confused about what would write, they could only wrote one paragraph and they only focused on the event. the students who got fair to very poor category are more than students who got good category in organizing their recount text. this aspect is related to generic structure of recount text. the students faced difficulties in writing recount text in each generic structure especially orientation and reorientation.they only focused on the event. in orientation, many students only wrote the time, they forgot introducing the story before they started writing the events include who, what, when and where. in event, many students got good score because they could build the storyline but the content is still less because they composed three generic structures in one paragraph. the lowest score is in reorientation, most of students forgot to write their personal comment or opinion on their writing assignment. they only finished the events part. p a g e | 75 atikasari husna let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 references abiri, j.o.o. 2006. elements of evaluation measurement and statistical techniques in education. ilorin: library publications committee, university of ilorin. al-mekhafi, m. abdu. 2011. the relationship between writing 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bandung: alfa beta. underhill, christina m. 2006. the effectiveness of mentoring programs in corporate setting: a metaanalytical review of the literature. journal of vocational behavior, v68 n2 p292-307. weigle, s.c. 2002. assessing writing. cambridge: cambridge university press. rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 let: linguistics, literature and english teaching journal ||volume||9||issue||2||pages||22-48||2019|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the use of translanguaging as a pedagogical strategy in efl rahmawansyah bin sahib wawansahib4@gmail.com fattahul mulk state islamic institute of papua, indonesia article history: received: 12th july 2019 accepted: 14th december 2019 this study investigates the use of translanguaging as a pedagogical strategy by an efl teacher in terms of interaction between the teacher and the students in teaching and learning process. it focuses to explore in what situation, do the practices of translanguaging which go on in efl classroom. this study applied qualitative method. two meetings of classroom observations were recorded by using audio recorder. also, a teacher and ten students were interviewed after the classroom observation. the recordings and interviews were transcribed and analyzed based on in what situation, do the the practices of translanguaging go on in efl classroom. in the research findings there were three kinds of languages namely english as the foreign language, indonesia as the national language, and konjo as the local language that used by the teacher and students in practice of translanguaging during teaching and learning process in efl classroom. therefore, the researcher found that the teacher used translanguaging in seven situations during teaching process. and students used translanguaging in six situations during the teaching and learning process. corresponding author: tel.: wawansahib4@gmail.com keywords: translanguaging; pedagogical strategy; efl classroom introduction strategies take an important place during the teaching and learning process. the successfull of teaching and learning process depends on how the teacher’s strategy to deliver his/her material in the classroom. which each teacher has to have strategy that is the most suitable for him or her. translanguagingis http://jurnal.uin-antasari.ac.id/index.php mailto:wawansahib4@gmail.com mailto:wawansahib4@gmail.com p a g e | 155 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 pedagogic strategy that teachers can use in the billingual/multilingual classroom to increase effectiveness in teaching language especially, english as foreign language. it is related to garcia (2012) who affirms that translanguaging is a process that teachers can use in order to make rigorous content more comprehensible forstudents deepening their thoughts and understanding. taking this into account, it is important for teachers to be aware of how to implement this strategy avoidingmisconceptions about its implementation in their practices. garcia (2012) also states that in order to take advantage of classroomresources students can display the target language by means of reading eachother in the second language, labeling the classroom signs using the secondlanguage, and making connections with other cultures in the content studied.translanguaging is one of teacher communication strategies can utilize to assist the process of english teaching as foreign language and can interest students to learn english with the use of their home language.translanguaging can create a efective communication connection between teachers and students in harmony. so, many english teachers have started to apply translanguaging as pedagogic strategies in teaching english as foreign language. beside translanguaging as pedagogical strategy for the teacher in classroom. it also has possible occured in out of classroom. expecially in south sulawesi as one of province in indonesia with many kinds of local languages. for instance bulukumba regency with buginese and konjo language as local language. not only local language, there is indonesia as national language and english as foreign language. the existence of local languages, national and foreign languages in indonesia makes most indonesian bilingual and multilingual. due to this fact, many indonesians are capable to translanguaging their languages. in academic context, most previous research focus on to research the impact that the use of translanguaging strategies has on billingual learners, and the students’ attitude towards and uses of translanguaging in english language classroom,and reflecting on translanguaging in multilingual classrooms. but few studies consentrated in teacher’s translanguaging in efl especially about the effect of teacher’s translanguaging toward students in efl classroom, the teacher’s reasons for using translanguaging in efl classroom and the phenomena p a g e | 156 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 of translanguaging go on in efl classroom.in efl classroom context, there were some of english teachers when they were teaching in the classroom they taught in full l2 and sometimes change to indonesia asnational language. however, one of the cases faced in the classroom is unsupported circumstances. sometimes, there are some teachers or lecturers who force the use of l2 to teach l2 that instead of making the students master the l2. this way of teaching can makes the students confuse.because it’s language is not used in their daily life. many students still feel strange when using it. so, in learning and teaching process some students will chose keep silent than speak up.so, it is important for teachers to understand how to make the students attract to material and able to show that they can do in learning process. there are many strategies that can be used by students and teachers; one of them is using translanguaging in their classroom, where students are allowed to write and speak with their home language and then switch to l2. translanguaging is the way of using the l1 of the students to help the student learning the l2 in the classroom. translanguaging will optimize the student’s mastery in l2 since the process of teaching and learning is effective. the students usually used translanguaging unconsciously. this means that the students are not aware of the function and outcomes of the translanguaging process. therefore, in some cases it may be regarded as an automatic and unconscious behavior. tang (2002) says that using translanguaging in teaching is not considered as a sign of defect in the teacher or students. instead, it is a careful strategy used by the teacher or students and is allowed whenever necessary with some learners’ specific situations. teachers use translanguaging as a means of providing students with the opportunities to communicate and improve student’s understanding and students may use translanguaging as helper to make clear their opinion that they explain to teacher in classroom interaction. translanguaging helps to facilitate the flow of classroom interaction between students and their teacher since the teachers do not have to spend too much time trying to explain to the students or searching for the simplest word to clarify any confusion that might arise during the teaching process. based on the explanation above, the researcher is interested in investigating the translanguaging in efl classroom context of p a g e | 157 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 sman. 11 bulukumba. hence,the researcher was focused on the grand theory that use here is garcia(2014:3) which states that the translanguaging is not utilize to differentiate between two languages or the shift of the languages but it is used to mediate each other. therefore, the researcher interested to examine the use of translanguaging as pedagogical strategy by the teacher in efl classroom. it focuses on in what situation, do the practices of translanguaging go on in efl classroom. definitions of translanguaging the term was first coined by cen williams cited in garcia & leiva (2014) which he describes as a pedagogical practice where learners are asked toalternate languages in order to receive input in one language and produce outputin the other one. translanguaging, however, has been recently defined from other perspectives; canagarajah (2011: 8) affirms that “the research studies we do have on school contexts show translanguaging to be a naturally occurring phenomenon. ina majority of these studies, teachers through conscious pedagogical strategies donot elicit acts of translanguaging. they are produced unbidden”.comparatively, garcia (2012:2) defines translanguaging as “the discourse practicesof the bilinguals, as well as pedagogical strategies that use the entire linguisticrepertoire of bilingual students flexibly in order to teach both rigorous content andlanguage for academic use”. that is, translanguaging is a concept with twoviews: either systematic or spontaneous practice. therefore, translanguaging is a natural meaning-making process occurring in bilingual classrooms. it can be used as a pedagogical tool for effectivecommunication, teaching and a better appropriation of the content. additionally, translanguaging allows building equity in language educationbecause it does not value a language as more important than the other; on the contrary, it recognizes the students’ background and classroom experiences with the same relevance. wei (2011) sees translanguaging as a transforming vehiclethat recognizes students’ realities without diminishing their importance in order toestablish a social space where all voices are heard. p a g e | 158 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 it is important not to confuse translanguaging with the simple shifting of named languages, what linguists call code-switching.code-switching refers to the alternation of named languages, the external definition of what languages are given by political states and school systems. translanguaging refers to the internal perspective of what speakers do with language that is simply their own. for example, when ofelia speaks at home she talks about the grandchildren, la comida, the son-in-law, la hija, dormirse, have breakfast, etc. for ofelia these are not simply words from spanish and words from english. they are her words, her repertoire to make meaning. ofcourse, ofelia knows when to use which words to speak to different people. when speaking to her son-in-law, she uses words that some would call from english. when speaking to her husband’s mother, her suegra, she uses words that some would call from spanish. but when she speaks in her bilingual home, she uses her full repertoire because no one is monitoring or hierarchizing her language practices. she simply uses all of the features she has at her disposal. this is a common pattern of using language in all bilingual communities. translanguaging and code switching have similarity and differences. by action, translanguaging and code switching are the same. translanguaging and code switching are the same refers to the way of using the first language of the students to help the students’ learning the second language in the classroom. they are same in activities changing one language to another language in process of communication. but by function, they are different, when the teacher used translanguaging in classroom it means that as pedagogical reason according the garcia’s theory. the only function of translanguaging used by the teacher is to explain to make the students easy to understand the material. the function of translanguaging as explanatory reason it also means that code switching. but code switching has other function to exclude and to include someone in communication process. for instance, when you want to say something secret to someone but the condition there are many people in there. you can switch your language to exclude the others. so this phenomenon called as code switching. code switching and translanguaging can function as explanatory reasons, but translanguaging cannot function to exclude and include someone in p a g e | 159 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 communication. so that, by action translanguaging and code switching is the same. but by function, they are different. translanguaging only function as explanatory. whereas code switching not only function as explanatory but also it can use to exclude and include someone in conversation. translanguaging in classroom classroom as setting for teacher and his/her students do translanguaging in teaching and learning process. it can billingual or multilingual. translanguaging as pedagogic strategy for the teacher in billingual or multilingual classroom. garcia (2012:2) defines translanguaging as “the discourse practicesof the bilinguals, as well as pedagogical strategies that use the entire linguisticrepertoire of bilingual students flexibly in order to teach both rigorous content andlanguage for academic use. translanguaging pedagogy requires a different type of teacher, a co-learner. classrooms are increasingly multilingual in the world. it is impossible for teachers to know all the languages of students. but it is possible for teachers to build a classroom ecology where there are books and signage in multiple languages; where collaborative groupings are constructed according to home language so that students can deeply discuss a text in the dominant school language with all their language resources; where students are allowed to write and speak with whatever resources they have and not wait until they have the “legitimate” ones to develop a voice; where all students language practices are included so as to work against the linguistic hierarchies that exist in schools; where families with different language practices are included. any teacher, including a monolingual one, can take up translanguaging to enable their bilingual students to make deeper meaning and legitimize their home language practices. translanguaging in out of classroom almost, all of the happening of translanguaging naturally occuring in classroom setting. in most studies, many researchers also investigated translanguaging choosing classroom as setting. when the teacher used translanguaging in classroom, it means that as pedagogical reason (garcia: 2012). but the translanguaging phenomena not only occured in education context it also p a g e | 160 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 occurred in superdiverse cities, such as in butcher’s stall in a city market, shops, market stalls, libraries, community centers, advicebureaux, and sports clubs, based on adrian and angela’s research in previous related findings of this research. futhermore, translanguaging is per formative. as khubchandani (1997) demonstrates that,translanguaging is not a case of applying a linguistic predisposition. it is a creativeimprovisation according to the needs of the context and local situation. translanguaging refers to the communicative practices in which people engage as theybring into contact different biographies, histories, and linguistic backgrounds. translanguaginghas the potential to be transformative and creative, as it can transcend apparentdifference, enabling people to communicate with whatever resources are available tothem, rather than constraining them within prescribed limits. translanguaging thereforehas a spatial dimension, as it occurs in a ‘translanguaging space’ (wei, 2011), or ‘translanguagingzone’ (blackledge, creese, & hu, 2016). translanguaging also has an ideologicaldimension, as it is contingent on local attitudes to, and beliefs about, communicativepractice. attitudes and beliefs related to communication are not fixed, and may bechanged within, and by, the communicative interaction itself. method this study applied a descriptive qualitative method to describe and analyze the use of translanguaging as pedagogical strategy by the teacher in efl classroom. the data analyzed was taken in form of utterances and words produced by the teacher and students in teaching and learning process in xi ipa1 grade of sman 11 bulukumba. the participants of this research are oneteacher and ten studentsof xi ipa grade sman 11 bulukumba. in obtaining the data, the researcher used audio recordings to record the process of classroom observationduring two meetings and the process of interview teacher and some students.the researcher also used an interview guide as an instrument for getting information such as the teacher’s reason for using translanguaging and the benefits of teacher’s translanguaging. p a g e | 161 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 overall, there were thirteen recordings taken for this study which include two recordings of classroom observation and eleven recordings of participants’ interview. the data analyzed based on meanwhile braun and clarke (2006) who proposes sixguidelines of analysis activities. they are (1) familiarizing yourself with the data, (2) generating initial codes, (3) the researcher read throughout each transcript to immerse in the data, (4) reviewing themes, (5) defining and naming themes, and (6) producing the report. initially, the data were transcribed and selected based on the purposes of this study. then, the data were interpreted and analyzed in the forms of extracts. in the extracts, relevant data were identified and discussed. findings and discussions findings in this research focus three main points: in what situation, do the practices of translanguaging go on in efl classroom. the practices of translanguaging go on in efl classroom. from the observation, it was found that the practices of translanguaging were occurred between the teacher and students in teaching and learning process. the researcher was present the observation data about the practices of translanguaging in table form about the frequency of translanguaging by the teacher and her students and the existence of translanguaging practices between teacher and her students in efl classroom. the researcher was found the teacher and students used three kinds of languages in teaching and learning process. the three languages are englishas the foreign language that taught and learned by the teacher and her students, indonesia as the national language, and konjonese as the local language of teacher and students in sman 11 bulukumba. the results from classroom observation regarding the existence of translanguaging practices by the teacher during teaching process in xi ipa 1 classroom are presented below: table 1 the existence of translanguaging practices by the teacher in xi ipa. meeting language used by eng ind. konjo translang. p a g e | 162 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 teacher when (foreig . lag.) (national lang.) (local lang.) 1st greeting students x introducing a lesson x x x drawing students’ attention x x x explaining difficult terms x explaining the material x x x asking questions x x x x giving tasks/command x x x giving feedback x x x x students seem not understand x summarizing the lesson x closing meeting x x x 2nd greeting students x introducing a lesson x drawing students’ attention x x x explaining difficult terms x explaining the material x asking questions x giving tasks/command x x x giving feedback x x x p a g e | 163 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 students seem not understand x summarizing the lesson x closing meeting x based on the table above shows that the teachers mainly use english and indonesia language during lessons. however, the researcher noticed that theyalso used their local language, konjo language. during the observation in this lesson, the teacherwas fromtime to time translanguaging as shown on the table above. the researcher came acrosssome practices of translanguaging that produced by the teacher during teaching process in efl classroom. the researcher presented the practices of translanguaging in the teacher’s utterances in the classroom interaction from the first meeting until the second meeting with example on some extracts as follow: introducing a lesson introducing a lesson is a phase of the teacher start the teaching process to the students through introducing the topic of the material that will explain later. the researcher presented the example on extract as follow; s : tidur[sleep], sleep again, help parents, t : @@@ sleep? tidur ?[sleep]. well so, today i am going to tell you about new things. hmm... we will learn about descriptive text. ada yang bisa memberikan opinion about descriptive text? [anyone able to give opinion about descriptive text?] s : (noisy) apa?[what?] descriptive text? itu yang menggambarkan tempat? [is it describing place?], place..... it can be seen in extract above that before the teacher started the meeting with asking a question about the students’ planning in this august. there is student answering by saying,”tidur [sleep], sleep again, help parents.” this p a g e | 164 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 utterance was translanguaging produced by the student. after the teacher was listen the students’ planning in august. and then she direct to introducing the lesson about descriptive text to her students. she also asked the students to give opinion about descriptive text, by saying“well so, today i am going to tell you about new things. hmm... we will learn about descriptive text. ada yang bisa memberikan opinion about descriptive text?. from the utterance, the teacher introduced a lesson and then asked the students used translanguaging from indonesia language to english language. and also the students answered with translanguaging by saying,” apa?[what?]descriptive text? itu yang menggambarkan tempat? [is it describing place?], place.....”. furthermore in the extract above the practices of translanguaging occurred between teacher and students when the teacher has introduced a lesson to her students. translanguaging used by the teacher to facilitate students easy to understand the question from their teacher. drawing students’ attention drawing students’ attention is the situation when the teacher asked students’ attention focuses on something. the researcher presented the example on extract as follow; ss : (noisy) t : okey, class silent please....... harap tenang dulu......[keep silent please……] i want to know your understanding about this topic. so, my table is our focus your opinion must be focus on the table.hello look at me. dont look others. ok. did you get it? s : yes mom.... based on the extract above that the condition of the classroom was noisy while the teacher was explained her subject in front of the class. so, the teacher tried to drawing her students’ attention to keep silent. the teacher used translanguaging when she asked them to keep silent, by saying” okey, class silent please....... harap tenang dulu..... [keep silent please……]. from the utterance above, it indicates that the teacher used translanguaging when she drawing her p a g e | 165 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 students’ attention. because of she wanted to know the students’ understanding on her material. and then asked them to focuses on something in the classroom. furthermore, in the extract above shows that the practices of translanguaging produced by the teacher during teaching and learning process. explaining the material explaining the material is the main phase of the teaching process by the teacher. the teacher taught her subject in front of her students. and the students should pay attention well to the teacher’s explanation. the researcher presented the example on the extract as follow: t :very good. ok now please everyone look at me. i am going to give you example. saya akan kasi sample sebuah benda yaah....![i will give you a sample an object, right…!] so, i would like you to listen up my explanation. i would like you to listen up my sentences. not only for word, but also sentences. saya meminta anda untuk memahami kalimat saya. kalimat saya itu penting banget karena kalimat saya itu digunakan untuk menggambarkan benda itu. jadi, terutama perhatikan hal yang dimaksud.[i asked you to understand my sentence. my sentence is very important because it be used to describe the object. so, its important focuses on the object.] i would like you to think , i would like you to focus the thing. saya minta anda fokus pada bendanya.[ i asked you to focuses on the object]. let me ask you to focus to my table that in front of you. let see the table! what do you think? what is your opinion? you...(pointed someone) s : (noisy) based on the extract above shows that the teacher explained the material used translanguaging during her teaching process. she gave example to her students used translanguaging by saying,” very good. ok now please everyone look at me. i am going to give you example. saya akan kasi sample sebuah benda yaah....![i will give you a sample an object, right…!] so, i would like you to listen p a g e | 166 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 up my explanation. i would like you to listen up my sentences. from the utterance, the teacher taught her students and gave example an object used translanguaging in the classroom. she also gave instruction to her students in teaching process used translanguaging. she said that, saya meminta anda untuk memahami kalimat saya. kalimat saya itu penting banget karena kalimat saya itu digunakan untuk menggambarkan benda itu. jadi, terutama perhatikan hal yang dimaksud.[i asked you to understand my sentence. my sentence is very important because it be used to describe the object. so, it’s important focuses on the object.] i would like you to think , i would like you to focus the thing. saya minta anda fokus pada bendanya.[ i asked you to focuses on the object]. furthermore, in the extract above shows that the practices of translanguaging occurred during teaching process when the teacher explained the material while gave instruction to her students. asking question asking question is the teacher gave questions to her students to measure or to assess what they have learned about the material. and also the teacher asked questions to the students, it can help students to develop critical thinking skills. the researcher presented the example on extract as follow; t : no? yes, sabri what will you do in this month ? s : hmmm i will join scout event in my organisation. pramuka do mom....(local dialect) [ i mean scout mom…] t :ahh really ? are you member of scout organisation? where is it? dimana biasa anda latihan?[where is your place for training?] s :so many place mom. sometimes in our school, and in another school inbulukumba kota[the center of bulukumba] mom based on the extract above indicates that the practices of translanguaging by the teacher in the 1st meeting at the classroom. the teacher was asking question about the planning of the student in august. and then, the student answered the teacher’s questionused the english language. then the teacher asked again used translanguaging. she used english the first time and then changed her p a g e | 167 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 language to indonesia language. it can be seen when the teacher saying” ahh really ? are you member of scout organisation? where is it? dimana biasa anda latihan?[where is your place for training?]. from the utterance, the teacher used translanguaging to asking questions on her student in the classroom. not only teacher, but also the student used translanguaging by saying,” sometimes in our school, and in another school in bulukumba kota[ the center of bulukumba], mom. this case is translanguaging practices between teacher and her student in efl classroom. as worthy et al. (2013: 324) stated that note strategies a teacher used in order to create learning spaces for her students by using translanguaging. giving task/command giving task/command is during teaching and learning process, the teacher usually gave task or command to her students. in addition, the teacher taught her subject for the students in the classroom. she also gives a task or command to her students to evaluate the students’ understanding of the material. the researcher presented the example on extract as follow: s : oh my god..... ayo mi mulai bekerja...[let’s start to work…] t : ok all of groups complete? yah silahkan mulai bekerja.[ let’s start to do it, please!] i will give you time 20 minutes. and then each group must be presents the result of discussion in front of class. ok go ahead. ss : @@@ ( discussion process) based on the extract above shows that the teacher asked her students to do the task in a group. the teacher used translanguaging when the teacher gave task for the students. she said that,” ok all of groups complete? yah silahkan mulai bekerja.[ let’s start to do it, please!] i will give you time 20 minutes. and then each group must be presents the result of discussion in front of class. ok go ahead.that utterance indicates that the practices of translanguaging occurred when the teacher gave task for her students. she used translanguaging for commanded her students to start to do the task with 20 minutes giving feedback p a g e | 168 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 giving feedback is the situation where the teacher gave response from the students’ question or statement in teaching and learning process. the researcher presented the example on extract as follow: ss : aishhh kami minta waktu lagi mom. sedikit mami mom yang belum....[ please, give us more chance, mom] (noisy) t : no chance again. iam already give you chance two weeks. dua minggu kan ?? ini jelas kelalaian kalian[ two weeks right? i think it is your dereliction...]. ok i just give score for two groups. tolong yang two groups ini bersiap.[please, for two groups to prepare your group] who will be first presenter? group sindy issatul or rini? as : sindy issatul mom. kaumi sindy issatul dulu....[sindyissatul’s group the first please….] @@@ based on the extract above shows that there are some groups of the students did not ready to deliver the presentation in front the class. the teacher has explained that there is no more chance. she used translanguaging when she was giving feedback to her students by saying,” no chance again. iam already give you chance two weeks. dua minggu kan ?? ini jelas kelalaian kalian[ two weeks right? i think it is your dereliction...]. ok i just give score for two groups. tolong yang two groups ini bersiap.[please, for two groups to prepare your group]who will be first presenter? group sindy issatul or rini?”. from the utterance, indicates that the teacher was produced translanguaging when she was giving feedback to the students in the teaching process. the practices of translanguaging also occurred in giving feedback situation during the teaching and learning process. closing meeting closing meeting is the last phase of teaching process by the teacher. she usually gives greeting to her students before close the meeting. the teacher should p a g e | 169 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 be closed her teaching in every meeting. the researcher presents the example on extract as follow: t : ok saya rasa cukup untuk pertemuan hari ini. selamat belajar di rumah masingmasing.[ ok i think that’s old for this meeting. don’t forget to keep study at your home.] see you tomorrow.... ss : ok mom see you... based on the extract above shows that, the teacher was remembered the students to keep study at their home before closed the teaching process. the teacher used translanguaging by saying,”ok saya rasa cukup untuk pertemuan hari ini. selamat belajar di rumah masingmasing.[ ok i think that’s old for this meeting. don’t forget to keep study at your home.] see you tomorrow..... that utterance indicates that the teacher used translanguaging when she has finished the meeting. the practices of translanguaging also occurred in closing the meeting situation in teaching and learning process. the practices of translanguaging not only occurredon the teacher but also on the students. because, there was interaction between the teacher and students during teaching and learning process. it can be seen, the results from the classroom observation regarding the existence of translanguaging practices by students during learning process in xi ipa 1 classroom are presented below: table 2 the existence of translanguaging practices by students in xi ipa 1 meeting language used by students when eng (foreig . lag.) ind. (national lang.) konjo (local lang.) translang. 1st greeting teacher x asking question to the teacher x x x answering question from the teacher x x x x p a g e | 170 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 discussion with their friends x interacting with others in the classroom x x x asking for permission from the teacher x x x asking other students x x x saying goodbye to the teacher x 2nd greeting teacher x x x asking question to the teacher x x x answering question from the teacher x x x discussion with their friends x x x x interacting with others in the classroom x x x asking for permission from the teacher x asking other students x x x saying goodbye to the teacher x as can be seen from table above, the results from the classroom observation on the translanguaging used by students among themselves from 1st meeting until 2nd p a g e | 171 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 meeting show that students used translanguaging commonly when talking to their teachers especially when greeted the teacher, asked a question to the teacher, answered a question to the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students. the researcher presented the practices of translanguaging in the students’ utterances in the classroom interaction from the 1st meeting until the 2nd meeting with example on some extracts as follow: greeting the teacher greeting to the teacher is the obligation of the students before and after teaching and learning process. the students were given greeting to their teacher to respect their teacher. the researcher presented the example on extract as follow: t : ok, good morning class? ss : good morning mom, bu [mom]...... tr :hmm.. how are you today? ss : i am fine mom...alhamdulillah baik mom[ alhamdulillah fine mom] ... and you? based on the extract above shows that the students were greeted to their teacher in the beginning of the teaching and learning process. the students replied the teacher’s greeting used translanguaging by saying,” good morning mom, bu [mom]. that utterance shows that the teacher used translanguaging when they were saying bu [mom]. this simple practices of translanguaging that produced by students in teaching and learning process. and they replied the teacher’s question by saying,” i am fine mom...alhamdulillah baik mom [alhamdulillah fine mom] ... and you?”. furthermore, the practices of translanguaging occurred between teacher and students in efl classroom. in addition, the practices of translanguaging also occurred in greeting to the teacher’s situation. asking question to the teacher asking question to the teacher is the condition when the students need to know something such as the subject they have learned from their teacher. then, p a g e | 172 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 they propose a question to the teacher. the researcher presented the example on extract as follow: t : well now lets open page 37 let see part c about some directions to make descritive text. and also you can learn about the generic structure of descriptive text. lets open ! do the task in part c! s : individual or group mom? kelompokmi mom nahh[we hope do it in group mom](local dialect) t : ok pay attention please ! lets do the task with your group. you can ask me question if you meet the difficult thing. ok start now!...... from the extract above indicates that students hoped if the task was done in a group of study. the students were asking to their teacher by saying,” individual or group mom?kelompokmi mom nahh[we hope do it in group mom](local dialect). that utterance shows that the practice of translanguaging was produced by the students. they used english language and indonesia language in konjo dialect. in addition, the translanguaging that produced by the students when students were asking question to the teacher. answering question from the teacher answering question from the teacher is the condition when the students got question from the teacher. and then students responded with an answer for the teacher’s question. the researcher presented the example on extract as follow; t : ok please rifaldi ! what is you opinion tentang descriptive text? r :well my opinion about descriptive text is text describe something. sesuatu [something]. seperti people, tempat, kejadian.[like people, place, and event] based on the extract above shows that the student was answered the question about the definition of the descriptive text from the teacher. she used translanguaging it can be seen when she was answered by saying,” well my p a g e | 173 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 opinion about descriptive text is text describe something.sesuatu [something]. seperti people, tempat, kejadian.[like people, place, and event]” from the utterance produced by the student indicates that the practices of translanguaging occurred when the student answered the question from the teacher. discussing with their friends discussion with their friends is the condition when the students presented a project from the teacher. then there is a student as the presenter of discussion responded or answered the question from the students as audience. and the members of the group answered the question. s : what is your reason sehingga kamu memiliki pemerintahan demokrasi?[what is your reason to choose democracy as government system?] mg 5 : ok, because peace, damai toh?[ peace, right?]peace and calm. based on the extract above shows that, the students were discussing with their friends. there was a student as an audience was asking about the reason of presenter by saying,” what is your reason sehingga kamu memiliki pemerintahan demokrasi?[what is your reason to choose democracy as government system?]. the utterance that produced by the student is translanguaging. the student made clear his question used english then changed into home language. and the group of presenter was reply with some reasons used translanguaging by saying,” ok, because peace, damaitoh? [peace, right?]peace and calm. from the utterances indicates that the practices of translanguaging not only occurred in teaching and learning situation by teacher and students. but also translanguaging was occurred between students in presentation or discussion section. as garcia (2012;2) stated that translanguaging is anatural meaning-making process occurring in bilingual classrooms. interacting with others in the classroom p a g e | 174 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 interacting with others in the classroom is situation when the student was talking to other students during learning process in efl classroom. beside the student usually interact with the teacher; they also usually interact with other students in teaching and learning process. the researcher presented the example on extract as follow; t : ok could you? (point a student) ss : wee you you. natunjukki mom.[the teacher was pointed you] t : yeah please astika ! give your opinion. based on the extract above shows that one of the student looks did not focused on the teacher question. she looks imagine something when the teacher asked her. then the other student’s talked to her by saying,”wee you you. natunjukki mom.[the teacher was pointed you]”. from the utterance, one of the student used translanguaging to talk with her friend that imagined something when the teacher pointed her in the classroom. practices of translanguaging produced by the student it can be seen when the student interacted with other in the classroom. asking other students asking other students is the condition when the students need to know something. then, they propose a question to other students. it can be discussion situation and may be the teaching and learning process in normally. ss : so, how about your facilities? how many hotels do you have or justballaballakoko[ just cottage or cabin]? mg2 : @@@@…. yes every area of sky city have hotel. from the extract above shows that one of the student as audience in presentation of group asked a question to the presenter. he asked the presenter by saying,” so how about your facilities? how many hotels do you have or justballa ballakoko?[ just cottage or cabin]”. that utterance shows that the audience asked question used translanguaging in english and konjo (local language). he used translanguaging when he asked to the other students as member of group. in p a g e | 175 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 addition, the practices of translanguaging occurred when the students asked to other students in efl classroom. conclusions and discussion from the data gained through the recording of classroom observation and interview with one teacher and 10 students, it could be concluded that the practices of translanguaging going on in efl classroom. it could be noticed that the teacher and the students agreed that the use of translanguaging in teaching and learning process. because it was very useful and it could be used as a method or strategy when introducing the lesson, drawing students’ attention, explained the material, asked questions, giving tasks, giving feedback, and closing the lesson. and for the students used translanguaging when talking to their teachers especially when greeting the teacher, asking a question to the teacher, answering a question to the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students, this is similar with statement of martin (2006) stated that translanguaging ‘the use of local languages alongside the ‘official language’ of the lesson. and also according to cook (2001) referred that translanguaging in the classroom as a natural response in a bilingual situation. translanguaging as pedagogical strategy was used by the teacher has big benefits for the students’ understanding in teaching and learning process. it can help the students easier to receive the material from the teacher. for instance, the students in sman 11 bulukumba have indonesia language and konjo language was gave positive effects in learning english as foreign language. however, there is another term from translanguaging that known as code switching. even though, it similar by action that can also use in classroom interaction by many teachers and students in teaching and learning process. and they were different by function. the last, translanguaging was very suitable as strategy for the teachers and students used in teaching and learning process. it supported by garcia (2012:2) defines translanguaging as “the discourse practicesof the bilinguals, as well as pedagogical strategies that use the entire linguisticrepertoire of bilingual students flexibly in order to teach both rigorous content and language for academic use. and translanguaging can also help students by projecting a safe p a g e | 176 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 environment where their identities and cultures are valued, which helps the more reserved students take a more active and involved role in their education (martin,2005). translanguaging in efl classroom of sman 11 bulukumba occurred between teachers to students and students to other students in teaching and learning process. both the teacher and students of sman 11 bulukumba used translanguaging in three languages. they are english as the foreign language, indonesia language as the national language, and konjo language as the local language. in the teaching and learning process, translanguaging was produced by the teacher commonly whenintroducing the lesson, drawing students’ attention, explained the material, asked questions, giving tasks, giving feedback, and closing the lesson which shows the importance of it during lesson delivery. and also translanguaging was produced by students commonly when talking to their teachers especially when greeting the teacher, asking a question to the teacher, answering a question to the teacher, and also when they interacted to their friends, discussed to their colleagues, and asked other students. translanguaging as strategy was very important for the teacher and students during teaching and learning process. the teacher has considered translanguaging as a need for flexibility in language usage in classroom. translanguaging are considered to be helpful and useful as a strategy to create good communication and to build safe environment in the efl classroom in order to make the students are enjoyable and prefer to speak up in the teachinglearning processtherefore, in my opinion there is a need for flexibility in language usage in the classroom to enhance interaction, learning, and the participation of students, because their lack of competence in english causes them to be quiet, passive, unmotivated, and less confident. for further research, the study of translanguaging can be extended by conducting the research in order different content and setting, because in many studies about translanguaging always investigated translanguaging in educational setting, especially in classroom context. furthermore; the researcher recommends observing about translanguaging in out of the classroom. p a g e | 177 rahmawansyah bin sahib let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 references adamson, j. & fujimoto-adamson, n. 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(2015). moving out of linguistic boxes: the effects of translanguaging strategies formultilingual classrooms. language of education, 29 (3), 200-217 ieee paper template in a4 (v1) p a g e | 93 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||93-119||2017|| |p-issn: 20869606 ; e-issn: 25492454| the jargon used by employees of food and beverage service (fbs division) at hotels muhammad nasir mi‟raj juddin nasirmiraj@gmail.com english education department universitas islam negeri antasari banjarmasin article history: received: 7 th january 2017 accepted: 6 th april 2017 abstract the purpose of this research was to find out the jargon used of phenomenon in the occupation. it focused in employees of food and beverage service (fbs division) at hotels. the subjects are fourteen employees consisting of one food and beverage manager, one food and beverage head of outlets, two supervisors and ten waiters/waitresses at aria barito hotel banjarmasin. the object is the jargons used while the employees of food and beverage service division are on duty. the writer uses participant observation, recording or taking note the conversation and documentary techniques. after collected, the data are analysed with theories and explained descriptive-qualitatively. the result of data analysis reveals that there are 54 jargons in food and beverage service division at hotels. corresponding author: tel.: .............................. keyword hotel; food; beverage service division; jargon. introduction every people in the world interact and communicate each other with language. wardhaugh (2002: 3) states a language is a system of arbitrary verbal symbol, which is used by the members of a speech community as a mean of communication to interact and express their ideas, feelings and thoughts. therefore, it simply says that language is essentially a set of items (sounds, grammars, and meaning of words) that is used to communicate each other in order available online at: jurnal.uin-antasari.ac.id/index.php/let mailto:nasirmiraj@gmail.com p a g e | 94 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 to understand what the other people‟s ideas, feelings and thoughts. language is learned and explained in linguistics. in linguistics field, it is divided into several branches; one of them is sociolinguistics. the term of sociolinguistics is used generally for the study of the relationship between language and society (yule, 2006: 205). sociolinguistics is also the study about relationship between language and society with the goal of better understanding of language structure and how the function of language in communication. trask (1999: 282) defines sociolinguistics as a branch of linguistics which the relationship between language and society. they are interested in explaining why we speak differently in different social contexts, and they concerned with identifying the social function of language and the ways it is used to convey social meaning (holmes, 2008: 1). therefore, language is the most fundamental instrument when society begins to communicate. in the social communication, there are many varieties of language, which are register, slang, style and jargon. in this research, the writer will discuss more about jargon. the basic concept that should comprehend is how jargon happened in society. society uses jargon to create their own identity of their profession itself. they use the same language and the same vocabularies in the same area. it means that jargon aims to show what the professions are, because jargon vocabulary sometimes unknown by outsiders and used by certain groups or professions in working area. different groups have different jargon. jargon is certain language that is special language and usually used by profession or group of society. the language also usually only be understood by the group itself. fromkin et al (1996: 313) emphasizes that jargon is used by different professional and social groups in so extensive and so obscure in meaning. jargon refers to the unique vocabulary used by particular groups of people to facilitate for communication. jargon is also assumed as language variety contain a set of unique vocabulary that used by people who have same interest, class (social status), or same position in certain area, for instance in working area. in working area, there are so many professions that used jargon, for example; politicians, comedians, entertainer, pilots, military, hotel etc. they have p a g e | 95 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 their own jargon and use it in their field in order to make their communication to be easier. it is assumed that jargon is used by many professions in different fields. one of field that uses jargon is hotel. hotel as one of the job-fields that used jargon as communication tools, it has divisions such as food and beverage service, housekeeping, front office, engineering, and sales marketing. in this research, the writer is only concerning to food and beverage service (fbs division). fbs division is usually refers to waiters/waitresses. waiter/waitress of hotel is a server who works in the outlets of hotel. the basic function of waiter is to provide courteous and efficient service to guests according to established service standards and procedures. fbs division uses the jargon to make their communication easier in working area. the jargon is that usually used by waiter for example is “pax”, the meaning of “pax” is a hospitality industry term used interchangeably with “people”. therefore, number of “pax” is typically in reference to the number of guests at a restaurant, number of costumers at a party, number of occupants in a hotel, number of passengers in an aircraft and etc. the example of “pax” in sentence is “pls set up class room for 50 pax at barito ballroom”. those are the examples of the jargon that usually used by the employees at hotels. therefore, this research was purposed to get the jargons that used by employees of food and beverage service division at hotels. jargon allan and burridge (2006: 56) define jargon is the language peculiar to particular context like a trade, profession or other group. it is the language used in a body of spoken or written texts, dealing with a circumscribed domain in which speakers share a common specialized vocabulary, habits of word usage and forms expression. in addition, yule (2006: 211) states jargon is a special technical vocabulary associated with a particular area of work or interest. in social terms, jargon helps to create and maintain connections among those who see themselves as „insiders‟ in some way and to exclude „outsiders‟. p a g e | 96 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 hornby (1995: 296) also states that jargon consists of technical words or expressions used by a particular profession or group of people and difficult for others to understand. the group here can be a professional or social group. furthermore, spolsky (1998: 33) defines jargon as speech used by marked group of people such as a trade or occupation. a specialized bond between members of in-group and enforce boundaries outside. if the people do not understand a certain jargon, it means that they do not belong to a certain group. jargon can be useful for conveying meaning precisely and effectively for specific communities. however, it may also exclude and/or confuse those who not “in-group”. thus, speakers and writers need to be aware of their audiences when deciding to use jargon appropriately. moreover, crystal (2003) defines jargon as the technical vocabulary or idiom of special activity or group. the reality is that everyone uses jargon; it is an essential part of the network or occupation and pursuits, which wake up a society. all jobs present an element of jargon, which workers learn as they develop their expertise. all hobbies require mastery of a jargon. all sports and games have their own jargon. each society grouping has its jargon. the occupation of person causes his language to vary, particularly in the use he makes of technical terms. the phenomenon of using jargon therefore, turns out to be universal and valuable. fromkin et al (1996: 314) state many jargon terms pass into the standard language. the characteristic of jargon is spread from a norrow group until it is used and understood by large segment of the population. richards and schmidt (2002: 278) define jargon as spoken or written words and expressions used by a group of people who belong to a particular trade, profession or any other group bound together by common attention, e.g. the jargon of law, medical jargon. a jargon its own set of words and expressions, which may be incomprehensible to an outsider. the term jargon is typically not used by the group but by those unfamiliar with that particular type of language. in conclusion, jargon is technical language that can be seen as occupational verieties. it is an exclusive term in which mostly known by the insiders. p a g e | 97 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 the functions of jargon according to brown and attardo (2006: 119), jargon has two main functions, which are: a. provide speakers of specialized domains with clear, unambiguous terms to refer to their activities. b. provide speakers of a subgroup with a means of marking in-group membership and excluding outsiders. similary, allan and burridge (2006: 58) state the function of jargon are: first is to serve as a technical or specialist language for precise and economical communication. second is to promote in-group solidarity and to exclude as outgroupers those people who do not use the jargon. there are the functions of jargon. based on those functions, jargon can make the communication quicker and easier to understand. however, when used the jargon with outside the field, it can be confusing and difficult for understanding. it is often used to show social identification about they are part of the group or not. method this research used descriptive qualitative data because the type of this research is conversation analysis (ca) which intended to analyze jargon that used by employees of food and beverage service (fbs division) at hotels. according to sidnell (2010: 1), ca is an approach within the social sciences that aims to describe, analyze and understand talk as a basic and constitutive feature of human social life. ary et al (2002: 565) state qualitative research is the study or analysis phenomena from the perspective of the human participant in natural setting without providing the predetermining hypotheses. therefore, this research is called as qualitative research because the writer conducted the research based on the transcript of employees‟ conversation and interview. then, the writer concluded the research descriptively based on the findings and related the theories. p a g e | 98 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 in gaining the data, the research took place at aria barito hotel banjarmasin, which is located at jl. mt. haryono no. 16 banjarmasin 70111. the subject of this research is the employees of fbs division at aria barito hotel banjarmasin. they are consisting of one food and beverage department manager, one head of f&b outlets, two supervisors and 10 waiters/waitresses. the data that is needed are audio recording, taking note and transcript of employees‟ conversation when they are on duty to find out the jargons and the meaning of jargons. the audio recording and taking note will be taken from while the writer is on job and the conversation is appropriate containing the jargons of fbs division. besides, the writer needs the result of interview to gain the meaning of jargon in this division. related to the techniques of data collection, the writer used participant observation for getting and understanding the jargons authentically, interview for asking the meaning of jargons from participant in a study, and documentary for completing the data. after the data are collected and processed, the data is then analyzed into good hierarchy. the analysis helps the writer to highlight some important conclusion from this research. the conclusion are taken trough inductive way. findings and discussion the data of this research was taken from utterance and conversation used by employees of fbs division at aria barito hotel banjarmasin. the recording in this research was collected randomly, because the writer only chosen the topics that contain appropriate words of jargon. the writer presents the description below about each jargon found while the writer was on job. note: (1) m = f&b manager (4) w = waiter / ws = waitress (2) ho = head of f&b outlets (5) c = casual (freelencer waiter) (3) s = supervisor no jargons in conversation information and meaning p a g e | 99 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 1 w3: de, bentar lagi selesai breakfast. jadi tunggu di sini aja ya! (w1, the time of breakfast is almost done. so, just stay in here right!) w1: iya bang. (okay) breakfast breakfast is the first meal of the day that is eaten in the morning. the context of this conversation is when the waiter tells to his partner about that breakfast period will be done in several minute. it means, the waiters must be ready for preparing the next meal period or clearing the dining room. this hotel provides breakfast start from 6 am – 10 am. 2 w1: bang, apa lagi nih yang belum buat lunch? (what is the next for lunch?) w3: dusting sama set up de! (dusting and set up) lunch lunch is a meal that is eaten in the middle of the day. the context of this conversation is when the waiter asks to his partner about lunch preparation. this hotel provides lunch start from 12 pm – 3 pm. 3 ho: assalammualaikum.. untuk event hari ini wain sampai dinner dprd tabalong. (for dprd tabalong in wain room is running up until dinner) dinner dinner is the main meal of the day that is eaten in the evening. this is the utterance of ho in briefing. the context of this utterance is about the event will the end in dinner period, therefore the waiters must to prepare the room, coffee break and dinner for this event. 4 w1: emang biasanya ada aja kah bany yang makan supper supper is a small meal eaten in the late p a g e | 100 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 malam-malam? (is there any costumer order the meals in the late evening?) w3: iya ada la yang supper itu. (yes, there is for supper.) evening. the context of this conversation is when the waiter asks to his partner about the existing of supper period and the waiters must to prepare this period after dinner. therefore, the restaurant in hotel is open for 24 hours. 5 w1: disini buat tempat apa bang? (this space is for?) w3: ini…….buat appetizer. (this is for……… appetizer). appetizer appetizer is a small dish taken before a meal or main course of a meal to stimulate the appetite, e.g. salad, soup, etc. the context of this conversation is when the waiter asks the place position of appetizer. 6 m: ….. kalo kamu gak tau letak kopi tehnya? nah disini. ini main course nya….. (if you do not know the place of coffee and tea? yeah, here are they. then, this is the main course) main course main course is the primary dish in a meal. the context of this utterance is when the manager explains the place position of main course. 7 w8: jadi kalau nyuguhkan makanan itu kalo lengkap harus ada appetizer, main course, terakhir dessert….. (you must to serve the meals completely, dessert dessert is the sweet course eaten at the end of a meal, e.g sweet cake or pudding. the context of this conversation is when the waiter explains to his partner about the structure of dishes. p a g e | 101 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 consisting of appetizer, main course and the last is dessert……) w1: oh… iya bang. (okay, i see.) 8 ho: eh, orang aja udah selesai breakfast, buat apa ini?(breakfast is done, why you are making this one?) w2: tau juga pak yanti yang minta dari tadi. minta bikinin welcome drink-welcome drink. (i do not know, sir. this is the request by yanti to supply welcome drink.) welcome drink welcome drink is a fresh beverage for welcoming the guest. the context of this conversation is about the distribution of welcome drink who made by waiter. 9 chef: eh, condiment nya nih andak sebelah mana? (where the condiment is place?) w1: di sebelah situ pak, samping kerupuk. (there is, sir. beside the chips.) condiment condiment is a spice, sauce or preparation that is added to food to impart a particular flavor, to enhance its flavor, or in some cultures, to complement the dish. the context of this conversation is about putting the condiment in the buffet. 10 w2: di mana nih co nya? habis kah yo… (where is the co? is co stands for captain order co /ce-o/ is pronounced in indonesian way. p a g e | 102 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 this run out of?) w1: kada tau bang. coba cek di depan! (i do not know. try to check in front!) co is an order form, who is made by waiter/waitress. it is for taking order and distributing to kitchen and cashier. the context of this conversation is when the waiter asks to his partner about where is to find of co. 11 w1: ayo kita set up nah. mumpung lagi nganggur. (come on, we set up. as long as we are free.) w5: belum ada beo nya lagi. (the beo is not ready) w1: iya kah. mehadang ae dulu berarti. (okay, we are waiting!) beo stands for banquet event order beo /beo/ is pronounced in indonesian way. beo is a form of mice reservation that made by marketing and distribute to f&b department to prepare rooms and meals of event. the context of this conversation is when the waiter 5 explains we need the beo for setting up the room of reservation.) 12 w1: ngapain waiter 5? (what are you doing?) w5: bikin wo buat acara nanti. (making wo for the event next time.) w1: apa aja isinya tuh? (what are they?) w5: lampu-lampu pang yang pasti minta ganti. (the lamps those are not work.) wo stands for work order wo /we-o/ is pronounced in indonesian way. wo is a request form from an employer to an employment agency to provide someone to do a particular job. the context of this conversation is when the waiter 1 asks to his partner about the list of wo. 13 s: waiter 5! kamu udah sr ke bawah. (have you sr stands for store request sr /es-er/ is pronounced in indonesian p a g e | 103 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 gave the sr in downstaitrs?) w5: iya sudah pak. tapi belum di ambil barangnya pak. (yes, i have sir. but i am not take the things yet.) way. sr is a written request from department to the procurement area for purchasing a specific item, e.g sugar, milk, mineral water, fruits, or coffee and tea. the context of this conversation is when the supervisor asks to waiter about purchasing of specific items is already done by sr form. 14 w2: amun makan siang, makan malam pakai a la carte. (lunch and dinner are using a la carte.) w1: oh gitu ya bang. (oh, i see.) ă la carte ă la carte is a type of menu, which each item is separately listed, described and priced. the context of this conversation is about the explanation of type of menu that will be used. 15 w2: itu paling mun pagi ni. mengawasi buffet (menu) mun habis diganti. (keeping the buffet* (*it refers to the dishes) will run out of) w1: oke bang! (okay) w1: bang, tea cup ada dimana? (where is the tea cup?) w3: ambil aja di buffet buffet buffet is a buffet menu offers the dishes presented in the buffet (counters) which guests serve themselves from various dishes displayed on a buffet. there are the samples of conversation that show in first conversation talking about the buffet menu. the second conversation is talking about buffet counter as place displaying food and equipment; such as glass, plate and etc. p a g e | 104 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 (counter) de! (take it on the buffet.) 16 w5: waiter 1 ambilkan kue yang ada tulisan 30 pax di pastry! (waiter 1! please, take the snack with the note 30 pax in pastry.) pastry pastry refers to sweet cake with cream, jam or fruit filling. in this case pastry refers to the room where produces, provides and supplies the cake in the hotel. 17 w8: de bantu ngantar makanan ke edr manager! (please, help me deliver the meal to edr manager!) w1: oke bang. (okay) edr stands for employee dining room edr /i:-de-er/ is pronounced in english and indonesian way. edr is dining room for the employees. the context of this conversation is when the waiter asks to his partner about to prepare the meal in edr manager. 18 w5: waiter 1, besok ada event sekalinya di ballroom. (tomorrow, ballroom has an event.) w1: iya kah? sudah kam set up lah? (is that true? have you prepare the room?) ballroom ballroom is a large room usually used for party, wedding or banquet. the context of this conversation is when the waiter tells about barito ballroom has an event for tomorrow. the name of ballroom in this hotel is barito ballroom. every hotel has special name for their room, e.g himalaya ballroom in banjarmasin international hotel and neptunus ballroom in golden tulip banjarmasin. 19 w1: nih mau kemana bang? (where do you want to free function free function is room for take a rest in a p a g e | 105 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 go?) w3: mau cek free function. (i want to check free function.) meeting or conference, usually this room is for coffee break or dining room. the context of this conversation is about checking free function room when it used for coffee break and lunch. 20 ho: sudah cb kah? (is that already done for coffee break?) w1: belum lagi pak. (not yet, sir!) cb stands for coffee break cb /ce-be/ is pronounced in indonesian way. coffee break is a rest period during the business/meeting day to have coffee/tea and some other refreshment, usually about 10 or 15 minutes. cb 1 = the first of rest period at 8 am – 10 am. cb 2 = the second of rest period at 2 pm4 pm. cb 3 = the third of rest period at 8 pm – 10 pm. the context of this conversation is talking about the guests have done the coffee break or not yet. 21 ho: ...terus lagi jum‟at sabtu itu rasanya ada di mahakam 350 pax theater. (then… friday and saturday, i think there are an event in mahakam room 350 pax theater.) theater set theater set is setting of seat or chairs in rows facing a stage area, using chairs only. the context of this utterance is about setting of meeting or ceremony room. 22 w1: sudah kam set up lah? (have you already set up the room?) w5: belum lagi. classroom classroom set classroom set is a row of conference tables with chairs facing the front of a room, providing writing space for each p a g e | 106 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 200 pax itu. (not yet, that is classroom 200 pax.) person. the context of this conversation is talking about preparation of meeting room that sets with classroom set. 23 ho:…..besok itu kementrian agama, mahakam, mentaya, martapura, setnya round table. (tomorrow is kementrian agama in mhakam, mentaya and martapura room with round table set.) round table set round table is setting of conference or group discussion using round tables. the context of this utterance is talking about preparation of meeting room that sets with round table set. 24 w1: waiter 5 set up apa nih di wain? (what is the setting of this room) w5: set up u shape nah buat besok 20 pax. (u shape for 20 pax) u shape set u shape set is a series of conference tables set in the shape of the letter u, with chairs around the outside. the context of this conversation is about the preparation of meeting room that sets with u shape. 25 w1: ini berapa pax bang? (how many pax is this?) w3: gak banyak, cuman 75 pax. (that is not much, only 75 pax.) pax pax refers to the person, passenger or guest. the context of this conversation is talking about the information of guests‟ number (pax) for preparing their meals, rooms or all the things their reserved. 26 w5: iya pak! udah nett harganya. (yes, sir! the nett nett is the cost of something that is p a g e | 107 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 cost is nett) including tax 10% and service charge 11%. the context of this utterance is about the cost that includes the tax, it called nett. example: fried rice borneo only idr 50.000 nett/pax. 27 ho: nah kita punya promo buat buka puasa, yaitu harga rp. 85.000 nett/pax udah itu, gak ++ (plus-plus) ya itu. (we have promo in break fasting package, the cost only 85.000 nett/pax, not ++.) ++ /plʌsplʌs/ is pronounced in english way. ++ is cost of something that is excluding tax 10% and service charge 11%. the context of this utterance is about the information of cost package promo is not ++. example: milkshake start from idr 35.000 ++ 28 w1: pak, ini memang waiter 5 ya yang pegang? (pak, is he handle this event?) ho: iya, dia pic nya. (yes, he is the pic.) pic stands for person in charge pic /pi:-aɪ-si:/ is pronounced in english way. pic is a person/employee who responsible of the event, meeting or conference. the context of this conversation is talking about the responsible (pic) of that event. 29 w4: nanti serahin ini bill nya lah. kalo lagi dnd di ketok aja. (give this bill to the guest. if the room is dnd, only knock the door.) dnd stands for don’t disturb dnd /di:ɛn-di:/ is pronounced in english way. dnd is room status that cannot be disturbed by the employees of hotel. the context of this conversation is about, p a g e | 108 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 w1: siap, bang! (okay!) if the guest in room is busy, he/she usually uses the note/symbol of “do not disturb”. 30 w1: bang tolong taking orderkan ya. (please, taking order bang!) w2: oke bro. (okay, bro!) taking order taking order is a process of receiving and collecting the orders from the guests/customers. the context of this conversation is about the waiter asks to his partner for taking the order from the newcomer of guest. 31 w1: bang, apa lagi nih yang belum buat lunch? (what is the next for lunch?) w3: dusting sama set up de! (dusting and set up) dusting table dusting table is clearing the table after use. it is using the chemical spray for clearing the table. the context of this conversation is about the waiter asks to his partner for the next activity, that is dusting table. 32 w1: bang, apa lagi nih yang belum buat lunch? (what is the next for lunch?) w3: dusting sama set up de! (dusting and set up) set up set up is a setting of table, rooms or something must to prepare in advance. the context of this conversation is about the waiter asks to his partner for the next activity, that is set up. 33 w3: de, kalonya clear up sendok nya jangan dibalik biar gak jatuh. (if you clear up, do not rolled back the spoon. if you rolled back the spoon will fall) w1: iya, bang. (okay) clear up clear up is a process of taking dirty items such as plate, cutlery or glass on the guests‟ table. the context of this conversation is talking about the tips of clear up. p a g e | 109 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 34 ho: kalo clear up, meja nya sekalian di crumbing ya kalo ada nasi atau apa. (if you are clearing up, do not forget for crumbing the crumbs) w1: iya pak. (yes, sir!) crumbing down crumbing down is clearing the crumbs of food on the table. the context of this conversation is about the head outlets asks to waiter for crumbing down the crumbs after or before clearing up the equipment) 35 w3: gak usah di set up de, nanti aja sekalian! udah jam 10 kita closing aja. (do not set up it, later we do. because this is 10 am, we must to closing.) w1: oh iya kh bang. (okay) closing closing is the end of an activity, such as closing time of breakfast, lunch, dinner or coffee break. the context of this conversation is about the waiter asks to his partner for closing of breakfast time. 36 w1: nih apa lagi bang? (what is the next?) w3: poles-poles tea cup aja dulu. masih kurang. (polishing tea cup, we need more.) polish polish is clearing and drying the equipment after washed. the context of this conversation is about the waiter 3 tells to his partner for polishing the equipment that they need. 37 w5: waiter 1.. kam pouringi gelas yang kosong tu lah. (you are pouring the empty glass!) w1: oke.. (okay) pouring pouring is filling the water into the glass. the context of this conversation is about the waiter asks to his partner for filling (pouring) the water into the empty glass on the guests‟ table. 38 w4: waiter 1, kam di minta check floor p a g e | 110 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 pak fb outlet ke lantai 3 buat check floor. (the head of fb outlets asked you for checking the floor) w1: oke bang. (okay) check floor is a process for checking the floor in front of the guests‟ rooms to clear up the equipment of room service, such as plate, glass, or cutlery. the context of this conversation is about the waiter gives the information from head of fb outlets for checking the floor. 39 w5: waiter 1… di grooming gin! (grooming, please!) w1: apanya? (what?) w5: tuh kaya janggut, rambut kam. (your beard and hair) grooming grooming is the things that you do to make your appearance clean and neat. the context of this conversation is about the waiter 5 asks to his partner for grooming his appearance. 40 w5: ituh banyak pak. (there are many, sir!) ho: udah oo itu. (those are oo w5: coba saya cek pak di bawah kalo ada. (i try to check in downstairs) oo stands for out of order oo /o-o/ is pronounced in indonesian way. oo is about product that is not proper to be used again. the context of this conversation is talking about of something that is not proper to be used again (oo). 41 m: waiter 3, tolong buat ibu itu breakfast nya minta di takeaway. (please, takeaway the breakfast of her.) w3: siap pak! (yes, sir!) takeaway takeaway is a meal cooked and bought at a shop or restaurant but taken somewhere else. the context of this conversation is about the manager asks to waiter 3 for preparing the takeaway of the guest. 42 w1: b&b nya berapa b&b plate stands for bread and butter p a g e | 111 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 banyak bang? (how many b&b that we need?) w3: b&b nya, ya…. 300 an. (i think 300.) plate b&b /bi:-ən-bi:/ is pronounced in english way. b&b plate is a plate for serving bread and butter. the context of this conversation is talking about b&b plate that they need for the event. 43 w1: pake b&b kah bang? (it uses b&b plate?) w3: enggak, pake yang dessert plate. (no, it uses dessert plate.) dessert plate dessert plate is a small plate usually 8 inches diameter used for the dessert. the context of this conversation is about dessert plate that suitable with the dessert. 44 s: waiter 1, tolong dinner plate ini di masukkan ke sana ya. (please, put the dinner plate in there!) w1: di sebelah sana ya pak? (is there, sir?) dinner plate dinner plate is a large plate usually 10 inches in diameter used for the main course of a meal. the context of this conversation is about the supervisor asks to waiter 1 for putting the dinner plate. 45 w1: pak dinner spoon sama fork nya gak cukup, pake dessert aja biasa? (sir, the dinner spoons and forks are not enough, how about if we use dessert?) s: iya boleh, tapi di cocokin sama fork dinner spoon and fork dinner spoon and fork is a spoon or fork on the table to use for eating the main course. the context of this conversation is about the stock of dinner spoons and forks are not enough for preparation of that event. p a g e | 112 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 nya ya! (okay. but, you must to match with the fork.) 46 w1: pak dinner spoon sama fork nya gak cukup, pake dessert aja biasa? (sir, the dinner spoons and forks are not enough, how about if we use dessert?) s: iya boleh, tapi di cocokin sama fork nya ya! (okay. but, you must to match with the fork.) dessert spoon and fork dessert spoon and fork is a spoon or fork on the table to use for eating the dessert. the context of this conversation is about the option for using dessert spoons and forks, if dinner spoon and fork are not enough. 47 w3: sekalian cek tu soup spoon nya masih ada gak? (please, check the soup spoon. is there any? w1: masih bang. (there is, bang!) soup spoon soup spoon is a rounded spoon used for eating the soup. the context of this conversation is about checking the stock of soup spoon. 48 w1: bang, nih ada yang perlu di ambil kah di coffee shop? (do you need something in coffee shop?) w3: iya de, masih kurang 2 seving spoon sama serving spoon and fork serving spoon and fork is a large spoon or fork used to serve out individual portions of food. the context of this conversation is about they need serving spoon and fork for their preparation of the event. p a g e | 113 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 fork nya! (yes, we need 2 serving spoons and forks!) 49 w3: de tolong ambilin serving tong ya di coffee shop. (please, take the serving tong in coffee shop!) w1: berapa banyak perlunya bang? (how many serving tongs that you need?) w3: hmmm.. 4 lah ambilkan. (4 serving tongs) serving tong serving tong is a utensil to grasp food so it can be moved from one location to another to be flipped that may be hot or simply best handled with a tong. the context of this conversation is about they need serving tong for their preparation of the event. 50 w1: waiter 5.. ni duck spoon nya habis kah? (the duck spoon is run out of?) w5: hi‟ih. pakai soup spoon ja lu.(yes. you can use soup spoon in a while.) duck spoon duck spoon is a type of spoon with a short, thick handle extending directly from a deep, flat bowl. the context of this conversation is about confirmation of duck spoon that still available or not. 51 w5: waiter 1.. poleskan 30 goblet lah buat di ballroom.(please, polish 30 goblets for the ballroom.) w1: iya. (yes) goblet goblet is a drinking glass with a foot and a steam. it is for serving mineral water. the context of this conversation is about preparing goblet for the event in the ballroom. 52 w1: kalo buat welcome highball p a g e | 114 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 drink bang? (which one the glass for welcome drink?) w2: tuh pakai highball. (that is using highball) highball is a tall glass. it is for serving welcome drink. the context of this conversation is about highball as the glass that serves the welcome drink. 53 w2: lain pakai goblet, pakai gelas yang poco grande. (that is not using goblet, but poco grande) poco grande poco grande is a drinking glass with a fluted bowl shape, foot and steam. it is for serving a mocktail. the context of this conversation is about the information for serving the beverage that uses poco grande. 54 w5: waiter 1… kam tunggu sini lah! aku mau ambil filter queen. (wait in here. i will take filter queen.) w1: iya ku tunggu. (yes, i will wait.) filter queen filter queen is a device for removing and filtering the room with aromatic perfume. the context of this conversation is about the waiter 5 asks to his partner for waiting the room as long as he takes the filter queen. based on the findings, the writer found 54 jargons that used by employees of fbs division at hotels while they were on duty. the writer collected those jargons in 21 days of research. jargons of fbs division these findings can prove the theory, which the writer present in chapter ii. yule (2006: 211) states jargon is a special technical vocabulary that associated with a particular area of work. the employees of food and beverage service (fbs division) used the special technical vocabularies in their occupation. it p a g e | 115 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 showed while they were on the job. the writer takes the part of conversation in transcript below: waiter 5: waiter 1… sudah kah di clear up tuh? waiter 1: sudah semuanya. waiter 1: waiter 5 set up apa nih di wain? waiter 5: set up u shape nah buat besok 20 pax. waiter 1: bang apa lagi nih yang belum buat lunch? waiter 3: dusting sama set up de. mana lagi cover nya ya? waiter 3: poles-poles tea cup aja dulu. masih kurang. waiter 1: ayo kita bang. the transcript above indicated employees of fbs division used the special technical vocabularies, which called jargon. clear up, set up, dusting table and poles (polishing) are some of the jargons that only used in this occupation. functions of jargon based on theory, the functions of jargon are: 1) clear, unambiguous and economical terms the first function is for making the conversation clearly and unambiguously. according to brown and attardo (2006: 119) the function of jargon is to provide speakers of specialized domains with clear and unambiguous terms to refer to their activities. clear and unambiguous terms: here, the writer shows the sample of conversation with clear and unambiguous terms while the writer was on job. waiter 3: oh iya, dinner spoonnya belum de! waiter 1: ini bang biar ku taroh. waiter 1: waiter 5.. ni duck spoon nya habis kah? waiter 5: hi‟ih. pakai soup spoon ja lu. based on the samples of conversation above, they are fitting with the theory. in fbs division, there are many kinds of spoon, such as dinner p a g e | 116 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 spoon, dessert spoon, serving spoon, soup spoon and duck spoon. therefore, the employees in this division used jargons for making their conversation clear and unambiguous to refer their activities. economical communication allan and burridge (2006: 58) state the function of jargon is to serve as a technical or specialist language for precise and economical communication. this theory proved in this research by the sample of conversation below: waiter 2: udah kamu set up aja. tau lo di dusting dulu? waitress 6: iya kak. waiter 3: dusting sama set up de. mana lagi cover nya ya? waiter 4: banyak ja lagi disitu covernya. waiter 2: di mana nih co nya? habis kah yo… waiter 1: kada tau bang. coba cek di depan! employees of fbs division sometimes prefer said the jargon in a single word than in a length phrase of jargons. those found on the conversation while the writer was on job. they reduced the forms of dusting table and glass cover into dusting and cover. then, they reduced the form of captain order in abbreviation into co (/ce-o/ is pronounced in indonesian way). it shows by those facts; they used jargons in their field for making the communication more economical precise. 2) promote group solidarity the second function of jargon, stated by allan and burridge (2006: 58) is to promote in-group solidarity and to exclude as out-groupers those people who do not use the jargon. the fact is the employees of fbs division have their own a particular word that is called jargon and used it in their field in order to make their communication become easier to be understood by people in this profession. in other hand, people who do not belong to this profession will be difficult to understand and comprehend the meaning of the jargons. it means, the jargon in this profession can promote the solidarity in a teamwork p a g e | 117 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 or group, because they used the same language in every communication at the hotel. according to the transcript of conversation: waiter 1: iya bang. gak papa bang gak di dusting? waiter 3: ya, seharusnya di dusting, tapikan ini gak kepake. nanti yang di ujung sana aja yang di dusting. based on the conversation above, that showed the solidarity between waiter 1 and waiter 3. they used the same jargon for mentioning the same thing – dusting. dusting in this term means clearing the table after it used. waiter 1 will not say “dusting” to other people outside of fbs division. 3) mark the group membership the third function of jargon according to brown and attardo (2006: 119) is to provide speakers of a subgroup with a means of marking in-group membership and excluding outsiders. therefore people can mark the speaker as a part of group or not and identifying the speakers‟ group or profession by the conversation. sample of conversation in transcript: supervisor 1 : kamu poles yaaa! bisakan moles? waiter 1 : iya. moles atau set up dulu pak? supervisor 1 : moles terus langsung set up aja. waiter 1 : waiter 5 set up apa nih di wain? waiter 5 : set up u shape nah buat besok 20 pax. from the conversation above, it clears to see that the employees as a part of the group by the jargon that they used. they used polish, set up and u shape to mark themselves as part of fbs division employees. it is because, these jargons only can found in this profession. conclusion and suggestion p a g e | 118 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 conclusion based on the research, which was conducted from the employees of food and beverage service (fbs division) at hotels, the writer found 54 jargons during the employees have the conversation while on duty. the sample of jargons in this division are ballroom, pax, nett, set up, polish, crumbing down, clear up, co, beo, and etc. in terms of the meaning of jargon, the meaning is defined based on three considerations. first is based on the lexical meaning. second is based on the interpretation from the observation and third is from clarification with the employees. therefore, the meaning of the jargon is described clearly to make the reader easy to understand. eventually, every occupation has their own jargon. in this research showed the jargon has many functions in their transaction while on duty. the functions of jargon are; first, the jargon is clear, unambiguous and economical terms. second, promote their group solidarity. third, mark the group membership. this research was conducted for getting the jargons in fbs division, meaning and functions of jargon. the writer suggests to the further researcher for investigating a deep case statement, for example the word formation process of jargons in this division or other occupation. this research is expected to contribute as a teaching and learning source of material in authentically on the sociolinguistic, esp subjects and all majorities in vocational school, such as hotelier department, culinary department or tourism department. references allan, k and kate, b. (2006). forbidden words: taboo and the censoring of language. cambridge: cambridge university press. ary, d. cheser l. j. and asghar r. (2002). introduction to research in education sixth edition. california: wadsworth group.. brown, s. and salvatore, a. (2009). understanding language structure, interaction, and variation: an introductin in applied linguistics and sociolinguistics for non-specialist. michigan: university of michigan. crystal, d. (2003). the cambridge encyclopedia of the english language. cambridge: cambridge university press. p a g e | 119 muhammad nasir mi’raj juddin let: linguistics, literature and language teaching journal vol.7 no. 1 2017 fromkin, v. rodman, r. collins, p and david b. (1996). an introduction to language. australia: harcourt brace. holmes, j. (2008). an introduction to sociolinguistics (third edition). london: longman. hornby, a. s. (1995). oxford advanced learners’ dictionary. oxford: oxford university. richards, j. c. and richard. s. (2002). longman dictionary of language teaching and applied linguistics. london: pearson education ltd. sidnell, j. (2010). conversation analysis: an introduction. singapore: wileyblackweel. spolsky, b. (1998). sociolinguistics. new york: oxford university press. trask, c. l. (1999). key concept in language and linguistics. london: routledge. wardhaugh, r. (2002). an introduction to sociolinguistics. new york: longman. yule, g. (2006). the study of language: 3th edition thoroughly revised and updated. cambridge: cambridge university press. haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||61-87||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php developing teachers’ pedagogical competence through english subject teachers’ working group (mgmp) haliza lilisa1907@gmail.com hidayah nor hidayahnortbiuin@gmail.com nani hizriani nanihizriani@gmail.com antasari state islamic university of banjarmasin, indonesia article history: received: 27 april 2021 accepted: 12 june 2021 this study is aimed to determine how is the contribution of english subject teachers’ working group (mgmp) in developing teachers’ pedagogical competence and how the teacher’s perception on that contribution. the method used in this study was descriptive qualitative. the data was collected through interview and documentation. the result showed that the english mgmp gave a good contribution to the development of teachers’ pedagogical competence. the contribution of the mgmp in developing teachers’ pedagogical competence was carried out through the involvement of various parties and mgmp programs itself. the result of this study also showed that the english teachers gave a positive perception on the contribution of mgmp in developing teachers’ pedagogical competence. the teachers considered that the mgmp as a community gave a big contribution in developing their competence. corresponding author: tel.: hidayahnortbiuin@gmail.com keywords: subject teachers’ working group (mgmp); contribution; teachers; perception; pedagogical competence http://jurnal.uin-antasari.ac.id/index.php mailto:lilisa1907@gmail.com mailto:hidayahnortbiuin@gmail.com mailto:nanihizriani@gmail.com mailto:hidayahnortbiuin@gmail.com page | 62 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 introduction teaching profession is a very important profession in the life of a nation. teachers are the dominant element in an educational process, so that the quality of education is largely determined by the quality of educators in carrying out their roles and duties in society. therefore, increasing the professionalism of teachers is a very basic and important thing to improve the quality of education. the efforts to develop the professionalism of teachers continue to be developed in order to be able to perform its functions optimally. nuraida and nurteti (2018) also mentioned that new developments in the view of teaching and learning have consequences for teachers to increase their roles and competencies because the teaching and learning process and student learning outcomes are largely determined by the role and professionalism of teachers. the role and professionalism of teachers in the teaching and learning process includes many things, including the role of instructors, class leaders, mentors, planners, motivators, counselors, etc. professional teachers will be better able to manage their class so that student learning outcomes are at the optimal level (p. 72). referring to the indonesia’s law of teacher and lecturers no.14 (2005) stated that as a professional teacher must master four competencies in carrying out their duties. the four competencies are pedagogical competence, personal competence, social competence and professional competence. of the four competencies, pedagogical competence is a competence that is the main focus and attention in improving teacher ability. this is because pedagogical competence is basic competence and become the foundation for teachers to be able to do their main task, which is teaching. the development of pedagogical competence is something that must be the center of attention for a teacher in order to be able to carry out his/her roles and duties effectively and efficiently. therefore, the development of teachers’ pedagogical competence needs to be done so that teachers always have an open attitude and follow positive new developments in education world. basically, the page | 63 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 development of teachers’ pedagogical competence is to add insight or knowledge, improve skills, and inspire enthusiasm in teaching. this is reinforced by the explanation in the same law, chapter iv section 34, subsection 1, that: "the government and regional governments must foster and develop academic qualifications and teacher competencies in education units organized by the government regional governments and / or the community”. various efforts to develop the quality of learning have been carried out, both by the government and by various parties who care about learning. these various efforts include in the form of: 1) upgrading; 2) teacher education qualifications; 3) curriculum renewal; 4) implementation of new learning models or methods; and 5) research on students' difficulties and mistakes in learning or what teachers often do such as classroom action research (tedjawati, 2011, p. 480). in addition, according to marno and idris (2010), they said that developing teachers’ competencies can be done in various ways such as: further education, in service training, the formation of forums for improving the quality of teachers such as supervision, pemantapan kerja guru (pkg), and musyawarah guru mata pelajaran (mgmp) (p. 27). teachers are just ordinary people who are not free from mistakes or negligence. therefore, teachers need to develop and improve their ability to carry out their professional duties. in answering these problems, a special teacher organization was formed, namely activities carried out by teachers in the same field of study or commonly called as mgmp. mgmp is a place for collaborative teachers to gather in a certain area (regency / city) in order to identify and solve problems, try and develop new ideas in order to improve the quality of learning. in addition, a variety of knowledge, experience, and training will be obtained to improve teachers’ motivation. moreover, this forum is believed to be one of the effective media to foster teachers professionalism within the framework of activities by, from and for teachers (jalal, 2005, p. 55). this statement implies that the mgmp forum is a forum to develop innovation, creativity, communication, consultation, information, and coordination among peer teachers of similar subjects in order to improve the quality of learning. page | 64 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 english mgmp of vocational high school kota banjarmasin is one of mgmp forum in banjarmasin that is fairly active in carrying out activities and routine meetings. based on the data and information that the researcher obtained from mrs. marlina as the head of english mgmp of vocational high school kota banjarmasin, this forum includes 18 vocational high schools and 51 english teachers and 5 administrators consists of the head, secretary, treasurer, sector of professional development, and sector of organizational development. in this mgmp. forum there are programs that aim to increase self-potential, especially for new teachers who have not much experience and senior teachers who have been fixated with ktsp where in the teaching and learning process looks monotonous and lack of understanding in the use of learning tools or media. this forum is held regularly once a month in rotation and sometimes presents speakers to provide material. but unfortunately not all members or english teachers can attend these regular meetings. that is because there are some teachers who clash with the teaching schedule at school because this meeting is held during teaching hours between 09.00-12.00 a.m. then the lack of funds owned by english mgmp of vocational high school kota banjarmasin because there is no financial assistance. in the past, there was indeed a financial assistance from the education office, but now there is no more, this is causing the implementation of this forum to be slightly hampered. in the act of the republic of indonesia number 14 years 2005 states that teachers as professional educators are in charge in educating, teaching, guiding, directing, training, and evaluating students in formal early education (ada and azisah, 2016, p. 239). teachers in carrying out their professional duties are required to have supporting competencies, especially pedagogical competencies. this competency becomes the main point of the task as a teacher because the teacher's role cannot be separated from the activities of educating and teaching students. in teaching, teachers need to have special skills, such as understanding insight or educational foundation, understanding about students, developing curriculum / syllabus, designing learning, implementing learning that educates and dialogues, page | 65 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 evaluating learning outcomes, developing students to actualize their potential. this needs to be understood in depth by every teacher so that learning can take place effectively (ada and azisah, 2016, p. 241). teachers are just ordinary people who are not free from mistakes, negligence, or forget. therefore, teachers need to develop and improve their ability to carry out their professional duties. in answering these problems, a special teacher organization was formed, namely activities carried out by teachers in the same field of study or commonly referred to as mgmp. the establishment of the mgmp aims to facilitate teachers in developing teacher competencies, specifically pedagogical competencies. so, teachers in the same field of study meet and gather together to discuss ideas, information, subject matter, and problems that are being experienced to be solved and sought the right solution. then mgmp is very useful for teachers as a place to develop teacher competencies in a smaller scope, namely at the city or district level. furthermore, mgmp has several activities that can be carried out to achieve the objectives of developing and improving teacher competencies. in mgmp there are three programs, namely general programs, core programs (routine and development programs), and supporting programs. of the three programs, there are programs that are often carried out and routine in each mgmp with the activities carried out, as follows: (a) discussion of learning problems; (b) preparation and development of syllabi, semester programs and learning program plans; curriculum analysis; (c) preparation of student learning outcomes reports; (d) deepening of the material; (e) training related to the mastery of material that supports teaching assignments; (e) discussion of material and stabilization to face the national examination and school examination. apart from these activities, there are also other activities that are included in the general program, development, and also support, but are given only occasionally and not too often. this is related again to the funds owned and also the parties carrying out development activities. the activities carried out in the mgmp are expected to be able to broaden insights and knowledge for teachers in various ways, especially in page | 66 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the implementation of the learning process; provide opportunities for teachers to share experiences to provide mutual assistance; improve the knowledge and skills needed; developing teacher professionalism in order to guarantee the quality of education; develop mentoring and sharing activities between senior and junior teachers. there are several previous studies related to mgmp forum in developing teacher competences. rodhi (2015) in his journal focusing on the organization structure of english subject teachers’ working group of senior high school and the capacity the of the forum in promoting teacher professional development (tpd). the conclusion obtained from this study is that the capacity and function of the english mgmp in kota pontianak were not maximally utilized to promote tpd as a result of being unwell managed in terms of management and membership, schedule of activities, and program coverage, as well as the result of inadequate support from educational institutions in terms of monitoring of mgmp activities and management. purnomo (2015) investigated the correlation of teachers’ participation in english mgmp of junior high schools in purwakarta sub-district towards professional competence of teachers. this research is a quantitative research using two variables, namely teacher participation in english mgmp and professional competence of english teachers. the subjects of this research are english teachers with a population of 14 teachers. the sampling technique uses saturated sampling technique. this is because the relatively small population is less than 30 people. the data were collected through questionnaire. the results of this research indicate a positive and significant correlation between teacher participation in the mgmp forum and teachers professional competence. anugerahwati and saukah (2010) conducted a research entitled "professional competence of english teachers in indonesia: a profile of exemplary teachers". this research aims to find out the profile of exemplary english teachers in secondary schools. this research was conducted in four cities, included exemplary teachers in one senior high school and three junior high page | 67 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 schools. the subjects were exemplary in terms of their active participation in the mgmp forum, and their role in the professional development of both themselves and their colleagues. the data were collected through observation, interviews and questionnaires which subsequently analyzed qualitatively by the usual process of sorting, coding and analyzing. the findings produce that the subject teachers in three of the four cities had all four competencies (professional, pedagogical, social and personal competencies), with the personal competencies being the most influential in forming them as professional and exemplary teachers. from the findings of the professional competency profile of the exemplary english teachers in secondary schools is developed. mulatsih (2016) investigated the role of mgmp in developing teachers’ pedagogical competence. the main issues discussed in this study are the role of the mgmp in developing ppkn teachers’ pedagogical competence and what obstacles arise in the role of the mgmp to develop teachers’ pedagogical competence. the data were collected through observation, interviews, and documentation. the results of this study indicate that the role of the mgmp in developing teachers’ pedagogical competence includes: discussing and developing learning materials, regular discussions on developing issues related to learning, holding dialogues with outsiders / expert teachers / education experts in the field of ppkn, as well as holding study tours to develop teacher insights, and conduct training. the obstacles faced by the mgmp in developing teachers’ pedagogical competence include: inadequate meeting schedules, some members do not carry out activities in accordance with the activity implementation schedule program, the management's unpreparedness for internal problems regarding problems that must be resolved, the absence of control and evaluation. the similarity between this researches with the previous researches are both conducting research in the subject teachers’ working group (mgmp). the differences between this research and the previous researches, specifically mulatsih's research, she focused on the role of the mgmp forum in improving teachers’ pedagogical competence and what obstacles arise in the role of the mgmp page | 68 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 forum. whereas in the current research, the writer focussed on the contribution of the english subject teachers’ working group (mgmp) of vocational high school in kota banjarmasin in developing teachers’ pedagogical competence and how are teachers’ perceptions on english mgmp forum in developing their pedagogical competence. from the explanation above the researchers are interested in conducting the research related to the contribution of the mgmp forum in developing english teachers’ pedagogical competence of vocational high school in kota banjarmasin. method this research employed a qualitative approach. this study was conducted in english mgmp of vocational high schools in kota banjarmasin. the english mgmp included all english teachers of vocational high schools in kota banjarmasin, both public and private, where there are 18 vocational high schools and 51 english teachers and 5 administrators consists of the head, secretary, treasurer, sector of professional development, and sector of organizational development. for the specific place, actually there was no specific place for every meeting in the mgmp forum. each meeting alternately in every vocational high school in kota banjarmasin in accordance with a predetermined schedule. english mgmp of vocational high school kota banjarmasin is one of mgmp forum in banjarmasin that is fairly active in carrying out activities and routine meetings. this is the reason why researcher chose the mgmp forum as the place of the research. method of collecting data the researchers collected the data by interview, and documentation. this interview method was chosen to obtain information about how the contribution of the english mgmp forum in developing teachers’ pedagogical competence, and how are the english teachers’ perceptions on that contribution in developing their pedagogical competence. the documentation method was chosen by the researcher to collect data about the organizational structure of english mgmp of vocational page | 69 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 high schools in kota banjarmasin, the decree, the mgmp programs, and data about the teachers participating in english mgmp of vocational high schools in kota banjarmasin. method of analysis data to answer the first research question related to the contribution of mgmp in developing teachers’ pedagogical competence, the researcher refers to the theories from mgmp guidelines (depdiknas, 2004) and sutrisno (2009). meanwhile, to answer the second research question related to the teachers’ perception on the contribution of mgmp in developing teachers’ pedagogical competence, the researcher refers to the theories from mushfah (2011), jalal (2005), leu (2004) and villegas-reimer (2003). data analysis technique in this research was interactive model of analysis. as stated by miles and huberman (1994) analysis during the field consists of 3 components of data analysis namely data reduction, data display and conclusion drawing/verification (p. 60, cited in sugiyono 2014). data reduction data reduction is a form of analysis that sharpening, classifying, directing, discards unnecessary, and organizing the data in such a way that the final conclusions can be drawn and verified. in this stage, the researcher carried out the data analysis process by examining all the data, both interview and documentation. after that, the researcher focused on what data needed regarding the contribution of mgmp in developing teachers’ pedagogical competence and reduced the data that was not relevant to the research. data display after the first stage, the researcher analyzed the data by presenting some data findings from interview and documentation in narrative form. miles and huberman (1994) stated that the most frequent form of data display has been used for qualitative is narrative form. by displaying the data, it made the researcher page | 70 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 easier to understand what happened, to plan further work based on what was understood. conclusion drawing/verification the third stage in qualitative data analysis was conclusion drawing/ verification. in this stage, the researcher carried out conclusion drawing/ verification continuously throughout the research process, namely from the beginning of the research to the data collection process regarding the contribution of mgmp. findings and discussions findings the contribution of english subject teachers’ working group (mgmp) in developing teachers’ pedagogical competence parties involved in the activities of english mgmp of vocational high school kota banjarmasin in developing teachers’ pedagogical competence the researcher got the data by interviewing 9 teachers. the findings showed that the contribution of english mgmp in developing tachers’ pedagogical competence through mgmp activities was carried out by involving various parties. usually the parties involved in developing teacher pedagogical competences based on the theme of activities carried out. this is because the activities were adjusted to the resource persons who have expertise in providing material for the activities. the english mgmp of vocational high school kota banjarmasin usually collaborated with various parties from outside such as from several universities in banjarmasin. this finding reinforced by the teacher from the interview results, she said: “...biasanya kita juga sering bekerjasama dengan universitas-universitas seperti ulm, jadi universitas tersebut bisa membantu meng-update kemampuan,teknologi, dan strategi-strategi baru yang ada diluar sana sehingga kita bisa lebih terekspose dengan hal-hal baru”.(appendix 3) page | 71 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 (usually we often collaborated with several universities such as ulm, so the university can help and update capabilities, technologies, and new strategies that are out there so that we can be more exposed to new things). the explanation above was strengthened by one of the teachers /members of the english mgmp, she said that usually mgmp had invited external speakers, for example lecturers from ulm, uin which was in accordance with the theme of the mgmp activities carried out. in addition, there was an explanation by another teacher which provided reinforcement from the previous explanation, he said that mgmp had given a significant role in the development of teachers’ pedagogical competences by often invited external speakers, both from lecturers and experts who are connected to english learning. furthermore, the administrators and the members of mgmp also often share about their teaching experiences, things they have gotten from seminars, training or other experiences. this is reinforced by the teacher from interview results, the teacher said “kami sering sharing tentang metode-metode yang memang bisa diterapkan di kelas, misalnya metode apa yang digunakan saat mengajar speaking, sering juga sharing mengenai media mengajar bagaimana penggunaannya”. (we often share about methods that can be applied in classroom, for example what methods are used when teaching speaking, we also often share about teaching media, how to use them). moreover, that was also reinforced by the explanation from another teacher, he mentioned that the administrators and the members of mgmp had shared about media, an interesting digital application for students. they share their teaching experiences when using application such as instagram app. so, the teachers who do not know how to use the application as learning media ultimately become know. the parties involved apart from the administrators and members of the mgmp and various external parties, were also supervisors and advisors from dinas pendidikan dan kebudayaan provinsi kalimantan selatan. this is consistent with the result of the interview obtained from the head of the mgmp, she said page | 72 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 “...sekarang ini di mgmp terdapat pengawas pembina dari dinas pendidikan dan kebudayaan provinsi kalimantan selatan, dengan pengurus inti yakni ketua, sekretaris dan bendahara”. (currently, in the mgmp, there were supervisors from dinas pendidikan dan kebudayaan provinsi kalimantan selatan, with the core board, namely the head, secretary and treasurer). this explanation was later strengthened by another teacher, he said “biasanya mgmp mengundang pihak dari dinas pendidikan dan kebudayaan, jadi mereka memberikan insight (pemahaman), dan bertukar pikiran juga”. (usually mgmp invited the parties from dinas pendidikan dan kebudayaan, so they provide insight, and exchange ideas as well). intensively, the development of the pedagogical competence of english teachers in the mgmp is more often carried out by the administrators and members of the english mgmp. this is in accordance with the interview results, the teacher said “kalau dulu sebelum pandemi kegiatan di mgmp setiap bulan ada. biasanya sharing pengalaman mengenai perangkat baik itu cara mengajar jadi kita sharing di mgmp. intinya meningkatkan kemampuan kita mengajar”. (before the pandemic, there were activities at the mgmp every month. usually sharing experiences about the tools, both how to teach, so we share in the mgmp. the point is to improve our ability to teach). furthermore, this was reinforced by the teacher from interview results, she said that basically their concept in mgmp was that apart from working together, they also share with each other, for example problem they faced when teaching in the classroom, so later if the members have an idea or have a way to solve it, they can share it at mgmp. thus, the english mgmp activities to develop teachers’ pedagogical competence were carried out intensively by the administrators and members of the english mgmp, although there were often collaborations with various parties to deliver material according to the objectives to be carried out. programs and activities of english mgmp of vocational high school kota banjarmasin related to the development of teachers’ pedagogical competence page | 73 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 english mgmp of vocational high school kota banjarmasin work program that available is just in 2017/2018 (appendix 7). the work program used as data is only taken from 2017/2018 because the work program for 2019/2020 is not yet available. regarding the mgmp activities carried out in 2017/2018, it can be seen that the activities for the development of teacher competency, especially pedagogical competence, have not been specifically scheduled. usually, when it comes to material that will be discussed at the mgmp meeting, it will be adjusted to the willingness of the resource person. in addition, usually mgmp activities related to the development of teachers’ pedagogical competence can be carried out by sharing among members who have gained experience in an education and training or workshop, which is then disseminated to other mgmp members. from the data in the table and the data attached to it, it can be seen that there are several activities related to the development of teachers’ pedagogical competence that have been carried out. the following is an explanation of the implementation of the activities that have been carried out based on the data the researcher got from the interviews and documentation: sharing material on how to make learning module the purpose of this activity was to help and facilitate the teacher in learning process and deliver messages to students to make it more effective and efficient. during the implementation of this activity, the mgmp presented a speaker from the english language lecturer fkip ulm, dr. cayandrawati sutiono, ma. she shared about how to make a good and correct english learning module. after the discussion was carried out, the teachers became more aware of the stages of making english learning modules properly and correctly. sharing material from the finalist of olimpiade guru nasional (ogn) the purpose of this activity was to share knowledge and experiences by teachers who have participated in ogn. the teacher who had participated in the ogn was mrs. nurul mawaddah s.pd. she is an english teacher at smkn 4 page | 74 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 banjarmasin. the teacher shared about various things such as what she faced during ogn, what had to be prepared, and the “best practice” she used during the ogn final. best practice is the teacher's written work that contains the best experiences in the learning process. one of the “best practice” she shared was when she was learning with an online system. so students were given a task to post their photos on instagram using english captions. in addition to sharing knowledge and experiences between teachers, this kind of activity can also provide motivation for other teachers to join ogn later. sharing how to make ict-based learning media the purpose of this activity was to help teachers understand and improve their abilities in teaching and learning process using it, such as creating media in the form of digital applications. mgmp conducted meetings with english teachers in order to provide training for teachers in making media with applications. this activity was delivered by resource persons, specifically mgmp administrators or members who are proficient in it or even present external resource persons who are not only proficient in learning english but also in technology. in the activity, the teachers were introduced to various things related to computer and internet, such as how to search for teaching materials via internet and how to create learning media with applications. some of the applications that have been discussed in the mgmp such as kahoot, quizziz, seesaw and edpuzzle. after the explanation was done, then the teachers were taught how to use the applications. after the teachers carried out the activity, the teachers can gain knowledge on how to make interesting learning using digital applications. sharing of making soal usbn and sharing teaching strategies by ms. liann camille d. perez this activity was carried out to discuss the division of making soal usbn. in which the teachers are formed in groups to make a grid of questions, questions, and answer keys. after the drafting of the grid and the questions was completed, the mgmp submitted the questions to the mkks smk. at that time, the usbn page | 75 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 questions were equated per district/city, so the mgmp made those questions. this activity also aims to improve the understanding and ability of teachers in arranging grids and questions. usually the parties that foster this activity is the mgmp administrators themselves. on the same day, sharing teaching strategies was also carried out. the purpose of this activity was to help teachers understand and improve their ability to convey learning to students. mgmp held this activity in order to provide training for english teachers in delivering or providing learning to students. during this activity, the mgmp presented a resource person, namely ms. liann camille d perez from philippines who is proficient in teaching. after this activity was held, the teachers who attended gained more knowledge about the effective english teaching strategies for students, so that they could apply them when they taught in the classroom. sharing pragmatics in english language teaching the purpose of this activity was to increase the ability or skills of teachers in providing teaching appropriately and correctly. in this activity, mgmp presented fkip ulm lecturer, yusuf al arief, m. hum as a resource person. the activity discussed about teacher pragmatics, where it discussed how teachers understand the conditions and situations of students, in order to build good emotional relationships between teachers and students. so not only focus on preparing learning materials, but become more sensitive and empathetic to the students' conditions. making core competencies (ki) and basic competencies (kd) analysis and lesson plan of 2013 curriculum 2017 revision the purpose of this activitiy was to increase the understanding and ability of teachers to make lesson plans before they are implemented to students. usually the resource person was the mgmp administrator itself, but if the mgmp does have funds or is currently collaborating, then there was an external party who is assigned as a speaker. page | 76 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 in the activity, the mgmp discussed about making of lesson plan which then divided the basic competencies (kd) of the curriculum 2013 revised 2017 which consisted of 32 combined kd, divided into 3 levels, class x, class xi, and class xii. after the kd distributed, usually the teachers also share to make lesson plan. they work together for maximum results. so after the results are collected, they can adjust or adapt the lesson plan to the conditions in their respective schools. mgmp programs and activities are usually carried out depending on the needs felt by the teachers, and if the material discussed at the mgmp meeting is adjusted according to the willingness of the resource person. usually discussions such as the latest information, curriculum, syllabus, and preparing lesson plans are held before the beginning of the school year. this was intended to equalize perceptions among english teachers of vocational high school. meanwhile, during the course of the school year, the teachers in the mgmp usually share more often about the things they get from seminars, training or other things. from the description of several programs and activities that have been carried out above, it can be seen that there were several activities that have never been carried out in the english mgmp forum. even though these activities can help teachers to be able to develop competencies and improve their abilities. the activities that have never been carried out, such as a comparative study to the english mgmp in other regions. in addition, the english mgmp kota banjarmasin have never held a seminar or activity that could attract the attention of many people. this was confirmed by one of the mgmp members, the teacher said it was hoped that later the mgmp can hold activities. because he saw in banjarbaru, there were activities that could very well accommodate all teachers, such as holding seminars. so he hope that the engish mgmp of vocational high school kota banjarmasin can also hold activities like that in order to improve the skills of english teachers. not only in banjarmasin but also outside by holding sharing of things like seminars, workshops, or training. teachers’ perception on the contribution of english mgmp in developing teachers’ pedagogical competence page | 77 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 to find out about the teachers’ perception on the contribution of english mgmp in developing teachers’ pedagogical competence, the researcher conducted an online interview with some teachers who participated in the english mgmp of vocational high school kota banjarmasin. the researcher interviewed 9 teachers consists of the head, the treasurer, and 7 members of the mgmp forum. the head of english mgmp of vocational high school kota banjarmasin the teacher felt that the activities carried out at the mgmp forum were very helpful in increasing teacher competence. she said that mgmp as a community made a big contribution to teachers in increasing their competence, be it pedagogic, professional or social, if indeed the mgmp can be active in every routine meeting. she also said that there were many benefits when teachers partisipated in mgmp activities, for example when a teacher passed the olimpiade guru nasional (ogn), and the teacher shared about the best practices that she used during the ogn final. it can provide meaningful experiences for members of mgmp, and of course also motivate them to join ogn later. in addition, she also mentioned that in every mgmp meeting, there were resource persons from several universities, such as ulm and stikip pgri banjarmasin. then, many topics were discussed during the activities, for example regarding the k-13 teaching method, english teaching pragmatism, how to make learning module, making an interesting media for teaching, digital literacy, and most recently since the covid 19, there was sharing about the applications like seesaw and edpuzzle. thus, she felt that the activities at the mgmp really improved the knowledge and skills of the teachers. the treasurer of english mgmp of vocational high school kota banjarmasin the teacher felt that the activities carried out in the mgmp forum really helped teachers in developing personal and pedagogical competences. she thought that if the english teachers were active in participating in the mgmp activities, it would definitely be beneficial for them. she also said that during the new school year, at the mgmp they discussed the annual program, semester program, effective time, kkm, and about the books that they want to use, etc. in addition, she page | 78 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 mentioned that before the national examination there were grating operations, making learning media, making lesson plans/learning tools. therefore, she suggested that teachers participate and be active in every activity in the mgmp forum. teacher a the teacher felt that the english mgmp is a place for learning. she said that when teachers are busy in their respective schools, it is likely that they will not have time to improve both professional and pedagogical competence. so, the problems they might face at school, they can bring to the mgmp and find ways to handle the problems or find the solutions. whether it's sharing or hearing from the experiences of other members. she said that by sharing the experiences, they became more aware of the proper teaching strategies, how to recognize students’ psychology, and so on. she strongly suggested that teachers participate in mgmp activities because as far as she knew teachers were obliged to attend mgmp in the subject they were able to do because they had to be registered at the education office. teacher b the teacher felt that the contribution of the mgmp forum had a very significant impact on each member. he said that when teachers participate in the mgmp activities, they know more about several things because the mgmp presents resource persons who are proficient in education and teaching. they are not only proficient in english but also in technology and information. he also said that they were taught how to use several applications such as quizziz, kahoot, etc. in addition, he mentioned that there is one of the members in the mgmp who has attended a lot of training. so the teacher shares with them what she got from the training. furthermore, the teacher felt many benefits that he got when participating in the mgmp forum. regarding the development of pedagogical competence, such as understanding how the students’ characteristic, using media and tools, designing page | 79 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 syllabus, designing questions and evaluations, and of course a lot of experience and new knowledge that he got when he active participated in mgmp activities. teacher c the teacher said that the mgmp forum contributed a lot to the development of teacher competencies. the teachers are taught how to make good instructional media, then there are also some parts that they realize when teaching a material they use inappropriate media, so they are taught how to use the right media. furthermore, she also said that in the mgmp they got a lot of knowledge, such as how to edit interesting learning videos, create game accounts such as kahoot, quizziz, which they can use when teaching in the classroom. this is not much different from other teachers' previous statements, she also said that the mgmp programs and activities would be very good if every english teacher was willing to actively participate in every mgmp meeting of vocational high school kota banjarmasin. teacher d the teacher felt that the english mgmp really helped the teachers and made a good contribution to make english teachers better in teaching. she said that “...hal tersebut dikarenakan para anggotanya diberikan pembekalan untuk menjadi guru yang lebih baik”. (it is because the members are provided with training to become good teachers). she also said that she got many benefits when participating in the mgmp activities, such as being able to make better lesson plans by sharing among other mgmp members. furthermore, she got a lot of knowledge about new learning media which made english lessons more interesting and easier for students to understand. teacher e the teacher felt that there were many contributions in the mgmp forum in developing teacher competencies. she said “dari mgmp para anggota mendapatkan ilmu dan informasi yang sangat bermanfaat dari kegiatan yang diadakan maupun informasi yang diberikaan. di mgmp juga ada sharing ide-ide bagaimana cara mengahadapi berbagai masalah dalam proses belajar mengajar”. page | 80 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 (in the mgmp forum, the members got knowledge and information that was very useful from the activities held and the information provided. in the mgmp, also often share ideas on how to deal with various problems in the teaching and learning process) (appendix 3). in terms of contributing to the development of pedagogical competence, she mentioned that there were several mgmp programs related to making lesson plans. so each school is given a task of making lesson plan, then the results are collected and shared in all schools, so there is a common perception among vocational english teachers. furthermore, she said that as long as she participated in the activities in the mgmp, she felt that she could be more focused in teaching and learning practice. moreover, she hopes that the quantity of meetings in the mgmp can be increased. teacher f the teacher felt that the mgmp contributed enough to the development of teacher pedagogical competence. he said “mgmp cukup berperan dalam pengembangan pedagogik guru dengan sering mengundang pemateri-pemateri dari luar, baik dari kalangan dosen maupun para ahli yang terkoneksi dengan pembelajaran bahasa inggris”. (mgmp has a significant role in developing teacher pedagogical competence by often inviting external speakers, both from lecturers and experts who are connected to english learning). he also said that there were many benefits when participating in the mgmp activities in competency development. for example, at the beginning of the school year, the mgmp usually discussed about lesson plan. so each school is distributed basic competencies (kd), and then made the lesson plan. from so many benefits that teachers can get when participating in mgmp activities, he regrets that not all english teachers can attend. this is because most english teachers have other activities at school so they cannot attend in the mgmp forum. teacher g the teacher felt that the contribution of the mgmp forum is very good for the development of teacher competence because before the covid-19 pandemic page | 81 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 there were always held a meeting every month. he said that at the mgmp they often share many things, not only about pedagogical competence. the activities of the development of teachers’ pedagogical competence such as designing learning, for example, what method is suitable for a topic or material. he mentioned that a topic about descriptive text for example, then there was a teacher who can use a suitable method with the topic or material, so they share like that. thus, from sharing things like that, it can add new knowledge and of course develop competences, not only pedagogical competence. moreover, he felt that the mgmp provided many benefits to teachers in developing their pedagogical competence. because in the mgmp they share and receive input from other teachers, of course their competence will develop. discussion this section presents the discussion of the research finding from interview and documentation with the theories collected in chapter two about the contribution of english subject teachers’ working group (mgmp) in developing teachers’ pedagogical competence and the teachers’ perception on that contribution. the contribution of english subject teachers’ working group (mgmp) in developing teachers’ pedagogical competence from the facts of the findings described above, the english mgmp of vocational high school kota banjarmasin provided an excellent contribution to the development of teachers’ pedagogical competence. the contribution was provided through the following activities: (1) sharing material on how to make learning module. (2) sharing material from the finalist of olimpiade guru nasional (ogn). (3) sharing how to make ict-based learning media. (4) sharing of making soal usbn and sharing teaching strategies. (5) sharing pragmatics in english language teaching. (6) making core competencies (ki) and basic competencies (kd) analysis and lesson plan of 2013 curriculum 2017 revision. this statement in line with the mgmp guidelines (depdiknas, 2004), mgmp must carry out activities to achieve the goals of mgmp include: (1) improving curriculum page | 82 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 understanding. (2) developing a syllabus and assessment system. (3) developing and design teaching materials. (4) increasing understanding of broad based education and life skills. (5) developing an effective learning model. (6) developing and implement making simple learning tools. (7) developing and implement computer-based learning programs. (8) developing media in implementing teaching and learning process. the statement above related to what the researcher found when conducting interviews. almost all teachers or members of the mgmp said that when they participated in the mgmp activities, they always gained new knowledge. because mgmp often collaborated with several universities and presented resource persons who have expertise in providing material in each activity. in addition, the administrators and members often share about their teaching experiences, knowledge they got from seminars, training or other experiences. this is in line with sutrisno (2009), mgmp is an association or assemblage for subject teachers in a studio, regency/city that functions as a means of communicating, learning, and exchanging ideas and experiences in order to improve the performance of teachers as practitioners /subjects of change in the reorientation of learning in the classroom. this statement similarities from what the researcher found when do the interview with the respondents. thus, mgmp greatly contributes to developing teachers’ competencies by providing programs and activities according to the teachers’ needs. the mgmp contributed to making changes to the learning process, provides training for teachers, as well as a place to exchange ideas and also provide solutions to its members if there are problems faced. so, the mgmp forum can contribute and make teachers more professional in accordance with the demands of the times. the english teachers’ perception on the contribution of english subject teachers’ working group (mgmp) in developing teachers’ pedagogical competence page | 83 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 based on the finding results, the teachers' perception on the contribution of the mgmp it can be seen those programs or activities in mgmp greatly contribute to the development of teachers' competencies. this is in accordance with mushfah (2011), the efforts to develop teacher competencies explained by the directorate general of primary and secondary education of the ministry of national education, among others: (a) a program to improve teacher education qualifications, (b) an equalization and certification program, (c) an integrated competency-based training program, (d) an education supervision program, (e) subject teacher working group (mgmp) empowerment program, (f) teacher symposium, (g) other traditional training programs, (h) reading and writing journals of scientific papers, (i) participating in scientific meetings, (j) conducting classroom action research, (k) internships, (l) follow the actual news from the news media, (m) participate and be active in professional organizations, and (n) collaborating with colleagues. mgmp as a community gave a lot of contribution to teachers in developing their competence, be it pedagogical, professional, personal, or social competence, if teachers can actively attend in every routine meeting. the result of the interview showed that the teachers gave positive perception related to the contribution of mgmp. most teachers said that through the mgmp forum, they can help each other and share knowledge, experiences, and new ideas. this statement is in line with jalal (2005) who states that mgmp is a place for collaborative teachers to gather in a certain area (regency/city) in order to identify and solve problems, try and develop new ideas in order to improve the quality of learning. in addition, a variety of knowledge, experience, and training will be obtained to improve teacher motivation. furthermore, this forum is believed to be one of the effective media to foster teacher professionalism within the framework of activities by, from and for teachers. besides, in the mgmp forum there were many programs and activities that can help teachers solve their problems and develop their competences. it is as what leu (2004) and villegas-reimer (2003) mentioned that teachers’ working groups page | 84 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 are used by some countries as means of professional support for teachers and bring teachers together to address their work problems. in conclusion to all the aspects of the discussion, the researcher can conclude that the participation of teacher and supported by varied mgmp programs and activities are factors that make the mgmp forum can contribute in developing teachers’ pedagogical competence. with the involvement of teachers in the mgmp forum, it will have a good impact on their performance in managing the learning process in the classroom later. conclusions and suggestions the contribution of english subject teachers’ working group (mgmp) in developing teachers’ pedagogical competence was carried out by involving various parties and providing various programs and activities. the english mgmp of vocational high school kota banjarmasin usually collaborated with several universities and presented resource persons. the resource person can be from lecturers of the universities, the parties from dinas pendidikan dan kebudayaan provinsi kalimantan selatan, and even from the administrators and the members of the english mgmp. while the contribution of english mgmp provided through the mgmp programs and activities included: (1) sharing material on how to make learning module. (2) sharing material from the finalist of olimpiade guru nasional (ogn). (3) sharing how to make ict-based learning media. (4) sharing of making soal usbn and sharing teaching strategies. (5) sharing pragmatics in english language teaching. (6) making core competencies (ki) and basic competencies (kd) analysis and lesson plan of 2013 curriculum 2017 revision. all of english teachers had positive perception on the contribution of english mgmp in developing teachers’ pedagogical competence. they felt that the mgmp as a community gave a lot of contribution to teachers in develoving their competencies. because, it can be seen from the benefits they got when active participating in every activity in the mgmp forum. through mgmp activities, teachers can discuss to solve all the problems they face, communicate with each page | 85 haliza let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 other, consult and exchange experiences, with the result that it can make a contribution in order to improve their performance so that the quality of learning in schools will be better. the mgmp administrators must cooperate in providing awareness for english teachers because teachers have an obligation to take part in the activities carried out by the mgmp to improve the teacher's abilities. specifically, it can be carried out by providing counseling during the activity in order to explain and remind the english teachers. the mgmp activities are expected to be held regularly once a month even though carried out through online meetings due to the covid-19 pandemic. given that during this pandemic, teaching and learning activities were carried out online, of course there were many obstacles faced by teachers in providing learning to students. such as how to apply techniques, strategies, and teaching methods that are appropriate to students. for this reason, these various obstacles should be an important discussion in the mgmp forum. at the end of the semester it is expected that the mgmp forum will evaluate the activities that have been carried out. so that in the future mgmp can further improve the quality of its activities. it is hoped that teachers will always be active in every mgmp activity by providing motivation and helping each other. it is intended that teachers always develop their potential so that they can achieve the goals of learning more effectively and efficiently. references ada, j. h., & azisah, s. 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(2011). pengembangan kompetensi pedagogik guru pai di madrasah: studi kasus di min malang i. jurnal el-qudwah. 1(5), 157-181 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 let: linguistics, literature and english teaching journal ||volume||9||issue||2||pages||72-94||2019|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php culture shocks faced by foriegn students at antasari state islamic university banjarmasin nurlaila kadariyah nurlailakadariyah19@gmail.com nur faizah hayati faizahhayati@gmail.com antasari state islamic university of banjarmasin, indonesia article history: received: 18th november 2019 accepted: 14th december 2019 this research describes the culture shock faced by the foreign students who study at antasari state islamic university banjarmasin. foreign students who are conscientious in this research are 7 students come from turkey and one from thailand. the objectives of this research are: (1) to find out the culture shocks faced by the foreign students in academic aspects; (2) to find culture shocks faced by the foreign students in social aspects. all of the data have analized by descriptive and qualitative research. the results of this research indicated that the foreign students faced culture shock in academic aspects that consist of (1) in institutional rules: the complicated and long of procedures filling study plan sheet online, collecting of study plan sheet, registrating of courses (2) the cleanliness of the university environment (3) lecturers’ rules which consists of discipline on the schedule the lectures, the use of local language (banjarese) in the classes wether by lecturers or local students. then, culture shocks in social aspects students faced the behavior and attitude of the local students such as talking and made jokes while lecturing, using handphones while lecturing, spitting anywhere, male and female local students’ interaction, and the system of local public transportation. corresponding author: tel.: faizahhayati@gmail.com keywords: cultural compromise; repatriation; returnees; homeland; host culture http://jurnal.uin-antasari.ac.id/index.php mailto:nurlailakadariyah19@gmail.com mailto:faizahhayati@gmail.com mailto:faizahhayati@gmail.com p a g e | 205 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 introduction international relations are the relationship among governments or individuals from different countries in the specific areas for the interest of both parties. each country certainly impossible to be detached from international relations because each country has its superiority, there are many complementary and mutual international relationships among every country. international relations are not only done to incooperate in several fields. they consists of politics, religion, trade, and economic, social field of culture but also in education. international relations can be between individuals, groups, as well as between countries. in international relations, there is international’s law or rules which regulates the intercourse of life in the international community. international relations are essential in order to foster mutual understanding among nations, it strengthens the relation of friendship and brotherhood among them, mutual needs of each nation that cooperates, meet the sense of fairness and well-being, and foster and enforce the peace and order of the world. a country that does not want to hold international relations with other countries will be isolated in the asociation world. as a result, these countries will have difficulty in fulfilling the needs of its life. indonesia also plays an active role in international relations. in the political sphere such sought the creation of peace between warring regions by sending a peacekeeping force under the united nations’ jurisdiction or humanitarian aids for countries which have social conflicts and warfares. while in economic cooperations in supporting the establishment of a free market in asean, indonesia has joined in asean free trade area (afta) and asia pacific economic cooperation (apec). indonesia also has joined in the asean economic community (aec). aec allows the country to sell goods and services easily to other countries throughout southeast asia. aec has not only opened up the flow of trade in goods or services, but also the labor market professionals, such as doctors, lawyers, accountants, lecturers and other. focusing on international relations in the field of education, indonesia has been very active role in this field, such as exchange students, scholarship and p a g e | 206 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 received foreign students residing in indonesia, by giving a chance to those who want to study in indonesia. one of the colleges which have memorandum of understanding to give opportunity for foriegn students want to study in indonesia is uin antasari banjarmasin. before being uin antasari banjarmasin, actually iain antasari had recieved foriegn students as one of requirements that must be fulfilled to become a university. today, there are foriegn students that have studied in uin antasari, they are from turkey and, malaysia, thailand. when foreign students live and study abroad, there will be many constraints that will be faced by them. a lot of things that have to be faced is called the issue of culture. when they decide to live in different countries, the first problem they will face is the cultural differences. cultural differences which encountered consists of language, behavior, social habits or customs. language is one of the characteristics of a country culture. a country’s language with other countries is definitely different, and its differences make them feel difficult to interact and communicate each other. in addition, there are also other the characteristic of them is the individual attitude of people. attitude is a favorable or unfavorable evaluative reaction toward someone or something exhibited in one belief, feeling, or intended behavior, and much more that distinguish between other countries culture with the culture of other countries. in interacting with individuals who have different cultural backgrounds will bring up various problems and there will be misunderstanding with each other. all of the problems will be overcome when we can recognize the problems that occur, both the issues of culture, or other problems. the problems of the differences of cultures also faced by foriegn students who studying at uin antasari banjarmasin. there will be a lot of miss communication between local and foreign students. local students have a very strong local dialect, for example, loud talk of banjarise people do not mean he/she is grumpy but that is one characteristic of them, while the foreign students speak softly and its language would be different even though he/she uses the language of p a g e | 207 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 indonesia but is still using their dialect. there are also some more fundamental differences between the foreign students and the local people. besides the different of language that underlying faced by foreign students at uin antasari banjarmasin, they also will be face the problems of a different culture when they are studying uin antasari banjarmasin, such as the difference between the behavior and attitude of local students with foreign students, treatment of a person against another person, the difference education system and system of academic services provided in uin antasari banjarmasin and other problems. based on the differences above, it can be known how we are to be able to develop a better relationship each other in order to create harmony. antasari state islamic university banjarmasin is one of islamic university which gives an oppurtunity to foreigners who want to study there, especially when it has become uin. shock culture is the consequence of strain and anxiety resulting from contact with a new culture and the feelings of loss, confusion, and impotence, which are due to loss of accustomed cultural cues and social rules like the example the problem faced by the foreign student who make them anxiety, confused, disappointed, frustration, and depression when they study at uin antasari banjarmasin, for example on the academic aspects and there are also social aspects. today, there are 13 foriegn students who has studied at uin antasari banjarmasin; they come from turkey, thailand, and malaysia. culture greatly influences how a person’s attitude, toward someone else that has a different culture. it is undiniedable that when they came to the new place, the culture shock were faced and experienced by them. even though they felt excited in the first period studied in uin antasari but there must have been some impacts that make them frustation and easily anger on something, homesickness and lonely, fearness, and confusion. culture shock in social relationship p a g e | 208 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 nowadays, there are many related definitions of culture shock but they nearly convey a similar meaning. culture shock was introduced in 1958. the term was first stated by kalervo oberg in 1960 who described it as ‘precipitated by the anxiety that results from losing all our familiar signs and symbols of social intercourse’. according to furnham, culture shock is kind of ‘disorientation’, ‘anxious confusion’, ‘disease’ or ‘mental shock’ or ‘transition shock’. so he defines that “culture shock is a disorientating experience of suddenly finding that the perspectives, behavior and experience of an individual or group, or whole society are not shared by others”. culture shock occurs because we have to go through a period of adjustment when we move from a familiar environment to an unfamiliar one. we are starting to know an unfamiliar sign, sound, smell, gesture, rules, demands and expectations. all these elements may be different from one country to another. take the differences between high-context and low-context cultures as an example. in the later, such as the united states and britain, more attention is paid to the content of talk, and people often feel a strong need to explain their opinions in detail. verbal language plays the most important role in communication, while nonverbal language such as body language and facial expression are secondary. however, high-context cultures are opposite. in most areas of latin america, asia, the middle east and africa, people usually focus less on what is being said, and nonverbal cues are significant methods of communication (mitchell, 2000). greggs states in ignatius (2012, p.10) that “ gesture as well as other kinds of non-verbal behavior vary from one culture to another. gesture conveys different meanings for each culture”, for example in the western culture, showing middle finger has an insulting meaning, but in indonesian is meaningless. and then, change of those things may the reason newcomers get stressed. stages of culture shock oberg (1960) was one of the first who described stages of culture shock. since then many researchers have proposed stage theories of crossing cultures, the most popular being the u-curve by oberg (1960) and w curve by adler (1975) and other researchers. oberg (1960) states distinguishes four stages of culture shock— p a g e | 209 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 honeymoon, crisis, recovery, adjustment. the first stage is the honeymoon, which can last a few days or up to several months. at this stage, everything is new, exciting, and fascinating. the ‘natives’ are polite, gracious, and most welcoming. and the second stage is called by crises which are initial differences in language, concepts, value, symbols that lead to feeling of anger, anxiety, and frustration. the third stage is recovery, when the crisis is resolved by a number of methods such that the person ends up learning the language and the culture of the new environment. and the last stage is adjustment. in this stage, newcomer begins to work in and enjoy new culture. though there may be occasional instances of anxiety and strain. adler (1975) expanded on the concept about stages of culture shock, opening it into more stages, as discussed in furnham and bochner (in ignatius, 2012, p:11-12). he said that “there are five stages in the adjustment process. each stage can be ongoing or appear only at certain times. honeymoon period: “everything is wonderful” in this stage the new arrival feels excited, happy, and proud of experiencing new culture. this period of feeling good normally last from one to four weeks. this level of happiness may not be reached again. culture shock: “everything is terrible” after the first happy feeling. the crisis stage usually begins. communication difficulties may occur, and the newcomer begins to feel angry, sad, and dissatisfied. initial adjustment: “things are tolerable now” in this stage the newcomer becomes understand of the new culture, they start to feel comfortable, balanced, more familiar with the new surrounding and feel less isolated. a sense of humor returns, and situation does not seem so hopeless after all. depression: “i feel so isolated” p a g e | 210 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 in this stage the newcomer experiences significant mental isolation, being far away from their family and he/she feels lonely. usually some newcomers feel that way, particularly when they haven’t been able to find meaningful work and activity. acceptance and integration: “going all the way culturally” the newcomer realizes that new culture has a good and bad thing. he/she has become accustomed to the habit, customs, food, and characteristic of the new people in the new culture, feel comfortable with friends in the new environment and be able to use the second language and able to handle social situations. symptoms of culture shock when people encounter a new culture and experience culture shock, change and unfamiliarity influences their own psychological adjustment and participation in a cultural environment. eschbach said: “this psychological confusion and emotional discomfort usually causes a remarkable amount of psychological stress. the negative impact of culture shock on individual psychology often includes a large and diverse set of symptoms” (ignatius, 2012, p:12). “although not everyone will have experience all the symptoms, almost all people will experience some parts. the major symptoms may be described as depression, anxiety and feelings of helplessness”. (mio, 1999) if the major symptoms become deeper and deeper, people may have difficulties in paying attention to the learning of new cultures. moreover, psychological disorientation may influence people’s abilities to solve problems and to make decisions. this decreases the motivation for adapting to the new conditions. most important is that when people fail to defeat the symptoms of culture shock, they are likely to become hostile to the new country that they live, which may lead to a handicap of interpersonal relationship (ferraro, 2006). therefore, it appears that dealing with psychological stress caused by culture shock such as depression, anxiety and feelings of helplessness is significant for those people who come into contact with a new culture. coping with culture chock p a g e | 211 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 the effect of culture shock could be stressful to the visitors. they have to find some ways out to minimize their problems so that they can live normally. schneider (1997) suggests to reading more about the country and its culture before you arrive. this can help the country and its people seem more familiar. on the other hand, jinha (2008) said that “ try to meet the local people to talk about anything related to the new place to increase the knowledge about the new place .“different with the two researchers above, jacob (2003) adds two more things that also can help the visitor in their culture shock effects. she suggests that they have to learn their new language well. by learning the language well, it can make the visitors feel more comfortable (ignatius, 2012, p:13). the second is maintaining a sense of humor and perspective. when dealing with culture shock, people prefer crying to laughing. according to jacob, rather than wasting the visitor’s time to cry it, it will be better for them to laugh. this attitude can transform the situation from annoying to hilarious. culture and adaptation culture is the ever-changing value, traditions, social and political relationships, and world view created and shared by a group of people bound together by a combination of factors (which can include a common history, geographic location, language, social class and/or religions). (richard, 2007, p.222). in the other definition, culture is that complex whole which includes knowledge, belief, art, law, morals, customs, and any other capabilities and habit acquired by man as a member of group. and then, culture is the characteristic of a country. culture is the complex and broad set of relationships, values, attitudes, and behaviors that bind a specific community consciously and unconsciously. culture is dynamic, shaping and being shaped by those who occupy it. culture like history, because culture can exist because it was created by people who are more used to exist within a region and lowered down to decline to their successors, thus also said culture as history. p a g e | 212 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 culture related to adaptation. adaptation is a continuous dynamic process conducted by a person to change their behavior in order to appear relations of harmony between themselves with their environments. the environment is everything that can affect the entire capability and forces belonging to a person, so that someone managed to achieve physical and spiritual life steady. woodworth (in ana, 2009, p: 42) mentions the 4 basic types of relationships between individuals with their environment, such as: individuals can conflict with the environment, individuals can use their environment, individuals may participate (participated) to its environment, and individuals can adapt theirself to the environment. thus, it can be concluded that any changes in the environment of people's lives in a wide meaning that cause someone had to adjust themselves with the environment both in terms of passive and active sense. ward and kennedy (in ana, 2009, p: 44) do the two approaches through the difference in the two forms of adaptation such as: socio-cultural adaptation and psychological adaptation. culture shock in academic relationship culture shock at college foreign students who continue their education to countries with different cultural backgrounds will find the self-adjustment problems in the first six months were reported to the country of destination. the individual will adapt if faced with a change, both in the individual and the environment. adjustment carried out by the individual function to achieve satisfactory relations with other people and also the environment of the individual. adjustment carried out by foreign students is caused by the difference in cultural values of the country of origin to country of destination. foreign students who continue their education to the country with a culture that is vastly different from the country of origin will find some difficulties. these difficulties occur due to culture shock, namely proceedings beginning from the entry of individuals to the new environment that is not familiar with everyday p a g e | 213 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 surroundings. culture shock occurs because individual-owned culture value is very different with the cultural values shared by the community in the country of destination of his education. in addition, difficulties in adjusting to also arise as a result of racial discrimination, language problems, the difficulties of accommodation, food taboos, financial difficulties, as well as the emergence of misunderstanding and loneliness. high academic demands and the challenges to adapt to the new culture also make the process of foreign students in adjusting to be more fragile and at risk. foreign students who are in the country with a culture different from their home country will have difficulty in adapting to the new environment, interacting with people in his new environment, as well as accepting new values contained in these countries. adaptation difficulties faced by foreign students can be seen from six aspects in sojourner adjustment measure (pedersen, neighbours, larimer, & lee, 2011), a classified into positive and negative factors of adaptability. among other positive factors are social interactions with people in the country of destination, cultural understanding and participation in the country of destination, the development and use of the language of the country of destination, as well as the cultural identification of the country of destination. while the negative factors are social interactions with fellow individuals from countries of origin and homesickness, that is feeling uncomfortable in the new environment and wanted to immediately return to the origin of the environment that has been well recognized. although the majority of the individuals in a country has values that are nearly similar so the behavior, mindset, and the moral community in that country look the same, each individual still has its own uniqueness. “each individual has cognition, affection, as well as how to behave in a different atmosphere and a different time anyway “(burger, 2008). that's the difference that makes the individual one with other individuals have uniqueness, when compared in society in general. the uniqueness of the individual can arise from a variety of things, especially in terms of the personality of the individual. various definitions concerning personality continue to grow because of the absence of a single theory that can describe accurately about personality. according to burger (2008), p a g e | 214 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 “personality is a pattern of behavior that is consistent and interpersonal processes that occur within the individual”. in addition to problems in adjustments my-self in college, burger (2008) says “the difference also affects the academic system of foreign students that lecture in a different. as studied in turkey, as an international student in turkey you will have the opportunity to experience both modernity and tradition in one of the safest and most stable countries in the region. some turkish universities use english as the teaching language while others will offer the opportunity to learn english. above all, the high quality of education will make you more than ready for a future anywhere in the world. positioned at the crossroads of east and west, the turkish landscape encompasses a vast variety of geographical zones, it has the combined characteristics of three continents of the world: europe, africa and asia. due to its location, surrounded by seas on three sides, turkey as always been the center of great trade, silk and spice routes. today, even in the most inaccessible or isolated corners, one can easily feel and see the traces of different cultures. turkish universities will among other things provide you with high standards of education and internationally recognized degrees. for the system of lecturer, almost in the universities at turkey use the system of ects. european credit transfer and accumulation system (ects) which was first introduced by the european council in 1989 within the framework of erasmus, now part of the life long learning program, is a student-centered credit system based on the student workload required to accomplish the objectives of a program specified as for learning outcomes and competences to be attained. since its introduction, the implementation of ects has found a wide range of acceptance in the higher education systems across the european countries and now become a credit system and an indispensable tool supporting major aims of the bologna process and, thus, of european higher education area as it makes teaching and learning in higher education more transparent, comparable and measurable across europe and facilitates the recognition of all studies. the system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. it also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance. p a g e | 215 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 culture shock first introduced in 1954, the term “culture shock” describes the anxiety and feelings of surprise, disorientation, and confusion felt when people have to operate within an entirely different cultural or social environment, such as a foreign country 1. culture shock grows out of the challenge, students may face in adjusting to a new culture. the different stages of culture shock are outlined below with several coping strategies discussed on the next page. it’s important to note that while culture shock is common among many students and international travelers, it is typically mild and lasts only for a brief time. knowing more about culture shock and various ways to handle it can better prepare you to cope effectively if you should experience similar challenges while abroad. factors that can contribute to culture shock can be seen below: climate many students find the northwest climate can affect them a lot. you may find the grayness and dampness, especially during the winter months, difficult to get used to. language listening and speaking in a new language is tired. in class, some international students have trouble understanding the lecture and reading materials. people speak quickly and you may feel embarrassed to ask them to repeat what they said. if english is not your first language, you may find you miss your home language. social roles social behaviors may confuse surprise or offend you. for example, you may find people appear cold, distant or always in a hurry. or you may be surprised to see couples holding hands and kissing in public. you may find the relationships between men and women more formal or less formal than you are used to, as well as differences in same sex social contact and relationships. ‘rules’ of behavior as well as the obvious things that hit you immediately when you arrive, such as sights, sounds, smells and tastes, every culture has unspoken rules which p a g e | 216 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 affect the way people treat each other. these may be less obvious, but sooner or later you will probably encounter them and once again the effect may be disorientating. for example, there will be differences in the ways people decide what is important, how tasks are allocated and how time is observed. in business and academic life, keeping to a schedule is important. you should always be on time for lectures, classes, and meetings with academic and administrative staff. if you are going to be late for a meeting, do try to give advance notice. values although you may first become aware of cultural differences in your physical environment, (e.g. food, dress, behavior) you may also come to notice that people from other cultures may have very different views of the world from yours. cultures are built on deeply-embedded sets of values, norms, assumptions and beliefs. it can be surprising and sometimes distressing to find that people do not share some of your most deeply held ideas, as most of us take our core values and beliefs for granted and assume they are universally held. as much as possible, try to suspend judgment until you understand how parts of a culture fit together into a coherent whole, try to see what people say or do in the context of their own culture’s norms. this will help you to understand how other people see your behavior, as well as how to understand theirs. when you understand both cultures, you will probably find some aspects of each that you like and others that you don’t. relationship stress if your spouse or partner has accompanied you to the u.s., remember that the stress of the transition may cause struggles in your relationship. the transition to a new culture may be very difficult for your partner. your partner may feel very isolated; he/she has been transplanted from your culture and separated from family and friends. simple tasks can be stressful due to the language barrier. often times they do not have opportunities to engage in productive, meaningful activity such as pursuing a degree, and it may be more difficult for them to make new friends. homesick and lonely p a g e | 217 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 homesickness often leads to culture shock. it is the loss of your social world, what is considered normal to you. it can be as simple as the food you eat to the facial expression others make around you. method reseachers use descriptive qualitative research. qualitative research aims to find and describe the culture shock faced by the foreign students at antasari islamic state university banjarmasin. to get the most accurate and objective result of research, the research design is made to find the best next step in getting best result of research. this research is applied to culture shocks of the foreign students at islamic state universisty antasari banjarmasin. first, the researchers try to find the data of the foreign students. then, the researchers interview the persons to get the data of the culture shocks faced by the foreign students then when they study at uin antasari banjarmasin. the research is taken place in faculty of tarbiyah and teachers training at uin antasari banjarmasin on jalan ahmad yani street kilometer 4,5 kelurahan kebun bunga banjarmasin, south kalimantan. the research conducts on agustus 2017 to june 2018. the subjects of research are eight foreign students who study at english eduacation department at faculty of tarbiyah and teachers training. the data of subjects of the research can be seen in this table below. tabel 1 the subjects of the research no. names of the students major country 1. esra dayi/1401241667 english department turkey 2. kezban arslan/130124 english department turkey 3. nislihan bilgic /1401241673 english department turkey 4. niyazova mekhriniso /1401241668 english department turkey 5. tugba yanic/1401241669 english depatment turkey p a g e | 218 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 6. esma aldam/ english department turkey 7. ateekah yaya /1501241921 english department thailand 8. aesye guners /1601241840 english department turkey findings and discussions there are two statements that have to be answered in this research. the first problem is about culture shocks faced by the foreign students in academic aspect included in institutional rules and in lecturer rules. the second problem is what the culture shocks faced by the foreign students in social aspects. the culture shocks faced by the foreign students in academic aspects. based on the interview that was held on agustus 2017 to april 2018, the researchers had found some culture shocks faced by foreign students in the academic aspects. the finding of data is presented as folows. institutional rules filling study plan sheet online based on the interview result had been conducted, most of them still confused when filling out the study plan sheet online, they knew and understood how to fill out the study plan sheet by online, but more got confused when choosing courses and classes that they should be followed. and when filled the study plan sheet online they pursued help with their friends or the office staff that was in communications center at uin antasari banjarmasin. exepction for student who from thailand. she explained that the academic service system of thailand education, especially in academic aspects is almost similar in indonesia. so, she considers that they are not problems for her. one of turkey student said that it was not problem for her because she can speak english and indonesia fluently. so communication with the staffs or lecturers in english departmen could be done well. meanwhile, one student from turkey also explained that it was not problems too for her because she had been got much information about the system academic service from other turkey students who had studied before at english department. p a g e | 219 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 collecting of study plan sheet form most foreign students also found difficulties in giving of study plan sheet to academic office because there were complicated and long procedures that must be done before choosing and fill the courses, students had to get signatures (academic advisors, the chief english departement ) and discussed what courses should be taken each semester. in turkey, the procedures of academic service system is not done as same as in indonesia. anything is helped or done by offfials or staffs at the faculty office. registrating of courses based on the interviews, turkey students were very frustrated with many courses that must be taken in one semester. in their country, every student only take 12 to 16 credits in one semester. it was different in uin antasari banjrmasin, even most at colleges in indonesia, students had to take 20 to 24 credits or 10 to 12 courses in each semester. they said it was very difficult and frustated them to mastery the subjects. many subjects were taken, it means there were many tasks, homework and assigments must be done. the cleanliness of the campus environment based on the interview, they complained to the cleanliness of the campus environment, for examples classes, toilets, and offices or rooms. they said when they came to the campus, it was looked dirty, many rubbish and trash scatteredly everywhere and when they saw the toilets (washrooms) at tarbiyah facculty area in the first time, it was really make them could not or cancelled to go there. even though turkey population are most muslims, but in education system, service and facilites have adapted to europian countries. most europian culture and customs have penetrated and influenced turkish people’s lifes. comfortable classrooms and environment at campus would make students easy and comfortable to follow lectures. turkesh students compare how conditions in their country, schools and colleges there are very clean and tidy especially the facilities provided by the schools or campus is very modern and very convenient for students to learn. meanwhile, the student from tahiland said it was p a g e | 220 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 not problems for her because schools and colleges situation and condition in indonesia look similar in thailand. indonesia and thailand are east south asia coutries. both have most similarities, for examples geographical area, tripocal climate, culture etc. lecturer rules discipline on schedule based on the interviews, a lecturer who came late when the lectures that did not provide information to students, for them it was something impolite. moreover, the lecturers who did not come in the lectures and did not give information before that he/she could not attend the lecture. it is a problem for them. the problem also came when the lecturer started and finished the classes. in their countries, especially from turkey, it must be on time when started and finished it. because of thier habit always on time in starting and finishing doing something, they often left the classes when the lecturers came late without telling the sudents or they would go out the class when the lecturers late finished the class. local students will not do it because it is not very polite and unrespectable thing done to the lecturers. for the discipline of giving assignments to the lecturers, also became an obstacle for them, because many tasks that must be completed or finished and submitted to the lecturers on the same day and that made them frustrated. sometimes there were some lecturers who gave the tasks or assignments without planning before and told to the students to do it when they had class, the lecturers also gave short time to finish them. other thing that made them feel uncomfortable was discipline in ending the lectures, there were some lecturers that ended the lectures over from the schedule that had arranged. it become a problem for them, because, when the lecturers did overtime lectures, they would be late to do another activities that had been planned before. the use local language (banjarese) p a g e | 221 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 before coming to banjarmasin, same turkesh students actually had learnt indonesia language by taking indonesian language courses. it means if people spoke indonesia language, they can understand it. but based on the results of interviews with all foreign students, the most problem that faced by them when the lecturers spoke and explained the subjects or the lessons in the classes used and mixed local language, especially banjarese language. it made them confused and did not understand what the lecturers explained. based on interviews and the obsevations in the class, to overcome it, the some turkesh students used to record the conversations or explanations in the classes or outside by using thier hadphones. it would be played again at home in order to understand the lessons. the culture shocks faced by the foreign student in social aspects based on the interviews, the researchers found several problems faced by foreign students in the social aspects. the behavior and attitude of the local students talking and made jokes while lecturing based on the interviews, they were very disturbed by the habit of local students in the class while the lessons were being explained by lecturers, most of the local sttudents were talking each other that the topics were not related with the lecturers’ explanations. the habit made them dizzy and could not focus on and understand the explanations. not only talking, they also made noisy and jokes and yelling inside or outside of the class. it made them felt disturbed too because according turkish culture and ettiquate, it was not polite, bad manners, and respectable. in this situation, according to them, a lecturer should ask the students to go out the class because it will disturb teaching learning process. using handphones while lecturing the other habit local students that forbidden done in the class was playing or using their handphones. they said it is not allowed using handpones while lecturing spitting anywhere p a g e | 222 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 they were not pleased when seeing students who are spitting anywhere. it is very unrespectable for them. it made them disguted and it is something slovenliness for them. male and female students’ interaction it is not denied, there are always interactions or social intercourse between male and female students in the university. based on the interviews with them, they thought that local students’ social intercourses were too free in making friends with different sex, they said that they did not like to make friends with male friends, because it was not in line or appropriate with islamic doctrine, they only talk to men when there are things that needed to be asked or done. the difficulty to find public transportation based on the interviews with the foreign students, especially from turkey which live in gambut (it is about 17 kms from the campus), it means they had to use public transportation to go and come back home. the problem was uncsheduled operation of the public transportation. sometimes made them came late in the class because they had to wait for public transportation arrived. that is what made them frustrated. they also said that public transportation in banjarmasin has very small sizee, dirty, and uncomfortable for them. mine while, this was not problem for thailand students. it was because the system of public transportation in thailand is almost the same as in thailand. it was not problem to for her because she lived that near the university. public transportion in banjarmasin is already lagging far than turkey. in turkey, there is an underground metro system, turkey also has a cable car. in turkey transportion system always on schedule. from morning to evening or night, there's always a ready vehicle or public transportation. from some problemss or culture shocks faced by foreign students in the social aspects can be concluded that when a person go or wander to a new place that has a different culture to the region of origin, should someone is to learn first how the place who would like to visit, how local culture, how the people who were there and started to learn how to adapt. adaptation of course must be done by a p a g e | 223 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 person while in a foreign place for them. student entrants that entered a new situation, in addition to being a student must also adjust to the culture of the local community. the process of adaptation will be experienced by each ethnic student entrants. cultural adaptation will take place either if someone had cultural sensitivity (kholifah, 2009: p.44). conclusions and recommendations based on the data presentation and data analysis above it can be concluded that there are some culture shocks faced by the foreign students who are studying at antasari state islamic university banjarmasin as follows: the culture shocks faced by the foreign students in academic aspects. in institutional rules filling study plan sheet online the complicated of procedures filling out the study plan sheet online. most of them pursue the help with their friends or the office staffs that was in communications center at uin antasari banjarmasin. collecting of study plan sheet form most foreign students also found difficulties in giving of study plan sheet to academic office because there are complicated and long procedures that must be done before choosing and fill the courses, students must get signatures (academic advisors, the chief english departement ) and discuss what courses should be taken each semester. registrating of courses foreign students are very frustrated with many courses that must be taken in one semester. in their country, every student only take 12 to 16 credits in one semester. they said it is very difficult and frustated them to mastery the subjects. many subjects were taken, it means there were many tasks, homework and assigments must be done. the cleanliness of the campus environment p a g e | 224 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 they complained to the cleanliness of in the campus environment, for examples classes, toilet, and offices or rooms. they say the campus is look dirty, many rubbish and trash scatteredly everywhere and when they see the toilets (washrooms) at tarbiyah faculty area, it is really make them cannot or cancelled to go there. lecturer rules discipline on schedule of the lectures there some lecturers that do not give information or without telling the students when come late or do not come in the class it is a problem for them because in their culture it is something unpolite and respectable. the other thing that also make them frustated is the lecturers who start and finish the classes late (overtime). because of their habits always on time in starting and finishing doing something, they often leave the classes when the lecturers do not arrive on time in the class or they will go out when the lecturers late finish the class. the time of giving assignments to the lecturers, also became an obstacle for them, because many tasks that must be completed or finished and submitted to the lecturers on the same day and that made them frustrated. sometimes, there were the lecturers who give short time to finish assignments in only one day. the use of local language (banjarese) the most problem that faced by them when the lecturers spoke and explained the subjects or the lessons in the classes used and mixed local language, especially banjarese language. it made them confused and do not understand what the lecturers explained. the culture shocks faced by the foreign student in social aspects the behavior and attitude of the local students talking and made jokes while lecturing the foriegn students are mostly very disturbed by the habit of local students in the class while the lessons are being explained by lecturers, most of the local p a g e | 225 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 sttudents often talk each others that the topics are not related with the lecturers’ explanations. the habit made them dizzy and could not focus on and understand the explanations. not only talking, they also made noisy and jokes and yelling inside or outside of the class. using handphones while lecturing the other habit local students that forbidden done in the class is playing or using their handphones. they think it is not allowed using handpones while lecturing. spitting anywhere they were not pleased when seeing students who are spitting anywhere. it is very unrespectable for them. it made them disguted and it is something slovenliness for them. male and female students’ interaction there are interactions or social intercourse between male and female students in the university. according to them local students’ social intercourses were too free in making friends with different sex, they said that they don't like to make friends with male friends, because it is not in line or appropriate with islamic doctrine, they only talk to men when there are things that needed to be asked or done. the difficulty to find public transportation the problem is uncsheduled operation of the public transportation. sometimes make them come late in the class because they had to wait for public transportation arrived. they also say that public transportation in banjarmasin has very small size,crowded, and dirty. references arifin, e., zainal & amran t. s. (2008). cerdas bahasa indonesia untuk perguruan tinggi. jakarta: akademia pressindo. p a g e | 226 laila kadariyah let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 barjie a. b. (2011). refleksi banua banjar. banjarmasin: pustaka agung kesultanan banjar. dayakisni, t. (2008). psikologi lintas budaya. malang: umm press. draine, c., & barbora, h. (1986). culture shock indonesia. jakarta: graphic arts center publish company. gerungan, w. a. (2004). psikologi sosial.bandung : pt refika aditama. gudykunst, w. (2007). intercultural communication: introduction in w.b gudykunst (ed) cross-cultural and intercultural communication. thousand oake: sage. jandt, f. e. (2004). an introduction to intercultural communication “identities in a global communication 4th edition. california state university, san bernardino: sage fublications. kholivah, a. (2009). “pengaruh culture shock terhadap hasil belajar mahasiswa ppkn angkatan 2007 fakultas ilmu pendidikan universitas negeri malang. skripsi. malang: fakultas ilmu pendidikan. universitas negeri malang. lengkeit, r. e. (2004). introduction cultural anthropology (second edition). new york: mc. graw-hill. merriam-webster’s dictionary. retrieved, september 17, 2015. from (www.merriam-webster.com/dictionary/culture%20shock). mulyana, d. (2005). komunikasi antarbudaya, panduan berkomunikasi dengan orang-orang berbeda budaya. bandung: pt remaja rosdakarya. munan, h. (2006). culture shock! survival guide to costums and etiquette borneo. asia: marshall cavendish. prasadhya, i. b. g. (2012). an analysis of culture shock faced by 60th – 61st pibbi student. thesis. salatiga: faculty of language and literature. satyawacana christian university. balmer, s. (2009). experiencing culture shock in college. participation helps students adapt to an unfamiliar lifestyle (online), (http://campuslife.suite101.com/article.cfm/understanding_and_coping_wi th_culture_shock ) http://www.merriam-webster.com/dictionary/culture%20shock ieee paper template in a4 (v1) mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 let: linguistics, literature and english teaching journal ||volume||9||issue||2||pages||1-21||2019|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php reverse culture-shock with an attempt of compromising cultures: a critique of a. rihani’s the book of khalid and t. salih’s season of migration to the north mugahed alheshami mugahedabdu@gmail.com aligarh muslim university, utterpradesh, aligarh, india mohammed yassin mohd abasha’ar mohammed_moh@nstru.ac.th nakhon si thammarat rajabhat university, nakhon si thammarat, thailand article history: received: 18th july 2019 accepted: 14th december 2019 upon repatriation, many socio-psychological problems accompany the returnees to their home culture after spending a long time in the host culture. it is assumed that the returnees find no difficulty in re-adapting the life in their culture; however, many studies expound that readjustment in the home culture, particularly after spending a long time in another culture, is not an easy process, the returnees experience a re-entry or reversal cultural-shock. the main contention of this paper is to expound how rihani and salih attempt with a new literary trend to unify the eastern and western cultures in their fictional worlds. the paper underpins the idea of bridging the gaps between cultures and initiating a new era of mutual understanding and co-existence between the nations. it explicates how both novels present a different picture of the oriental world that contradicts with the orientalist and neo-orientalist depictions by projecting the arabia culture and people equitably. corresponding author: tel.: mohammed_moh@nstru.ac.th keywords: cultural compromise; repatriation; returnees; homeland; host culture introduction reverse cultural shock or re-entry shock refers to the “difficulties encountered when readapting to the home culture” (rhodes, 2015, p. 307). it has http://jurnal.uin-antasari.ac.id/index.php mailto:mugahedabdu@gmail.com mailto:mohammed_moh@nstru.ac.th mailto:mohammed_moh@nstru.ac.th p a g e | 134 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 been also defined by wang (2015) as a “process of returning, especially understanding once again and becoming reabsorbed into one’s own home culture after living in a different culture for a significant period of time” (p. 120). readjustment problems faced by the returnees are possible because of the crosscultural differences. however, these differences are necessary to be discussed in order to address the subconscious feelings of uncomfort, alienation, confusion and isolation. it is noticed that there are few studies that are dealing with the ordeals of re-entering the home culture society after spending much time in a host culture. the sociocultural studies are much concerned with the difficulties the immigrants face once they transfer into another culture than on the back home returnees. many returnees are unprepared to face the re-entry cultural shock, so they resort to make cultural compromise between the two cultures. this paper tries to concentrate on the points and attempts of making cultural compromise. by discussing this topic, we get to know how the two authors have got understanding of the self, the other, east and west, home culture and host culture, god and human being relationship. this article discusses the great reverse culture shock which the arab immigrants experience after returning their homelands. rihani’s the book of khalid (1911) and tayeb salih’s season of migration to the north (1966) are some of the most celebrated literary works in the east and west. ameen rihani who is considered as the father of the arab-american literature was the first among the arab-american writers whose work received great popularity among the american reader. similarly, tayeb salih’s works are immensely well-known writer among the african readers and western readers. his novel season of migration to the north (1966) has been included in the university syllabuses of many western countries. originally, salih’s novel was written in arabic and then translated into english and thereafter into more than twenty languages. the question that poses itself here is why such works have been honored with great interest from the east and west, from the colonizers and colonized people. the answer is that; the two works have dealt with issues that concern all the human beings. p a g e | 135 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 artistically, both novels combine reality and fiction. the characters are fictitious in both worlds; though they have dealt with real issues like colonialism, spiritualism, philosophy, materialism, co-existence and the possibility of understanding between eastern and western cultures. rihani and salih got affected by their exposure to the western culture; however, they maintained commitments and passion to their home culture. they are not biased to their home culture, they open-mindedly tried to consolidate the mutual dialogue between cultures. when rihani returned to his country (lebanon), he brought back with him reminiscences and love for america; the place in which he lived for a long period of time. he added changes in the composition of arabic classical and modern poetry. he introduced a new form of poetry that began to be called freeverse. his influence by the western culture modified his ways of thinking which is reflected in his composition and literary productions as we observe in the book of khalid (1911). meanwhile, tayeb salih has created characters that have interactions with the people in their own culture and host culture. salih challenges the “west’s vision of the african other and in doing so creates points of intersection that allows the forms of ideology to become visible” (long, p. 23). with the new techniques used in this novel, salih has used hakawite, maqamat and muaradara techniques and merged them with the western genre (novel). recurrent references to shakespeare and othello are considered as attempts to reduce the western stereotypical judgments about the african-arabs and arabs in general. salih makes warnings against the cultural encounters and fabrications that might be aroused against the east or west. his main character and the unnamed narrator have adopted the african culture and western culture (el-oqla, 2013) method this paper is divided into five parts, the first part defines the reverse culture shock and explicates its symptoms. the second part analyses both novels and reflects how both the novelists attempt to promote and call for cultural compromise. they created fictional characters who experienced biculturalism. they depicted how such experience may affect negatively the person’s p a g e | 136 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 peacefulness if he/she did try to adopt and compromise the differences between the host and home cultures. the third part reflects rihani’s and salih’s insistence for the cultural compromise despite the painful past experience of being colonized by the western colonialists. the fourth part sheds light on both the novelists’ call for internal compromise, pliability, and adaptation between the old and new, spiritual and materialistic, idealism and transcendentalism. on other words, rihani and salih call for internal compromise within the home culture itself before calling for compromise with the external (other) culture. the fifth part is the conclusion, it sums up the arguments previously argued and discussed. finding and discussion reverse culture shock one of the well-known terms in sociobiology is the cultural shock. it refers to “the feeling of uneasiness and/or loss which one might experience when he visits or lives in a country that is not his own” (mccarthy, mccarten & sandiford, 2013 p. 86). meanwhile, the term ‘reverse culture shock’ is used to describe those who spent a significant period of their lives in a foreign country and when returnees are required to re-enter to their own home culture (keystone et al. 2018). mccarthy, mccarten & sandiford (2013) defines reverse culture as a term that “refers to the difficulties which some one can experience on the return to his/her own native country after living abroad for a significant period of time” (p. 86). reverse culture shock can be perceived as a personal reaction against less reinforcement from one’s own home culture. when one lives in an alien culture for a long period of time, he acquires many cultural values and set of behaviors that are discrepant from his own original heritage. there are many variables that play their roles in affecting the re-adjustment of the returnees into their home culture such as the long stay in the host culture and experiences there, the location and integration within the host culture, environment inside the home culture, and time of stay inside the homeland and value change (buyaya, 66). sometimes, the difficulties of re-entry are brought about by wrong, social expectations from the family, friends, colleagues or others in society. fear may be raised in the p a g e | 137 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 returnees’ minds about the values they have acquired the host culture and the impossibility of applying them in their home culture. but the question that poses itself here is how the reverse culture shock occurs? according to mao & ahmed (2017) reverse culture shock happens when a person is immersed in another culture for a long period of time and then returns and attempts to re-enter into his culture in his own original country. re-entry shock is more difficult and severe than cultural shock as it is unexpected. reverse culture shock can be identified with the person as he /she starts felling depression, no one understands him/her, nothing has changed, home is boring, friends are nothing but shallow and everything was much better in the host culture (dlabay & scott, 2010, p. 80). the level of reverse culture shock varies depending on how positive their experience with the host culture was and how different it is from their own culture. despite, the symptoms of reverse culture shock start decreasing with the persons as they decide to re-adjust with the life in the homeland. quite often the impact of reverse culture shock take one year long to disappear (ibid) this paper shows interest in how does the compatibility between the home and host cultures can result in a reverse cultural shock as the returnees develop a coping style. during their stay in the terrain of the host culture, they surely have been subjected to any of the acculturation’s strategies: assimilation, integration, separation and marginalization. reverse culture shock might be diagnosed as stressful for the returnees; however, what about the positive side? by examining the differences between the two cultures, the returnees can make use of the differences and use them as stimuli to make cultural compromise and mutual understanding between the two cultures. cultural compromise and social reformation in rhihani’s and salih’s worlds being exposed to the western culture, tayeb salih and ameen rihani had the chance to become iconic and effective authors in seeking reconciliation between the eastern and western cultures (deheuvels, michalak-pikulska & starkey, 2006). they are among the most celebrated literary figures in both cultures. they criticized the traditional ideas of the east culture and colonial snootiness; however, many other eastern writers and thinkers discussed the idea of p a g e | 138 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 merging the technological advancement and liberal ideas with the traditional culture. it is true that the eastern (e.g. arab and african) nations were subjugated by the colonizers for a long period of time which resulted a schism between the two parts in the globe. but for how long this gulf should take place and have effect? it is out of necessity that the intellectuals should take the initiative and write for the unity of cause for all the human beings. the colonial dominance continued for centuries over the african and arab countries. their dominance did involve oppression, violence, subjugation and enslavement. for the colonized people, it takes time to forget the crimes committed by the colonizers. in an attempt to make compromise, many writers have followed the principle that is ‘if we can’t forget, we may try to forgive’ (stoop, 2001; choo & goodall, 2011). despite the abhorrence of colonial heritage, salih draws the reader’s attention to the personality of the two persons (saeed and the unknown third person narrator) who got benefit from the colonizers. they received their primary education in their home land under the sponsorship of the colonizers and then sent to pursue their higher education abroad with the same supporter. in ignoring the tragic effects of colonialism, the narrator aims to highlight the convergence between the two cultures. it has become clear that the narrator is westernized through his association with the issue of saeed’s wife. saeed dies and entitles the unknown third person narrator to be the first guardian of his children. saeed’s wife is liberal, independent, assertive and brave as she has reminded saeed with his sexual adventures and cultural attachment to the western culture where he lived for a certain period of time. the narrator himself admires hosna but he couldn’t disclose his love for her (hay, 2000; hassan, 2003). for the village people, saeed’s wife has been affected by her marriage to saeed and has become like the city girl who refuses all the dictations of the patriarchal society. the three characters have absorbed many values from the western culture even if they don’t claim it publically. forcing hosna to marry wad rayyis has been awfully disgusted by the narrator. he criticizes the traditional, patriarchal ideas. of course, his solidarity with hosna’s rights is matching in accordance with what he acquired from the western culture where the p a g e | 139 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 female has more independence and freedom in deciding her life without any external interference either from the family or the society. the narrator is sexually attracted to her charming body, touching sobbing and perfumes. her behaviors remind him with his past experiences in the western culture. he confesses his feelings by saying “[i]none form or another [i] was in love with hosna bint mahmoud” (salih, 1966, p. 86). being attracted to the homeland and meanwhile feeling nostalgic to the west culture, the two main characters reflect the postcolonial, hybrid identity. on the one hand, the western culture is characterized as exploitive culture motivated by selfish desire of domination and superiority. on the other hand, the narrator reveals some of the wrong traditional practices of the people of his culture. the reader can guess that the narrator has a new different perspective towards the western culture which means that the positive sides are mentioned and applauded. hence, there is a possibility of interaction and understanding between the two cultures. however, the colonial practices and policies seemed to be devastative as they caused more divisions among the colonized people; but, this doesn’t prevent the colonized people from refusing the positive sides of the western culture. getting benefits from the technological advancements and other services proves, at sometimes, benign attitudes towards the western culture. the fact that they came to our land, i know not why, does that mean that we should poison our past and our future? sooner or later they will leave our country, just as many people throughout history left many countries. the railways the ships, hospitals, factories and schools will be ours and we’ll speak their language without either a sense of guilt or a sense of gratitude. (salih, 1966, p. 41). in season of migration to the north, the narrator gets exposed to the sufferings of indigenous people who are repeatedly complaining from the corrupt government and its officials. out of frustration, the people see the colonizing authorities are better than the indigenous officials. this reflects the influence of the west culture on the daily life of common people. on behalf of the indigenous people, the narrator unconsciously makes a compromise to the western culture p a g e | 140 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 though it is accused of being exploitive. he admits the fact that the colonizers will someday leave the colonized land and after leaving we are going to adopt many things of daily routines, behaviors and language without any guilt which indicates to a new form of cultural compromise (el-oqla, 2013, p. 134). when the narrator visits wad hamid’s village, he interacts with his old friend’s complaints about the corruption of the new ruling class in the post-colonial era of sudan; the new ruling bourgeoisie are not too much different from their masters’ western bourgeoisie as fanon described them in his writings (daraiseh, 2018). they live a luxurious life at the expense of the common people. the narrator experiences his shock by describing those men: smooth of face, lupine of mouth, their hands gleaming with rings of precious stones, exuding perfume from their cheeks, in white, blue, black and green suits of fine mohair and expensive silk rippling on their shoulders like the fir of siamese cats. (p. 118). the narrator seems to be ambivalent because he does not believe in the complete independence from the western culture. when describing the independence hall, he mocks the description of its materials which are brought from the european countries “the design of which is imported from london and the marble from italy and the carpets from persia” (salih, 1966, p.98). even after liberation, the colonial legacy is still available. on the first moments of arrival from england, the narrator doesn’t see any change in his society since his first moments have been in association with his family especially father and mother who welcome him warmly. this reflects the first symptoms of reverse culture shock which salih wants to pinpoint in his novel as many arabs go to the western countries and return with new perception of new ideas and changes. but they find things are still the same, and this consequentially initiates the reverse culture shock. thereafter, the third person narrator starts thinking about the western culture especially after the appearance of the man, mustafa saeed, who has brought with him western, liberal ideas. this man has motivated him to think seriously and adopts an idea of reform and compromise with the western culture p a g e | 141 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 (al-shraah, pp. 5-8). this remorse for the host culture enhances the reverse culture shock as it brings about constant dissatisfaction. however, salih tried to mitigate the callousness of the reverse culture shock as his mouthpiece narrator assures them that the life in the west is not different from the life in the home culture. curiously, the people came to ask about culture and life in europe. he doesn’t count the negative points of life in the western culture; he reassures them that they are same cultures. this reflects salih’s insistence to bring convergence between the eastern and western culture. even mustafa saeed stands silent without saying any word in this regard though he spent a long time abroad and faced many experiences which, according to his view, are heroic and vengeful against the previous colonizers. upon his return to his home culture, sudan, mustafa saeed has preferred to remain reticent about his life and experiences in the western culture till the narrator has arrived from england and detected many secrets related to saeed’s previous life in england. the book of khalid was written after rihani returned again to new york. he was sent to america by his father when he was only eleven years old. he received his entire education in the united states where he became familiar with the european and american culture in addition to the arabic culture. after that, he began trying to bridge the two world poles and their cultures “the real emancipator who is the soul of the east and the mind of the west” (322). the book of khalid relates the story of two persons, khalid and shakib, from lebanon who travels to the united states selling holy land trinkets and religious items. shakib earns savings through peddling and at the same time he is interested in poetry whereas khalid becomes absorbed in the western literature. after spending some time in america, they decide to return to their home land. however, khalid is involved in a conflict with the maronite clerics and charged of being heretic. he falls in love with his cousin but he is not given the consent from the church and then is excommunicated (rihani, 1911). during the days of exile, khalid travels to different cities with the aim of spreading his political and spiritual views that he learned in america. he speaks in the great mosque about many western views and eastern religious traditions p a g e | 142 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 which have caused riot against him and urged the ottoman authorities to chase him ““i am a citizen of two worlds – a citizen of the universe… i am equally devoted both to the material and the spiritual” (285). he incites people to get liberated from the ottoman empire. being afraid of persecution, khalid escapes with an american woman, mrs goftry with whom he discusses ideas of love and religion, to the desert of egypt. there, he also meets his brother and his wife and son. he spends many months in the desert and then disappears; his whereabouts are unknown. his liberal ideas cost him to become an outcaste in his home culture. khalid, the protagonist, starts his journey to the ‘promised land’ where he faces spiritual and intellectual confrontation. there is great focus on materialism and less attention on spiritualism. when he returns to lebanon, his land is still under the rule of ottoman empire, so he feels that he should participate in liberating his people from the ottoman rule and get them liberated from the traditions, religious intolerance and conflict. this indicates the beginning of khalid reverse culture shock which rihani projected clearly. this was developed progressively into dissatisfaction with the home and host cultures. khalid is not satisfied with the materialistic life in the united states of america and similarly in his culture. he looks for a change of the traditions and negative ideas as he states: no more voyages, i trust, o thou sindbad.” and he replied, “yes, one more; but to our dear native land this time.” in fact, i, too, was beginning to suffer from nostalgia, and was much desirous of returning home.” but shakib is in such a business tangle that he could not extricate himself in a day. so, they tarry another year in new york. (rihani, 1911, p. 100). here rihani reflects accurately how the reverse culture shock affects negatively the attitudes and demeanor of the returnees. since, the first moments of khalid’s arrival, it was enough for his people to notice the changes in his appearance and behavior. women always come to his mother asking her why her son does have a long hair and shaven moustache. his accent is not as same as the one of his home people as the third person narrators explains: p a g e | 143 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 the women often came to his mother to inquire in particular why he grows his hair and shaves his mustaches; the men would speak to his father about the change in his accent and manners; the children teheed and tittered whenever he passed through the town-square; and all were of one mind that khalid was a worthless fellow, who had brought nothing with him from the paradise of the new world but his cough and his fleece. (rihani, 1911, p.147) khalid feels uneasy regarding the inquiries of his people. this galvanized his reverse culture shock as he bothered others by attempting to assert the impact of the host culture among his people. he is spiritual, yet he doesn’t go regularly to the church which causes people to gossip about his behavior. his parents are also in surprise for deserting the church, so they inform him to pray like them or to get out of their house as his rihani reflects: why does he not come to church like honest folks? the prayers and tears of the mother not availing, was nothing more or less than banishment. you will either go to church like myself, or get out of this house: this the ultimatum of abu-khalid. and needless to say which alternative the son chose. (p. 147). this exacerbates khalid’s shock and gives him no other option, either to reenter into his home culture and respect the peoples’ conventions or be homeless in the society that once was his own. khalid on his return sees the differences between the two cultures. he has found difficulty to compromise and achieve convergence among the host and home cultures as he sometimes remains nostalgic to his home culture, dreaming of a strong empire to be built and joined all the arab countries. he is not satisfied of living inside the arab ethnicity, so he internally feels of allegiance to his home culture. however, he also fails to adopt the traditional ideas of his culture because he subconsciously has adopted many western ideas that are considered as alien to the people of his culture. khalid’s failure of co-existing with the terrain of the two cultures resulted in overbalancing and discontentment. this dissatisfaction, instability and double allegiance intensified his reverse culture shock. p a g e | 144 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 khalid’s decision to marry his cousin has aroused the conflict with church. marrying the cousin is illegal according to the religious teachings as he questions, “and pray, tell me, what is the purpose of prohibiting a marriage between cousins; what chief good is there in such a ban?” (rihani, 1911, p.169). being charged as heretic, the ottoman authorities send him to the prison of damascus. inside the prison, he meets the fanatic ‘mohammadans’ who are against the priests and promise to stand with him against those infidel priests as they state, “we’ll burn the priests and their church yet and follow you. by our prophet mohammad we will ...” khalid makes no reply, even shakib, when he comes to visit him, finds him dumb as a stone, slain by adversity and disease” (ibid, p. 176). khalid seems to abhor the religious fanaticism though he is harmed by the priests. it seems that he prepares himself to be a social reformer and cultural mediator. his task is more universal than regional, ethnic or national. this is the real message of rihani. on ther words, rihani wants to say that coexistence is possible as nations and cultures and are same despite their different names. khalid revolts against the both cultures; he refuses to pursue a materialistic life in america and the ruling spiritual affiliation as happens to his people is his culture. failing to assimilate into both cultures explains that khalid has a different point of view which is not biased to either. the church decision to prevent khalid’s marriage to najma has urged him to meditate in nature. his reverse culture shock became obvious. khalid becomes very frustrated with the human behaviors. however, about the end of the novel, khalid’s attachment to nature became exigent to his soul because it assisted him to became able to develop a sense of balance between the home and host cultures. he starts his spiritual journey in discovering the secrets of soul as rihani (1911) explains, “but the soul is not dependent on health or disease. the soul is the source of both health and disease. and life, therefore, is either a healthy or a diseased state of the soul” (p. 219). he realizes that the nature is the source of beauty but this beauty could not be tangible unless we value the existence of other human beings regardless of their culture, color or race. p a g e | 145 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 rihani attempted to meditate among cultures throughout his stories and narratives. rihani appends that the spiritual side of the individual character should not limit the person’s interaction and acceptance of other cultures. therefore, we can say that there is a noticeable improvement in khalid’s dealing with the idea of compromising the materialistic world and spiritual world. grafting the oriental culture with the occidental culture appears as khalid’s ultimate struggle is “to graft the strenuosity of europe and america upon the ease of the orient, the materialism of the west upon the spirituality of the east, ––this to us seems to be the principal aim of khalid” (rihani, 1911, p. 240). he began perceiving to compromise spiritualism to materialism, so a stream of thoughts is running in his mind and he inquires: “can we not apply the bow to the telegraph wires of the world and make them the vehicle of music as of stock quotations? can we not simplify life as we are simplifying the machinery of industry? can we not consecrate its temple to the trinity of devotion, art, and work, or religion, romance, and trade?” (ibid). for rihani, the west is the ambition and the east is the contentment and the welfare of one of them should not be sacrificed at the expense of the other (hay, 2000). inside the human mind, the divine strain should be developed whereas the romantic and material hopes of the race should be also considered as he explicates, “the orient and occident, the male and female of the spirit, the two great streams in which the body and soul of man are refreshed, invigorated, purified––of both i sing, in both i glory, to both i consecrate my life, for both i shall work and suffer and die” (rihani, 1911, p. 240). additionally, rihani believes that the homeland and its oriental culture should never be abandoned because it is the incubation of the three dominant spiritual faiths i.e. christianity, judaism and islam. at the same time, the occidental culture has tremendous power and economic prosperity which means both should go hand to hand as rihani (1911) explains: give me, ye mighty nations of the west, the material comforts of life; and thou, my east, let me partake of thy spiritual heritage. give me, america, thy hand; and thou, too, asia. thou land of origination, where light and p a g e | 146 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 spirit first arose, disdain not the gifts which the nations of the west bring thee; and thou land of organisation and power, where science and freedom reign supreme, disdain not the bounties of the sunrise. (p. 246). essentially, rihani opposes parochialism which still governs the mentality of some individuals. throughout his narration he attempted to underpin and call for mutual understanding and acceptance between cultures. rihani, (1911) through his mouthpiece ‘khalid’ addresses all the europeans and asians as my brothers as he asserts, “ay, in the lakes of light, love, and will, i would baptise all mankind. for in this alone is power and glory, o my european brothers; in this alone is faith and joy, o my brothers of asia” (p. 247). he attempts to reconcile the mind and soul, the science and religion, the east and west, reason and faith, the oriental and occidental. by calling upon all the europeans and asians, rihani wants to prove the unity of all the mankind and the harmonious relationship between them. if there are differences in religion, race and language then they are harmless and shouldn’t be taken as barrier for human unity. in his dogma, rihani through the character of khalid has no place for bigotry and partiality has no place (bushrui, 2013, pp. 5, 6). in the following quote, khalid attempts to unify the spirit of the orient and occident: “the orient and occident, the male and female of the spirit, the two great streams in which the body and soul of man are refreshed, invigorated, purified––of both i sing, in both i glory, to both i consecrate my life, for both i shall work and suffer and die. my brothers, the most highly developed being is neither european nor oriental; but rather he who partakes of the finer qualities of both the european genius and the asiatic prophet (246). cultural compromise despite the unforgettable past rihani presents the protagonist, khalid, as a prophet to all the human beings calling for cultural, political, religious, compromise. however, this does not mean that the colonized people have forgotten all crimes committed by the colonizers or the eastern culture in particular. rihani promotes and bears out the principle of compromise that says ‘if we can’t forget, we try to forgive’. he explicates that the necessity in life demands unity, integration, cooperation, p a g e | 147 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 forgiveness, togetherness, communication and a wide look at the horizon of future (funk & sitka, 2004). rihani (1911) referred to what his ancestors presented to the western culture in science and spirituality and thus it is not awful to get benefit from the western culture as he discusses “they taught other nations the art of ship-building; we cannot as much as learn from other nations the art of building a gig. they transmitted to the people of the west a knowledge of mathematics, weights, and measures; we cannot as much as weigh or measure the little good europe is transmitting to us” (p. 272). the principle of idealism is immensely hailed for the sake of obtaining a prosperous life. khalid has a vision of reviving the ancient arab empire but his vision is being struck with the social, religious and political challenges, and hence he resorts to nature to answer many philosophical and mysterious questions. similarly, in tayeb saleh’s season of migration to the north, the protagonist, mustafa saeed doesn’t forget the historical era of european colonialism of his country and the woes they inflicted on his people (robbins, 2009). in an incident of rape, mustafa saeed feels very satisfied when he is persecuted and thinks of himself as a hero like tariq bin ziad who waged war against the western colonizers in the ancient times as he speaks: i imagined the arab soldiers first meeting with spain; like me at this moment setting opposite isabella seymour, a southern thirst being quenched in the northern mountain passes of history … yes, gentlemen, i have come to you as a conqueror within your very house, as a drop of the poison which you have injected into the veins of history. (ibid, p. 98). it is really interesting that saeed begins to adopt the western ideas of freedom and liberalism once he gets released and return to his homeland after spending seven years in prison. what has motivated him to embrace western values though he was against them inside the host culture? undoubtedly, reverse culture shock is the main incentive that has made him re-think in ideas and values followed by the previous colonizers. when the third person narrator comes back from europe and tells about the lifestyle in europe, mustafa saeed does not say a word and remains silent though he does know a lot of negative things about the p a g e | 148 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 colonizers and their policy of exploitation and enslavement. saeed loves the liberal, brave woman, hosna bint majthoub, because he sees in her personality some ideals that are not found in his home culture but it is found in the occidental culture where the individual is free to decide his own way of life. she is the only woman whom he loves her especially her revolt against tradition. apparently, saeed has rejected the western culture and considered any tolerance with their past in his homeland is a treason. his return to his homeland has urged him to rethink in his attitude towards the past historical events. consciously or unconsciously, he admires many western values and imitates their lifestyle. the narrator, after saeed’s death, gets surprised when he enters saeed’s secret room which is completely furnished with victorian, english furniture. so both salih and rihani did promoted and supported the cultural compromise and mutual understanding despite the painful colonial past. they fictionalized and created characters who lived in the west and returned back to their home culture in order to reflect the insignificant difference between the eastern and western cultures. the need of internal and external compromise the two writers have seen the necessity of making social, political and economic changes in their societies before attempting to make compromise with the external occident culture[s]. the oriental culture must solve its problems and make compromise first within itself (internal) by reconciling the old and new (salaita, 2011). rihani, in this quote, calls for reformation “the orient, the land of origination and prophecy, must yet solve for itself this eternal problem of the old and new, the false and true. and whether by revolutions, speculations, or constitutions, ancient revelation will be purged and restored to its original pristine purity” (288). liberating the people from oppression and ignorance inside the home culture must take place before liberating them from the domination of the outsiders as rihani (1911) says: in a certain sense, we are healthier to-day than the europeans; but our health is that of the slave and not the master: it is of more benefit to others than it is to ourselves…we are doomed to be the drudges of neurasthenic, p a g e | 149 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 psychopathic, egoistic masters, if we do not open our minds to the light of science and truth (p. 288). rihani (1911) appends, there is no revolution without reformation, the beautiful ancient virtues of arab ancestors like fidelity, purity of heart, magnanimity of spirit, simplicity and the healthiness of body and mind should be adopted. these incredible features represent the lofty spirituality of the orient. getting focused on reformation inside the home culture is compulsory for any advancements or dialogue with the occident. liberating the mind and soul from superstitions is necessary for the people before they shift to communicate with the occident. the reformation should be peaceful without any use of power or violence. the protagonists in both novels have started seeking change in their home culture. mustafa saeed and the narrator who return from england show their inconvenience with old traditions and social oppression. as well, khalid revolts against the church’s orders which have banned his marriage from his cousin. he delivers his religious and political lectures which call for liberation from the ottoman empire and religious restrictions. they have conceived their internal reformation as revolution against oppressive, restrictions, traditions and superstitions. in doing so, they believe that their internal reformation will lead to compromise with the outside world. rihani (1911) seeks a change in the religious institutions of his country especially the mosque and the church which are the symbols for two dominant religious beliefs as he points out, “the mosque and the church, notwithstanding the ignorance and bigotry they foster, are still better than lunatic asylums” (p. 289). this does not mean that whatever the church or the mosque are preaching is always calling for ignorance and bigotry but some preachers may use them as a tool to transmit the trends of bigotry and ignorance. rihani in his novel is concerned with reformation and tolerance between his home arab culture and western culture. he frankly addresses this issue by saying: no matter how good thou art, o my brother, or how bad thou art, no matter how high or how low in the scale of being thou art, i still would believe in thee, and have faith in thee, and love thee…look up, therefore, p a g e | 150 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 and behold this world-temple, which, to us, shall be a resting-place, and not a goal. on the border-line of the orient and occident it is built, on the mountain-heights overlooking both (180). rihan’s long stay in america made him evaluate the points of weakness and strength of the western culture in general and america in particular, so we see his protagonist, khalid, feels frustrated of america’s excessive materialism. he believes in the power and influence of america in the world, so he urges america’s materialism to be grafted with the eastern spiritualism. in fact, drifting towards materialistic ideals is the plight of the modern man, so rihani believes that benefiting from the eastern spiritualism would free america from the shackles of modern life and maintain cultural compromise with the orient culture: in europe, as in asia, there is to be considered and remembered: if this mass of things we call humanity and civilisation were as healthy as the eternal powers would have them, the healthiest of the race would not be constantly studying and dissecting our social and political ills (288). by criticizing the traditional culture, tayeb salih tries to make reformation inside his own culture and after that make reconciliation with the western culture. salih has been very frank in criticizing the shortcomings of the traditional, patriarchal culture but on the other hand, he has attacked the colonizers who want to subject the colonized to their desires. he wants to establish a reconciled relationship between the two cultures based on respect and benefit. mustafa who lived in england and received his education there attacked the colonizers severely, however, the narrator is shocked once he opens mustafa’s room after his death to find that everything in his room is english even the holy quran is translated into english “imagine it--an english fireplace with all its accessories……on either side of the fireplace were two victorian chairs covered in silk material, and between them was a round table with books and notebooks on it” (137). his influence is extended to his wife hosna who refuses subjugation to her father’s order to marry the old man, wad rayyis, after the death of her husband. conclusions and suggestions p a g e | 151 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 moving from one’s own culture and society to experience another culture creates sometimes cultural shock. staying for a long period of time in an alien culture and coming back to re-enter to the home culture causes the reverse culture shock because the person is almost to notice the changes which he/she had seen in the host culture and have not taken place in his/her home culture. it can be said that reverse culture shock indicates to the returnee’s unmet expectations between his home culture and host culture. the returnee undergoes to social and psychological challenges due to the discrepancy between the two cultures. however, the positive side is that the differences between the two cultures motivate too many returnees to develop a coping style in order to adjust and make cultural compromise between the two cultures. the returnees might feel depressed, frustrated or unsatisfied with their home culture, so they should adopt some of the cultural compromise with the other changes in view of living peacefully within their home culture. it seems inevitable that the returnee exposed to one culture is going to make compromise with his culture in his own way despite the difficulties he may encounter. tayeb salih and ameen rihani have adopted the idea of compromise between the east and west, between modernism and traditionalism, spiritualism and materialism, and between the orient and occident (boer, 2003). rihani wrote his book in the first decade of the twentieth century and salih wrote his novel in the second half of the twentieth century; this era was typical with disorder, anxieties, confusion, materialism, colonialism and destruction especially during the two world wars. the two authors felt the responsibility to adopt a new form of writings dedicated for cultural convergence between the east and west, the orient and the occident. the two opposing poles should come to a cultural compromise and any one can live either in east or west. the two writers present enquiries why should we live as enemies? why don’t we have a healthy relationship between the orient and occident and bring differences into an end? why don’t we merge the good features of each side together to have an ideal life? in fact, the reverse culture shock has been used by some wise returnees as a tool through which they make mediation and bring mutual communication p a g e | 152 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 between the eastern and western cultures. making compromise could be through transmitting tolerance between cultures and forgetting the differences as well as the historical, cultural conflict between the colonized and colonizers. they have tried to explain the importance of unity between the different people with different cultures living in one universe. by using the reverse culture shock, this paper discussed how the two writers have elevated the dialogue between cultures. rihani has dealt more explicitly with the ideas of idealism and transcendentalism which were already dealt by emerson and thoreau. the paper substantiated the idea that the returnees are the most suitable mediators since they have lived in both cultures and can make change[s] in the society without disturbing the order. the two writers are bicultural since they lived in both cultures. they had the chance to experience the task of cultural compromise. they sent a message for all those readers who are bicultural to take the initiative and be mediators and transmit the values of tolerance, love and mutual understanding which are of benefit to the human beings. references al-shraah, m. (2015). "season of the migration to the north: a dream of reconciliation between tradition and liberalism." european scientific journal, p. 11. boer, i. e. (ed.). (2003). after orientalism: critical entanglements, productive looks. amsterdam: rodopi. bushrui, b. (2013) "the first arab novel in english: the book of khalid ." odisea, pp.27-36. buyaya, y. (2014). reverse culture shock: a study of readjustment problems faced by the japanese returnee company-wives. london: university of surrey. daraiseh, i& booker.m. k.(2018). tayeb salih and modernism’s season of migration to the south. usa: iafor journal of arts & humanities deheuvels, l. w., michalak-pikulska, b., & starkey, p. (eds.). (2006). intertextuality in modern arabic literature since 1967. durham: durham modern languages. dlabay, l., & scott, j. c. (2010). international business. mason: cengage learning. el-oqla, d. “the representation of african-arab identities in chinua achebe’s things fall apart, tayyeb salih’s season of migration to the north, and p a g e | 153 mugahed alheshami let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 hisham matar’s in the country of men”.diss. idaho state university. ann arbor: umi, 2013. print. funk, n. c., & sitka, b. j. (eds.). (2004). ameen rihani: bridging east and west: a pioneering call for arab-american understanding. boulder: university press of america. hassan, w. s. (2003). tayeb salih: ideology and the craft of fiction. new york: syracuse university press. hay, m. j. (ed.). (2000). african novels in the classroom. boulder: lynne rienner publishers. keystone, j. s. et al (2018). travel medicine e-book. new york: elsevier health sciences. long, k. (2008). ideology and infection in joseph' conrad's heart of darkness and tayeb salih's season of migration to the north. diss. huntsville: university of alabama in huntsville. mao, y, & ahmed, r. (2017). culture, migration, and health communication in a global context. oxfordshire: routledge. mccarthy, m., mccarten, j., & sandiford, h. (2013). viewpoint level 2 student's book. cambridge new york: university press. murp, j. (2011). how you and your mate can become a super couple. usa: xlibris. rhodes, j. a. (ed.). (2015). advancing teacher education and curriculum development through study abroad programs. richmond: igi global. rihani, a. (1911). the book of khalid. united states: dodd, mead and company. robbins, b. (2009). upward mobility and the common good: toward a literary history of the welfare state. new jersey: princeton university press. salaita, s. (2011). modern arab american fiction: a reader's guide. syracuse: syracuse university press. salih, t. (1966). season of migration to the north. sudan: penguin. stoop, d (2001). forgiving what you'll never forget. illinois: revel a division of baker publishing group. wang, h., & bao, y. (2015). reverse migration in contemporary china: returnees, entrepreneurship and the chinese economy. new york: springer. muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||1||pages||45-76||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php cheshm ‘eye’ expressions in persian: a different perspective muhammad salehi sevdali1985@yahoo.com sharif university of technology, iran article history: received: 12 january 2022 accepted: 16 june 2022 this study seeks to explore the conceptualization of the word cheshm ‘eye’ which constructs a vast part of spoken discourse in persian expressions. taking a close look at a number of modern persian expressions in iranian culture, containing the body-part term cheshm, one can easily become aware of lack of a definite pattern in those expressions. given that this shortage makes a lot of misunderstandings among nonnative speakers, the present exploration is done as a kind of a qualitative research which is based on a library-oriented study as well as general and theoretical scholarship that aims to bridge the gap by categorizing the conceptualization of the word cheshm ‘eye’ under the classification of desire and ambition, vice versus virtue, hope and expectation, affection versus aversion as well as vision and outlook. after the introduction of persian expressions and the context in which they are used, the assumed cultural factors which are thought to have motivated such conceptualizations are discussed. it is hoped that the study at hand aids anyone learning persian as a second/foreign language in order to better understand the expressions and also shed enough light on some of the major aspects of conceptualization of the body-part term cheshm ‘eye’ in persian language. keywords: body part; eye; conceptualization; persian expressions; metaphor http://jurnal.uin-antasari.ac.id/index.php mailto:sevdali1985@yahoo.com p a g e | 46 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction language plays a great part in human life. distinguishing man from animal absolutely can be seen from language (bloomfield, 1933, p. 3). the aim of language is to communicate which depends on what one tries to convey. language is studied through linguistics. in fact, linguistics is the scientific study of language that is how it is put together and how it functions. according to abrams (1999), linguistics is defined as “the systematic study of the elements of language and the principles governing their combination and organization” (p. 140). these elements and principles are also studied through different branches. semantics as one of the branches is the study of sentence meaning. sentence meaning varies depending on the context which refers to the branch of pragmatics as the study of sentence meaning in the context. every language is adorned with a myriad of metaphoric phrases and idiomatic expressions having the advantage of enabling the speakers of a language to overcome the problem of communication in specific circumstances. the bodypart terms such as eye, heart, hand, etc. are so-called inseparable components of so many expressions in almost any language; however, due to cultural variations and other factors that are influential in bringing about such expressions; nonnative speakers may find them perplexing and thoroughly incomprehensible when they are used differently in various contexts. the specific body-part term that one language contains for the expression of emotion, anger, etc. may be analogous with the one used in another language. this superficial pattern of similarity among the expressions of different languages enclosed by the same body-part (for example using the eye for the expression of one’s outlook) does not necessarily imply that the underlying concept of that specific body-part term (e.g. eye) is identical in those languages. indeed, there are similarities as well as variations in different languages and cultures in terms of conceptualizations of body-part terms. p a g e | 47 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 questions about the root of these expressions and the way they came and penetrated into a language have ever been the focus of numerous researches and studies, though many have still remained unanswered. besides, it happens to be a challenging issue for non-native speakers who found themselves besieged by a pile of expressions that seem to have no definite pattern or structure. as a solution, the present study seeks to remove these misunderstandings by categorizing some persian expressions under the following sample of classification: 1. desire and ambition 2. vice versus virtue 3. hope and expectation 4. affection versus aversion 5. vision and outlook the expressions belonging to each category are flourished through irony, metonymy, metaphor and simile, etc; these figures of speech which all have the word cheshm ‘eye’ as one of their major components might have some stories behind. in this regard, lakoff and johnson (1999) refer to the role of culture in relation to primary and complex metaphors. they maintain that “complex, everyday metaphors are built out of primary metaphors plus forms of commonplace knowledge: cultural models, folk theories, or simply knowledge or beliefs that are widely accepted in a culture” (p. 60). cultural model is defined by d’andrade (1987, p. 373-375) as “a cognitive schema that is intersubjectively shared by a social group”. for lakoff and kōveceses (1987), the relation between metaphor and cultural model is such that “metaphors largely constitute the culture models or the native understanding of non-physical-social, legal or emotional concepts.” quinn (1987, p. 176) and quinn and holland (1987, p. 24), however, think that metaphors rather reflect cultural models. p a g e | 48 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 according to lakoff and johnson (1980, 1999), as the conceptual metaphor the mind is the body may illustrate, the more abstract conceptualizations such as human mind are illustrated through the bodily-based conceptual tools of metaphor and metonymy. however, these metaphors and metonymies are not purely imaginative leaps for the purpose of mere aesthetic sense-creation; they are rather more fundamentally rooted in and motivated by the bodily experiences of humans. according to sharifian, dirven, yu, and niemeier (2008), the significance of the body-part terms in human conceptualization is partly physiologically motivated, for example the physiological effect of an emotional experience on a body organ or body part may lead to conceptualizing the affected organ as the seat of that emotion. in this sense, the conceptualizations may be viewed as a metonymically-based metaphor. but it should be stressed that physiological motivation does not seem to play a major role in conceptualization of body parts, otherwise there would be many more similarities across different languages and cultures. needless to say, to date there are these similarities and differences which have inspired researchers to study the history of language and origins of the words and expressions. one of the aims of this article is to contribute to the knowledge of cultural conceptualizations of the word cheshm ‘eye’ in persian folklore and illustrate how feeling, thinking and willing are related to the body-part term cheshm in iranian culture. moreover, it is hoped that this paper sheds light on the intricate relationship between language, body, conceptualization and culture. literal and figurative language / meaning according to nordquist (2020), “literal meaning is the most obvious or nonfigurative sense of a word or words.” or “language that is not perceived as metaphorical, ironic, hyperbolic, or sarcastic.” on the contrary, figurative language based on what abrams (1999) puts, is defined as “a conspicuous departure from what users of a language apprehend as the standard meaning of words, or the standard order of words, in order to achieve some especial meaning p a g e | 49 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 or effect” (p. 96). figurative meaning is obtained through the use of various figures of speech in the context. as what crystal (1999) puts, “figure of speech is an expressive use of language where words are used in a non-literal way to suggest illuminating comparisons and resemblances” (p.116). needless to say, metaphor as an example is one of the most common figures of speech which is used in a language to produce especial kinds of meanings. in fact, “the essence of metaphor is understanding and experiencing one kind of thing in terms of another” (lakoff and johnson, 1980, p. 5). while literal language means exactly what it says, figurative language changes the literal meaning to capture a physical or sensory effect, or to extend meaning. figures are sometimes described as primarily poetic, but they are integral to the functioning of language and indispensable to all modes of discourse (abrams, 1999). to furnish new effects or fresh insights into an idea or a subject, persian native speakers, without even being aware, take advantage of a countless number of metaphoric expressions in their day-to-day talks. the manipulation of these expressions is so widespread and routine that they are taken for granted; not only are not the speakers aware of the story behind these expressions, but also they do not have any idea of their origins. since the ancient times, people used to take advantage of their body parts to express their thoughts and ideas more tangibly. eye, as the most precious part of the body is the cornerstone of many persian expressions. these innumerable metaphors, ironies, metonymies and similes which contain the body-part term cheshm ‘eye’ reflect particular image-schemas underlying the conceptualizations of cheshm ‘eye’ in persian language. these conceptualizations appear to provide a basis for the expression of a plethora of meanings. for instance, one can easily find the correct rendering of the word cheshm ‘eye’ by referring to a persianenglish dictionary; eye is either of the two organs on the face one can see with (arianpoor and arianpoor, 2000), which is what in persian also referred to as “cheshm-e-sar” (eye-of-head); on the other hand, “cheshm-e-del” (eye-of-heart) p a g e | 50 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 is used to mean wisdom, which is what sometimes referred to as “cheshm-ebadan” (eye-of-inward); if one has “cheshm-e-del”, it means that he can go beyond the surface meaning and see the depth of things. hatef isfahani (2015), the outstanding iranian poet of the twentieth century says: • ‘chashm-e del’ baz kon ke jan bini eye of heart open do to soul see see with your mind's eye to reach the truth • anche nadidanist an bini what not to see is that see you to see the unseen (p. 50) “chashme del” here has been used as a metaphor to conceptualize wisdom in this context meaning that one has to expand his/her horizon to be able to see what is beyond the surface which is the depth of things, for the unseen is not what to be seen with the body-part cheshm ‘eye’. findings desire and ambition cheshm ‘eye’ is used in expressions that are associated with the concept of desire and ambition; for instance, a person whose vision is infinite one whose wants are beyond his/her need-is described as not having a full eye and heart: 1) cheshm-o del-esh sir nist eye-and heart-his satisfied is not he has insatiable desire for everything. “cheshm-tang” (eye-tight) is also used metaphorically to refer to someone who is miserable or greedy. a person who cannot stand other peoples’ success and happiness seems to have a “tight eye”. for better clarification consider the following poem by sa’adi (2013): p a g e | 51 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 2) goft cheshm-e tang-e donya dar ra said eye-of tight-of world-lover the desires of a greedy person can be satisfied. ya ghenaat por konad ya khak-e gur either contentment fill-do or dust-of grave either by contentment or by death (p. 117) it seems that if a person has an eye of covetousness to something, he/she has views upon it in a sense that he/she longs for it. for better understanding, let’s have an example: a person who is looking forward to his father’s death in order to gain his property can be described as: 3) cheshm-e tamaa be mal-e baba-sh doukht-e eye-of covetousness wealth-of father-his has fixed he wants to take his father’s property (if he dies). one more closely related expression referring to the same concept above is used in the context of proposing to a girl for her father’s property. for example a guy whose marriage is just for the girl’s wealth is described as the following: 4) cheshm-esh donbal-e mal-e dokhtar ast eye-his after wealth-of girl is he wants to marry the girl just because she is rich. on the other hand, a person who is not greedy and is rather satisfied with what he/she has is labeled as: 5) cheshm-por eye-full p a g e | 52 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 a person who shows that he/she is satiated with everything. another concept in relation to the notion of desire and ambition is depicted in the schema of jealousy. the act of being jealous and trying to keep up with the joneses is described in persian as: 6) cheshm-o ham-cheshmi kardan eye-and the same-eye to-do to keep up with the joneses. not standing what one has/does is referred to as “not having eye to see something” which is expressed as: 7) cheshm nadare bebine man ghabul shodam eye not-have to see i accepted have been he is too jealous to be happy with my success. the reason that persian speakers express their desires and ambitions through eye expressions is the fact that human beings see via eye but desire with the heart. indeed eye is the window of the heart. in the above expressions, eye is taken as the window of the heart; if the window of the heart, i.e. the eye is closed, the entry to the heart is blocked. if the entrance is open, one’s longing for mundane matters is not astonishing. the portrait of desire of the heart, through the eye, is best shown in the following rhymes of an outstanding poem by baba taher (2002): • ze dast-e dide o del har do faryad from eye and heart both crying complain of eye and heart both. • haranche dide binad del konad yad everything eye see heart do want whatever the eye sees, heart longs for. • besazam khanjary nish-ash ze foulad p a g e | 53 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 make a spear it’s blade from iron i shall make a spear from iron. • zanam bar dide ta del gardad azad shoot at eye till heart gets free shoot it at the eye so that the heart gets free (p. 38) it should be stated that in the above lines, the word “dide” which is mostly a literary term has been used as a synonym for cheshm ‘eye’. vice versus virtue look or glance is believed to pave the way for a variety of sins; to many people such sins only begin to happen with a glance. indeed, the number of narratives about the subject of eye and glance can demonstrate its significance in iranians’ religion and accordingly in their culture. some of these narratives are pointed out here which underscore the importance of religion in the iranian culture and language: • the act of ogling is an arrow from satan that aims at one’s faith, if quitted for the sake of god, he/she will be bestowed a faith that will feel it’s sweetness in his/her heart. (reyshahry, 1989, p. 78) • the eyes are the pioneers of the hearts. (reyshahry, 1989, p. 70) • taking care of the eyes will inhibit lust and corruption. (reyshahry, 1989, p. 72) • eye is the ambush/stalk of satan. (reyshahry, 1989, p. 70) in order not to be in conflict with their soul, human beings are advised to take care of their eyes, since what is sensed through the eye influences human attitudes and behavior. among the physical senses of man, the sense of sight is the most efficient one in perception. when one views a sin, he/she will seldom forget that picture and this is due to the strong power of sense of sight which has an everlasting effect on one’s mind. in fact, eye is the mirror of moral character; the wickedness of the eye means inappropriate moral behavior. for example p a g e | 54 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 “cheshm-pak” (eye-pure) is attributed to a chaste person who is innocent and honest. on the contrary, a person who has a vulgar eye and ogles women is described as “cheshm-cheran” (eye-grazing); besides, one may talk of a shameless and impudent person as someone whose eye is torn: 8) in dokhtar kheyli cheshm-darideh ast this girl very eye-torn is she is very cheeky. “cheshm-sefid” (eye-white) is also another expression which is used to refer to someone who is impudent and mulish as in the context below: 9) che dokhtar-e cheshm-sefidi hasti what girl-of eye-white are you you are such a mulish girl. if someone is “bi cheshmo ru” or in literal meaning (without eye and face), it means that he/she is ungrateful in a sense that he/she doesn’t feel ashamed to behave in a repulsive way: 10) kheili bi cheshm-o ru hasti very without eye and face you are you are such a shameless person. another conception of eye is associated with the degree of one’s awareness of different matters such as sexuality which is also one of the most used contexts in iranian culture. the following two expressions illustrate the two opposite extremes of this awareness: 11) cheshm-o gush baste eye and ear closed is he/she is so inexperienced and innocent. p a g e | 55 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 “cheshmo gush baste” (eye and ear closed) refers to a person who is inexperienced and unaware (anvari, 2011); on the contrary, a person whose eye and ear is open is attributed to someone who has a good knowledge of that specific matter which is talked about: 12) cheshm-o gush-esh baze eye and ear-his open is he/she knows well enough about that matter. hope and expectation with the advent of technology the way people expect someone to come or something to happen, has changed to a great extent; neither stand people on the way to expect someone to come from far away, nor are they left without any news from a beloved; nevertheless, the persian expressions conveying expectation are abound with cheshm ‘eye’. people still say “az sobh ta hala cheshm entezaretam” i.e. (i am waiting for you from morning till now). in the expressions of this category, the body-part term cheshm ‘eye’ is used to visualize the concept of hope and expectation. for example, the expression below is used to refer to the concept of when one hopes something to happen or someone to come and is waiting for that to come about soon: 13) cheshm entezar eye waiting a person who is waiting. when someone is expecting a person who has been very late, his/her act of expectation is described as one’s eye to the door: 14) cheshm-esh be dar-e ta beyad eye-his to door-is till he/she come he/she is waiting for someone to come. p a g e | 56 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 if “someone’s eye is to (the) way”, it means that one expects something joyful to happen either some good news or some happening: 15) cheshm be rah-e farda-ye behtar eye to way-of the future better looking forward to seeing better days to come. to have “eye of hope to someone/something” means to be optimistic about someone’s success or something that is going to happen (you expect that success to enjoy it): 16) cheshm-e omid be kasi (ya chizi) dashtan eye-of hope to someone (or something) to-have to be hopeful about someone or something. on the contrary, the following expression is used when there is a lack of hope and faith in something or whenever things are quite unlikely or one thinks they are almost impossible to happen, he/she can say: 17) cheshm-am ab nemikhore eye-my water not-drink i doubt it very much (i have no hope or faith in that or not believing in something to happen.) one likely explication of these expressions is associated with the way people expected something to happen in the past. these expressions had been devised in the time of yore, the time when there was no cell phone; no email and no internet to make people aware of one’s arrival, hence leaving the eye to be remained as the sole victim of expectation is not unfounded. another more probable justification is the worldwide role of eye which is crucial in making images among people. no one visualizes something to happen or someone to come with his/her ears. indeed, the first and the outmost signals of any happenings are witnessed by the eyes. p a g e | 57 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 affection vs. aversion eye as one of the most precious blessings that god has bestowed upon us is paralleled to what we most love and appreciate. that is why in persian language one can find many expressions which are flourished with the word cheshm ‘eye’ conveying the concept of affection versus aversion. to this end, iranians express their love to their beloveds by admitting them to their realm of eyes. in fact, one that has the permission of entrance into one’s heart has also the position on his/her eyes. it means that he/she is so dear that his/her place is upon one’s eyes. for instance, persian speakers’ welcoming a dear guest is stated as the following: 18) befarmaeed ghadam-etun ru cheshm have your foot upon the eye you are very welcomed. considering the expression above, one can easily understand the paradox between the two body-part words ‘foot’ and ‘eye’. the host’s respect to the guest is exaggerated by stating the word ‘foot’ upon one’s ‘eye’. ‘foot’ which is considered to have the least value is placed on the most valuable part, i.e. the ‘eye’ to highlight the degree of respect to one’s beloved. along with similar lines, the following expression can be used to respect someone to whom you care and are very fond of: 19) ruy-e cheshm-e ma ja dary on the eye of us place you have you are very favored. in fact, in iranian culture cheshm ‘eye’ is so sacred that just those who are loved are allowed for the admission; if admired, their place is on one’s eye, if hated, they fall from it; therefore, ceasing to love someone is attributed to “falling from one’s eye”: 20) digar az cheshm-am oftadi p a g e | 58 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 any more from eye-my you fall i do not love you anymore, i no longer love you. the image of falling from the ‘eye’ demonstrates the fact that when you love someone, you have a high opinion of him/her; therefore, he/she has an elevated position in your view. when you stop loving him/her, he/she will descend from that high stance. as far as the word “dide” has the same meaning as cheshm ‘eye’, the concept above has also been expressed long ago by dehkhoda (2012) in the following verse: az del beravad har anke az dide beraft (p. 129) from heart go everyone from eye go out of sight out of mind. along with similar lines, when you hate somebody, you do not have ‘eye’ to see him/her. as in the following example, he/she is so despised that one cannot endure seeing him/her: 21) cheshm-e didan-ash ra nadar-am eye-of seeing him don’t have i i can't stand the sight of him/her. there are also some other examples validating iranians’ expression of emotional attachment with reference to their eyes as the following: 22) mesl-e cheshm-am dust-et daram like eyes-of-my love you have i i like you as much as i love my eyes. a mother may speak of her child as her “noore cheshm” which means (the apple of one’s eye) to put stress upon the fact that how much she loves him/her: 23) ali, aziz-am, noor-e cheshm-am ali dear-my light-of eye-my p a g e | 59 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 ali is my dear. a person of whom everybody is proud or he/she is considered as an important person in every sense of the word can be literally described as “eye and light of home” which is expressed as: 24) cheshm-o cheragh-e khune eye and light-of home of whom everybody is proud at home. at this point, the word cheshm ‘eye’ is indeed the light, as the means for illuminating the heart is the eye; the means for illuminating the home is the light too. the word cheshm ‘eye’ is used in collocation with the word light to intensify the image of illumination. the last but not least is the prevalent word “chashm”, meaning all right, ok, of course, agreed, yes. it is used to show one’s agreement for doing something. if someone asks somebody to do him/her a favor, the interlocutor replies with the word “chashm” showing his/her respect for the speaker. this kind of agreement is more elucidated in the following situation: a: may i ask you to lend me your car for a few hours? 25) b: ruy-e chashm-am on my eyes all right, of course. the word chashm ‘all right’ is taken from cheshm ‘eye’ which is another form of its pronunciation. it means that the one who asks for the favor is so dear that, his/her request is laid on one’s eye. for the ease of speaking, in the majority of conversations, the expression “ruye chashmam” or (on my eye) is reduced to “chashm”. p a g e | 60 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 vision and outlook many persian expressions containing the body-part term cheshm ‘eye’ convey a sense of viewpoint and outlook. one prime example used both in persian and english is the expression “be cheshme man” with the exact english equivalence of “to my eye” meaning in my opinion. this sense of standpoint is expressed using the word cheshm ‘eye’; for many things that we believe in, is through our sense of sight. the use of cheshm ‘eye’ in this situation which clearly depicts one’s outlook highlights the fact that people believe in things that their eyes have witnessed. even the english expression “seeing is believing” illustrates this metonymical relation. on the surface, cheshm ‘eye’ is conceptualized as a part of the physical body, yet in depth it illustrates a person’s mind, his/her way of thinking and feeling. if one feels suspicious, his/her eye is actually suspecting. the following examples reflect the pervasiveness of the belief in persian speakers that the ‘eye’ plus its physiological role defines human thoughts, attitudes and their social status as well: 26) be cheshm-e man to hanuz yek bacheh-ee to eye my, you still a child-are i think (in my opinion) you have not yet grown up. everyone perceives the world through his/her own frame of eyes i.e. every person’s way of considering people and happenings is different. there are as many viewpoints as the number of each single personality. indeed, it is the eye that sees and the mind that thinks. the following lines of a poem by sohrab sepehri (2001) can clarify the issue better: 27) cheshm-ha ra bayad shost eyes should be washed p a g e | 61 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 change your way of thinking joore digar bayad did kind different shall see to see the world otherwise. (p.291) in these lines, sepehri uses a brilliant metonymy for the word ‘eye’; on the surface, he says that eyes should be washed. washing the eyes is metonymically used here to refer to what he means as changing one’s outlook; it is the ‘mind’ which needs washing and cleansing though. in the iranian culture, the way a male looks at his sister, mother or his aunt is completely different from the way he considers other females. because of the religious constraints, males are not allowed to have the same freedom in considering or looking at other females as their sisters, or those who are called “maharem” (according to quran, those relatives one is not allowed to marry). if someone looks at a “na-mahram” girl or woman (the ones who are not maharem), the same as the way he looks at his sister, he is committing a besetting sin, because this kind of look or behavior is considered as a satanic one in islam. that’s why in ironic words, males’ looking at females with chastity and dignity is stated as “be cheshme khahari negah kardan”. looking without any sexual desire or pleasure is the way one behaves with his/her “maharem”. the situation is used to refer to both sexes toward each other. the expression above is used in situations where the intimacy and emotional tendency between the two sexes is anything save for sexual matters; therefore, to consider a person as one's sister or brother is attributed to “looking at someone with the eye of sisterhood / brotherhood”: 28) be cheshm-e khahari / baradari negah kardan with eye-of sisterhood/ brotherhood look to-do p a g e | 62 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 to consider a girl or a boy as one’s sister or brother. (looking at him/her with no sexual pleasure) in accordance with the situation that was described above, "cheshm-et ra darvish kon" which means (evert your eyes) is used imperatively to say to someone to be careful about his/her look in order not to commit a sin: 29) cheshm ra darvish kardan eye to-evert evert your eyes. to treat everybody equally can be conceptualized in persian as: 30) hame ra be yek cheshm didan. all with one eye to-see to be fair in treating people. the above expression is usually used when one wants to express his/her fairness in treating others. a mother’s saying “hameye bachehamo be yek cheshm mibinam” (all my children are equal to me) means to show the mother’s impartiality toward her children. further expressions so far, many persian expressions have been stated and explained in details, yet there are also many other expressions used repeatedly whether formally or informally in everyday conversations in the iranian culture that may or may not fall into the five above-mentioned categories some of which are as the following: seeing or hearing something strange and shocking follows with a sudden change in one’s eyes so, they get wide open. in this case, the expression below is used to conceptualize one’s surprise: 31) cheshm-ash chahar ta shod eyes-his/her four became p a g e | 63 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 he/she's got surprised. it is believed that there exists the power to harm people by looking or staring at them. people with this kind of power are called to have the evil eye or in persian “cheshmash shoore”: 32) cheshm-ash shoore eyes-his/her salty-are he/she's got evil eyes. regarding the above expression with its explanation, the expression “cheshme nazar” is said in the same context that best describes the situation. “cheshm zadan” or (cast an evil eye on someone) refers to what the doer of the action does in return to “cheshm khordan” which refers to what that happens to someone. in order to avoid “cheshme nazar”, people usually say: 33) cheshm-e bad dur eye-of bad away evil eyes should be away. sometimes, things are actually so justifiable or logical at the surface that nobody can find fault with them. in other words, one is really sure about the result of something, because of some internal feeling or a clear background about that thing, thus has no fear to admit it and doesn’t need to open his/her eyes to check it. in this regard, the below expression is used about the ones who accept whatever something is in advance without pre-thinking: 34) cheshm baste paziroftan/ ghabul kardan eye close to-admit to admit something with no thought. p a g e | 64 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 contrary to the previous expression, one being stuck in a dilemma needs to weigh things up and think carefully to make the right decision. as a result, he/she needs to open their eyes to see what that thing is. in this case, they say: 35) ba cheshm-e baz kari kardan with eye open something to-do to way things up. people either see each other repeatedly or meet for the first time mostly in a way that their eyes are the first organ to get involved in this process. a sudden look at someone in the eyes especially unexpectedly reminds us of the expression below: 36) cheshm tu cheshm shodan eye in eye to-become to face someone. in persian, being able to see things very well or having the ability to notice things physically accords with the english equivalent of having eagles’ keen eyes which enables them to see things particularly from above and far distance. the following simile likens the eyes of human beings to eagles to best describe the point: 37) cheshm-ash mesle oghab tize eyes-his/her like eagle keen-is. he/she's got keen eyes. losing trust in someone or something for whatever the reason is, leads to being more cautious and careful to make the other decisions ahead. to conceptualize the situation one may exaggerate not even believing in his/her own eyes anymore: 38) be cheshm-am ham etemad nadaram in eyes-my too believe not-have p a g e | 65 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 i don’t even believe in my eyes. to make somebody angry or to upset someone hard is described in persian as literally being burr in one’s eye which is stated as: 39) khar-e cheshm-e kasi shodan burr eye-of someone to-become to make someone angry or upset. sometimes, it is almost hard to keep one’s eyes open or they won’t work properly, because of lack of enough sleep or energy. to express boredom or tiredness informally, one can say: 40) cheshm-am ghili vili mire eyes-my glaze go my eyes are glazing over. some expressions can be equivocal, i.e. with a minor change to the person they are referred, they can be used in different contexts with different meanings. the expression below can be used in two various situations with different conceptualizations in persian. “cheshmam roshan” has a negative connotation which is said to someone in response to something unexpected or far from one’s expectations; on the contrary, “cheshmetun roshan” has a positive one that is used to express congratulations to someone: 41) cheshm-am/-etun roshan eye-my/your bright well, well, well / congratulations. looking at something or someone in order to be careful or to have a good control on them, because there’s something wrong or suspicious with them, especially in a way not to make anyone notice can be referred to as: p a g e | 66 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 42) zir cheshm-i negah kardan under eye to-look at see something or someone with half an eye. here is another expression somehow with the same meaning as the above but different in a way that is used to express the state of being careful not to lose or miss something. it can be equal to the english expression of (keeping an eye on something): 43) chahar cheshm-i negah kardan four eye to-look at to be all eyes. in accord with the above expression, “cheshm az kasi ya chizi bar nadashtan” is also used interchangeably with the same meaning. this expression too has the same meaning as (to keep an eye on someone or something) in english. not considering one’s fault or forgiving and forgetting what someone has done wrong refers to covering the eyes in order to give them another chance in the iranian culture which is best expressed in the following expression: 44) cheshm pushi kardan eye cover to-do to overlook. sometimes, a person doesn’t want to face the problems or doesn’t want to accept the truth. in this case, he/she closes his/her eyes to reality to ignore them which is expressed in persian as: 45) cheshm ruye haghayegh bastan eye on facts to-close to ignore the truth. p a g e | 67 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 trying to blame someone right after something bad or unexpected happens can be described as: 46) az cheshm-e kasi danestan/didan from eye-of someone to-know/ to-see to blame someone. there is a similar expression as the above one but somehow different in way that when a person does something wrong, he/she has to take the responsibility that is, to accept the result which is said as: 47) harchi didi az cheshm-e khod-et didi whatever you see from eye-of yourself you see you will face the music. a formal or literary way of declaring one’s birth is literally described as someone’s opening his/her eyes to the world in the persian culture which is conceptualized as: 48) cheshm be jahan goshudan eye to world to-open to be born. the opposite equivalent of the above expression which means one’s closing his/her eyes to the world as they die is expressed as: 49) cheshm az jahan foru bastan eye from world to-close to die. p a g e | 68 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 expecting things to happen quickly or one’s doing something very fast refers to (a blink of an eye) that is the action of quickly shutting and opening one’s eyes. in this situation a person can say: 50) dar yek cheshm be ham zadan in one eye to each other hit in a flash/ in a jiffy/ at a click/ in the blink of an eye (very quickly). the way people look at each other is bound to various interpretations. looks can be recognized through the eyes with various criteria such as the size, colour, manner, etc. some people have such striking eyes that attract anyone’s attention looking at them. an individual with this kind of magnetic looking is literally referred to as the one whose eyes have dog in them or in persian as: 51) cheshm-ash sag dare eyes-his/her dog have he/she’s got attracting eyes. sometimes, what one can see is different from what it exactly is or one cannot see things properly as a result of lack of concentration, weakness of the eyesight, confusion, etc. in this case, the expression below is used to describe the situation: 52) cheshm-ash albalu gilas michine eyes-his/her berries picks he/she cannot see things properly. in the iranian culture, it is said that some people believe things as they are seen or heard not considering what they really are; in other words, there is a straight simple connection between one’s mind and eyes or ears that is believing what is seen or heard at the surface. a person with this characteristic which shows his/her being naïve, gullible or credulous is defined as: p a g e | 69 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 53) aghl-esh be cheshm-esh-e mind-his/her in eye-his/her is believing whatever one sees. describing a person’s getting great satisfaction from something or the one who gets really happy right after seeing or hearing good news is expressed in persian as: 54) cheshm-ash bargh mizane eyes-his/her sparkle is-hitting his/her eyes sparkle/shine when a person spends a lot of time and effort to buy a good product but finally, it is not as good or valuable as what others expected it to be, they react as: 55) cheshm-e bazaar ra dar avardan eye-of bazaar to-dig out you've bought a pig in a poke. doing something in the absence of someone or without that particular person knowing about it, especially when it is considered wrong or not accepted is stated in persian as: 56) cheshm-e kasi ra dur didan eye-of someone far to-see doing something unbeknown to someone. doing magic or conjuring tricks in order to deceive people is stated in persian as “cheshm bandi kardan” which literally means to cover one’s eyes so that they cannot see or understand what one is doing: 57) cheshm bandi kardan eye cover to-do p a g e | 70 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 to hoodwink. when a person does something wrong, he/she has to pay for it; no matter if they regret doing so, they should accept the result, because they are known to be responsible. in this case, the below expression is said to them directly: 58) cheshm-et kur eye-your blind may your eye go blind (you have to pay for it). in order to get rid of someone because of not standing what they are saying or doing, or because they are thought to be annoying, the below expression is used to tell them in an impolite way to go away from one’s eyes: 59) az jeloye cheshm-am dur sho from in front of eye-my far become get out of my face/get out of my sight. the expression “cheshmato dar miyaram” which literally means (i will gouge out your eyes) is said to someone directly as a kind of deterrence to stop them from doing something wrong: 60) cheshm-ato dar miyaram eyes-your i-gouge out i will punish you if you do something wrong. conclusion many languages around the world seem to have a tendency to employ the body-parts or even the domain of internal body organs as a source of conceptualizations for the expression of thought, emotion, personality traits, etc. this is not astonishing, in view of the fact that all people independent of their cultural backgrounds and the culture-specific conceptualization of the body itself, do have bodies that are basically similar all over the world, leading them share bodily experiences. such bodily experiences are immediately noticeable and p a g e | 71 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 whenever we find that something is happening in or with our bodies, we try to look for explanations, be they lay views or expert ones; therefore, explaining the body is arguably a general human need. indeed, our experiences, our thoughts and emotions are sometimes too abstract and still too little understood, that is why we tend to metonymize and metaphorize such experiences by using body-related terms (sharifian et al, 2008). however, the literal and figurative words which are used in every language are different from the others in terms of both background and the story behind each. language variation can be discussed in terms of cultural differences that give rise to it. this view has been affirmed by linguists who tend to treat language as “socially acquired” (to quote yule, 1947). in other words, as languages are acquired within the process of cultural transmission, language variation is considered to be tied to the very existence of different cultures. to put the world's culture under the investigation, one cannot deny the fact that different groups of people have particular way of thinking which has reflected into the very minute facets of their lives and this seems to explain the reality of having different languages among different nations. culture is too broad to be defined; it can rather be discussed by referring to the factors, which has been originated from. for instance, one can trace cultural conceptualization of cheshm ‘eye’ in persian back to some factors such as indo-european philosophy and religion. persian is an indo-european language that has tendency towards ''speculative” or philosophical worldview. indo-european sought ''insight'' at the heart of the history of the world. one can find a specific term for ''insight'' or ''knowledge” in indo-european culture. in sanskrit it is referred to as ''vidya'' that is closed to the greek word ''idea” that is a key term in plato's philosophy. in latin it is called ''video'' that for romans implies “seeing”. “i see” is also used to mean “i understand”; however, it is mostly used to refer to the act of watching. on the whole, it can be concluded that ''vision'' has been the most important sense out of the six senses for indo-europeans. that is why indian, greek, iranian and german p a g e | 72 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 literature have ever been brimming with vision and great visualization of the universe. another consideration which is of outmost significance in bringing about such conceptualizations in the iranian culture is the supreme role of religion. religion has penetrated into every facet of iranians’ lives and in this case, the language can’t be an exception. that’s why in a lot of persian expressions, the body-part term cheshm ‘eye’ is conceptualized in association with the issue of vice versus virtue. cultural factors as well as religion are explained to be as two of the most salient rationale behind these expressions. to underscore the importance of culture in conceptualization, a reference is made to palmer (1996), who considers cultural linguistics as “primarily concerned not with how people talk about some objective reality, but with how they talk about the world that they themselves imagine.” (p. 36) this article was a partial attempt to demonstrate how the body-part term cheshm ‘eye’ has been reflected in a number of persian expressions as implying the concepts of desire and ambition, vice versus virtue, hope and expectation, affection versus aversion and vision and outlook. although many common persian expressions having the word cheshm ‘eye’ were covered in this article, many other expressions related to the topic are left that can be found to be explained. some of the expressions which were explained in the study at hand are replete with a variety of words from various domains such as animals, fruits, colors, etc. to describe different ideas and concepts and this point proves the fact that human beings take advantage of whatever they can imagine, but not able to express in the realm of literal language, to express their thoughts. these concepts also were classified by examples that seem to be the most frequently used expressions applied in the spoken discourse of persian language. some of the examples are metaphorically structured to transform a semantic shift from the abstract domain of the body to the more concrete realm of it. some of the expressions also contain the other body-parts such as gush ‘ear’ which was not under the scope of this study. yet, it is a recommendation for anyone who is p a g e | 73 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 interested in studying the related area to cover the other body parts existing in the persian expressions. it is hoped that this paper help non-native speakers to remove their misunderstandings. furthermore, it is considered to be an aid to anyone teaching persian as a second or foreign language or those explaining the culture of a nation through their own language. list of expressions 1) cheshm-o del-esh sir nist 2) goft cheshm-e tang-e donya dar ra ya ghenaat por konad ya khak-e gur 3) cheshm-e tamaa be mal-e baba-sh doukht-e 4) cheshm-esh donbal-e mal-e dokhtar ast 5) cheshm-por 6) cheshm-o ham-cheshmi kardan 7) cheshm nadare bebine man ghabul shodam 8) in dokhtar kheyli cheshm-darideh ast 9) che dokhtar-e cheshm-sefidi hasti 10) kheili bi cheshm-o ru hasti 11) cheshm-o gush baste 12) cheshm-o gush-esh baze 13) cheshm entezar 14) cheshm-esh be dare ta beyad 15) cheshm be rah-e farda-ye behtar 16) cheshm-e omid be kasi (ya chizi) dashtan 17) cheshmam ab nemikhore 18) befarmaeed ghadametun ru cheshm 19) ruy-e cheshm-e ma ja dary 20) digar az cheshm-am oftadi 21) cheshm-e didan-ash ra nadar-am 22) mesl-e cheshm-am dust-et daram 23) ali, aziz-am, noor-e cheshm-am p a g e | 74 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 24) cheshm-o cheragh-e khune 25) ruy-e chashm-am 26) be cheshm-e man to hanuz yek bacheh-ee 27) cheshm-ha ra bayad shost 28) be cheshm-e khahari/baradari negah kardan 29) cheshm ra darvish kardan 30) hame ra be yek cheshm didan 31) cheshm-ash chahar ta shod 32) cheshm-ash shoore 33) cheshm-e bad dur 34) cheshm baste paziroftan/ ghabul kardan 35) ba cheshm-e baz kari kardan 36) cheshm tu cheshm shodan 37) cheshm-ash mesle oghab tize 38) be cheshm-am ham etemad nadaram 39) khar-e cheshm-e kasi shodan 40) cheshm-am ghili vili mire 41) cheshm-am/-etun roshan 42) zir cheshm-i negah kardan 43) chahar cheshm-i negah kardan 44) cheshm pushi kardan 45) cheshm ruye haghayegh bastan 46) az cheshm-e kasi danestan/didan 47) harchi didi az cheshm-e khod-et didi 48) cheshm be jahan goshudan p a g e | 75 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 49) cheshm az jahan foru bastan 50) dar yek cheshm be ham zadan 51) cheshm-ash sag dare 52) cheshm-ash albalu gilas michine 53) aghl-esh be cheshm-esh-e 54) cheshm-ash bargh mizane 55) cheshm-e bazaar ra dar avardan 56) cheshm-e kasi ra dur didan 57) cheshm bandi kardan 58) cheshm-et kur 59) az jeloye cheshm-am dur sho 60) cheshm-ato dar miyaram references abrams, m. h. (1999). a glossary of literary terms. (7th ed.). new york: cornell university. anvari, h. (2011). kenayate sokhan. sokhan publications, tehran. iran. arianpoor, a. and arianpoor, m. (2000). the pocket persian english dictionary. amir kabir publications. tehran. baba taher. (2002). dobeytiha. ganjineh publication, tehran. iran. bloomfield, l. (1933). language. new york: hold, rinehart. crystal, d. (1991). a dictionary of linguistics and phonetic. cambridge: basil. blackwell ltd. d'andrade, r. (1987). a folk model of the mind. in d. holland & n. quinn (eds.), cultural models in language and thought (p. 112–148). cambridge university press. dehkhoda, a. a. (2012). amsalo hekam. volume1. amir kabir publication. tehran. iran. hatef isfahani, a. (2015). divane ash'ar. negah publication. tehran. iran. p a g e | 76 muhammad solehi let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 lakoff, g. and johnson, m. (1980). metaphors we live by. chicago: the university of chicago press. lakoff, g. and johnson, m. (1999). philosophy in the flesh. the embodied mind and its challenge to western thought. new york: basic books. lakoff, g. and kovecses, z. (1987). the cognitive model of anger inherent in american english. in d. holland and n. quinn (eds.), culture models in language and thought. cambridge: cambridge university press. 195-221. nordquist, r. (2020, october 17). what "literal meaning" really means. retrieved from https://www.thoughtco.com/literal-meaning-language1691250 palmer, g. b. (1996). toward a theory of cultural linguistics. austin: university of texas press. quinn, n. (1987). convergent evidence for a cultural model of american marriage. cultural models in language and thoght. dorothy holland, and noami quinn(eds.). 173-192. new york: cambridge university press. quinn, n. and dorothy, h. (1987). introduction. cultural models and thought. dorothy holland, and naomi quinn (eds). 3-40. new york: cambridge university press. reyshahry, m. (1989). mizanolhekmat. volume10. the center of islamic proselytizing publication. iran. sa'adi shirazi, m. (2013). golestan. kharazmi publication. tehran. iran. sepehri, s. (2001). hasht ketab. tahoury publication, tehran. iran. sharifian, f., dirven, r., yu, n., & niemeier, s. (2008). culture, body, and language: conceptualizations of internal body organs across cultures and languages. walter de gruyter, berlin. new york. yule, g. (1947). the study of language. cambridge, uk: cambridge university press. ieee paper template in a4 (v1) khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||2||pages||195-223 ||2017|| |p-issn: 20869606; e-issn: 25492454| hillary clinton’s concession speech : a constructivism study of discourse khairunnisa khairunnisamahfuz@gmail.com antasari state islamic university puji sri rahayu p.rahayu@gmail.com a lecturer of english education department at tarbiyah and teachers training faculty of antasari state islamic university saifudin ahmad husin a lecturer of english education department at tarbiyah and teachers training faculty of antasari state islamic university article history: received: 3 rd nov 2017 accepted: 30 th nov 2017 abstract the 2016 us presidential election has become world‟ great issue since the politician‟s speech is mainly concerned with persuading or making the listeners believe with what they are saying. it is a concession speech of hillary clinton‟s that brings out more inspirations to the public than the value of the failure itself. based on that phenomenon, the researcher was interested in analyzing hillary clinton‟s concession speech by investigating the role of language in communication analysis through speech acts based on the theory of j.l austin-searle and genre analysis the researcher decided to raise the constructivism analysis of discourse which analyzes the context behind the languages used in the forms of speech. the results showed that its speech acts types according to its locutionary acts analysis : declarative (12), imperative (12), illocutionary acts: representatives (11), commisives (3), directives (9), declaratives (3), and expressives (9), and variety of perlocutionary acts (to get people to know, do something, express feeling, and praise). this expository speech mostly characterized by the appreciation and encouragement to the public (a type of speech/discourse which called persuasive-argumentative) and she spoke much about unity to create strong power of america. it has created good arrangement of language that showed hillary clinton‟s power and ideology. corresponding author: tel.: .............................. keywords: concession speech: speech acts: constructivism of discourse analysis available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:khairunnisamahfuz@gmail.com mailto:p.rahayu@gmail.com p a g e | 196 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 introduction speech is an utterance with a good arrangement that is going to be delivered to the people. for instance, a speech welcoming the big day and a speech for events, and so on. in this term of study, speech as an object of study of verbal discourse delivered by the speaker. the discourse can be explored from various aspects, in addition, the aspects contained in that discussion serve a very diverse type of study. typically, research on discourse deals with the issues of language internally and grammatically, such as the syntactic aspects of discourse, cohesion and coherence of discourse, the context function in discourse, and others. discourse discussion is a key word in understanding the language and the world at large. the political discourse aims an action in concrete meaning, reaching to cause behaviours of following type: vote or abstention, membership, street demostrations, and so on. it shares the audience the values and choices, but it also seeks to conquer the „hesitant” or to cause “changings of mind”, seeking to determine the adherence of larger segment of the population. the political discourse maintains and exploits all the features of speech acts.it can activate all components of illocutionary forces. one of the people that is well-known for her outstanding ability in delivering speech is usa‟s president candidate, hillary clinton. she is one of the most influential woman in the world who is involved in politics. according to her speech performance records, she has always gained much attention from society both in us particularly and in the world commonly, her last one greatest act, she became the first female president candidate in the 2016 us presidential election who gained great number of voters. yet, unfortunately, she lost the election over the winning candidate, donald trump, the one who is now the 45th president of united states of america. hillary clinton delivered the concession speech several hours after donald trump‟s victory speech. her speech has always gained great attention. although, that was not a winning speech, public reaction towards her speech was remarkable. every word of her concession speech were becoming viral in social mass media. one of the study that concerns in the language called linguistics. in this case, the language analysis in linguistics is mentioned as pragmatics analysis. pragmatics is concerned with the study of meaning as communicated by speaker (researcher) and interpreted by a listener (reader). the ability to comprehend and produce a communicative act is referred to as pragmatics competence kasper (1997.p.5) which often includes one's knowledge about the social distance, social status between the speakers involved, the cultural knowledge such as politeness, and the linguistic knowledge explicitly and implicitly. levinson (1983.p.5) defines pragmatics as the study of language use, that is, the study of relation between language and p a g e | 197 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 context that are basically for understanding language. another definition of pragmatics comes from finch. he said that pragmatics is concerned with the meaning of utterances. he asserts that it focuses on what is not explicitly stated on how people interpret utterances in situational context (2000.p.150). in addition, bowen (2001.p. 8) stated that pragmatics is the area of language function that embraces the use of language in social contexs (knowing what to say, how to say it, and when to say it and how to “be” with other people). in this research, the researcher focuses on one of the branches in pragmatics called speech acts and the genre analysis of the researcher about what is being said and what is their uptake based on the speech acts analysis. it has been decided that the researcher will focus on two theories of speech acts analyzing, they are j.l austin‟ and searle‟s. the term of „speech acts‟ was raised by austin (1962) and developed by searle (1969). austin defines speech acts as acts performed in saying something. further, he identifies three distinct levels of action beyond the act of utterance. he distinguishes the act of saying something, what one does in saying it, what on does by saying it and created the terms in speech acts : a locutionary, an illocutionary, and a perlocutionary act. locutionary act means performing the act of saying something. the purpose of this act is just to inform the reader, usually, it is considered as linguistic meaning. secondly, illocutionary act means performing act of doing something. the illocutionary act is analyzed based on the context, it is about what‟s going on behind the text. context is the background knowledge assumed to be shared by s (speaker) and h (hearer). the researcher believes that conducting research by analyzing hillary clinton‟s concession speech, it will apply all the lectures that the researcher got, particularly in linguistics study discipline. moreover, speech is an important part of modern life public speaking. we often find it in any kind of public occasion. in this case, the researcher has chosen a concession speech of losing president candidate yet brings out the spirit and inspirations to the listeners. every listener of the speech must have listened to every single word of that speech, whether it can be motivation or spirit quotes to them. therefore, the researcher found that it is quite interesting to figure out the context and inspirations “losing speech”. it indicates that we have to see the difference or the losing in a different perspective or point of view. based on the discussion above, the researcher interested to analyze the speech acts of the speech, therefore, the researcher proposes to conduct a research that focuses on speech acts analysis of j.l. austin‟s and searle‟s theories found in hillary clinton‟s concession speech on november 9 th , 2016. p a g e | 198 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 method the type of the research is discourse analysis. the researcher aimed to identify, find out, and analyze the speech acts of the speech based on the theories. discourse analysis means a study that is intended to figure out the social interaction, whether in the form of verbal communication/conversation, utterance in essay, or texts. it is analyzed by its medium, or language. in linguistic studies, discourse refers to a complete unified language, which is generally larger than the sentence, whether delivered orally or in writing. discourse is a series of matching sentences that connect the proportions of one another, forming one unity. a.s hikam (2001:4) conveyed the existence of three analytical paradigms used in language analyzing. the first one is called positivism analysis of discourse. the main focus of positivism is based on whether or not the language in a discourse is grammatically correct. the terms frequently found in this analysis are cohesion and coherence. this understanding is that one does not need to know the subjective meanings or values that are brought by his statements, because what matters most is whether the statement is correctly expressed according to the syntactic and semantic rules. therefore, the syntactical truth (grammar) is the main area of the positivism of discourse. secondly, it is called constructivism analysis of discourse. in the point of view of constructivism, language is no longer only seen as a tool for understanding objective reality which is separated from the subject as a transmitter of statements. constructivism actually considers that the subject is the central factor in discourse activities and social relationships. in this paradigm, language is organized and lived in purposeful statements. each statement basically create meanings, the act of self-formation and the disclosure of the identity of the speaker. the third one is called critical discourse analysis. language in the point of view of critical dicourse analysis is understood as a representation that plays a role in shaping certain subject, certain themes, and strategies in it. therefore, discourse analysis is used to dismantle the power that exists in the set of language processes such as, what limitations are allowed to be the discourse, the perspectives to be used, what toppics are discussed. with this view, the discourse of seeing language is always involved in power relations, especially in the formation of subjects, and the various acts of representation found in society which a language will be discussed in broader ways. based on the discussion above, the researcher decided to raise the constructivism analysis of discourse which analyzes the context behind the languages used in the forms of speech. it presented five steps of data analysis procedures : collecting (by documents and p a g e | 199 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 records technique), coding (ease the process of speech acts analysis), selection and classification (selecting sentences and classify them into appropriate types of speech acts), operationalization (genre analysis), and interpretation (contructivism of discourse analysis). findings and discussions the findings in the analysis of hillary clinton‟s concession speech on november 9 th , 2016 are divided into three steps of analysis. the first step is selecting and classifying the types of speech acts of the sentences that have been divided by the researcher into some merger of sentences and selected sentences in analysis process. after the process of coding in selection and classification of speech acts theories, the researcher found types of speech acts in the form of: locutionary acts (merger of sentences in types of : declarative (12) and imperative (12)), illocutionary acts (merger of sentences in types of : representatives (11) , commissives (3), directives (9), declarations (3), and expressives (9), and perlocutionary acts in variety of types according the illocutinary acts that are mentioned above, and for more detail, speech acts classification will be shown in a table. the second step is operationalization, in this step, the merger of sentences will be processed by the speech acts theory of j.l austin and searle. in this stage, the researcher focused on some merger of sentences by analyzing the types into some. there are three kinds of sentences in locutionary acts, five kinds of illocutionary acts, and five kinds of perlocutianary acts that are found in hillary clinton‟s concession speech. the last step of findings is the interpretation of the speech, the researcher analyzed the text by contructivism analysis of discourse. it will divided into speech acts analysis, and genre analysis. discussion of speech acts, pragmatic element that invloves the speaker and the listener ( the act of saying something, what one does in saying it, what on does by saying it). genre shows the social goals and how the composition of the speech is used. it shows the social purposes of the speech and its structures. 1. the types of speech acts in hillary clinton’s concession speech on november 9 th , 2016 code of sentence merger : d1, d2, d3, ... d24 code of locutionary acts types : de (declarative), in (interogative), im (imperative) code of illocutionary acts types : rep (representatives), dir (directives), com (commisives), exp (expressives), dec (declarations) p a g e | 200 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 code of perlocutianary acts types : tk (to get people know), td (to get people do something), te (to get people to expect something), tf (to get people express feeling), tp (to get people praise. table 4.1 the findings of speech acts types classification no. code locutionary acts illocutionary acts perlucotionary acts de in im rep dir com exp dec tk td te tf tp 1. d1 √ √ √ 2. d2 √ √ √ √ √ 3 d3 √ √ √ 4 d4 √ √ √ 5 d5 √ √ √ 6 d6 √ √ √ 7 d7 √ √ √ 8 d8 √ √ √ 9 d9 √ √ √ √ √ 10 d10 √ √ √ √ √ 11 d11 √ √ √ 12 d12 √ √ √ √ √ 13 d13 √ √ √ no. code locutionary acts illocutionary acts perlucotionary acts de in im rep dir com exp dec tk td te tf tp 14 d14 √ √ √ √ √ 15 d15 √ √ √ √ p a g e | 201 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 after the process of coding in selection and classification of speech acts theories, the researcher found types of speech acts in the form of : representatives (11), commissives (3), directives (9), declarations (3), and expressives (9). in this step of operationalization, the sentences will be processed by the speech acts theory of j.l austin and searle. the table below shows the context analysis of the classification that has been done before. there are 24 merger of sentences that has been processed in this part. 1) time : 00.30 locutionary acts (austin’s theory) thank you. thank you all. thank you. thank you all have much. thank you. thank you all very much. thank you so much. a very rowdy group. thank you, my friends. thank you. thank you. thank you so very much for being here. i love you all, too. illocutionary acts austin’s theory : the speaker appreciates and welcomes the coming of supporters including family and friends. the act of thanking has s/tated for many times. it markes the expression of caring, gratitude, and respectful. searle’s theory : expressives the writer expresses what she‟s feeling towards the ones who are always supporting and there for her during the campaign. the speaker is praising them by saying the word „thank you‟ over multiple times. perlocutionary acts: the listener is going to feel appreciated, praised and valued. (the act of blissing and cheerfulness). 16 d16 √ √ √ 17 d17 √ √ √ √ 18 d18 √ √ √ 19 d19 √ √ √ 20 d20 √ √ √ 21 d21 √ √ √ 22 d22 √ √ √ √ √ 23 d23 √ √ √ √ √ 24 d24 √ √ √ √ √ p a g e | 202 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 2) time : 01.15 locutionary acts (austin’s theory) last night i congratulated donald trump and offered to work with him on behalf of our country illocutionary acts austin’s theory : the speaker reacted well over the result of the election by saying „congratulations‟ to the president elect. it is kind of the act of acceptance from the speaker. the speaker also offered herself to work together with the president in order to make a better development of their country, although the result is contrary to what she and her supporters wanted, yet she still commited herself to not to stop fight for the betterment of the country. searle’s theory : expressives & commisives the speaker congratulated the opponent candidate who becomes the the president elect. it expresses her sincerity to deal with the result that came out and keep supporting the decision that society made. the speaker gave an offer that she is supporting/standing behind the president elect in order to make contributions to build the country in a better way. perlocutionary acts: the president elect is praised, welcomed, and excited hearing the acceptance of the opponent candidate. it marked the fair play of the presidential election. the statement of the speaker that she will be there with him for the betterment of the country, he will welcome her offering as long as their goals and ideas to build the country are in line. (the act of excitement and being motivated). 3) time : 01.22 locutionary acts (austin’s theory) i hope that he will be a successful president for all americans. illocutionary acts austin’s theory : the speaker indicates an act of expectation to the opponent candidate that he will become the successful president of america. she believes in his ability, knowledge, experiences to lead the aspirations of all americans. p a g e | 203 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 searle’s theory : directives the speaker intended to give the support towards the president elect by saying her well expectation for him and the future of america. perlocutionary acts: the president elect donald trump feels encouraged and blissful to have full supports from the opponent candidate. for the speaker‟s supporters, they are going to “move on” from disatisfication hence their candidate failed to sit in the seat of power. they will also put their big expectation to the new president elect. 4) time : 01.41 locutionary acts (austin’s theory) this is not the outcome we wanted or we worked so hard for, and i'm sorry we did not win this election for the values we share and the vision we hold for our country. illocutionary acts austin’s theory : the speaker admitted that the result of the election actually was not the thing that she wanted to have for she and her supporters worked quite hard to get the winning place, yet that was a competition where the outcomes must have two options: lose or win. to release the feelings of losing, the speaker was apologizing that she was not able to grant their hopes for being the president they wish for. they have already fought for the visions and values on the behalf of the country. searle’s theory : expressives the speaker expresses the feeling of the losing by saying apologize statement that she could not make her expectation and the supporters came true. perlocutionary acts: the listeners or in this case : the supporters and the audience will not too focus on their „disappointment‟ feeling, yet they are settle for the outcome that happened. the supporters have been encouraged by the candidate they support for and it is more than a relieved. 5) time : 02.00 locutionary acts (austin’s theory) but i feel pride and gratitude for this wonderful campaign that we built together. this vast, diverse, creative, unruly, energized campaign. you represent p a g e | 204 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 the best of america, and being your candidate has been one of the greatest honors of my life. illocutionary acts austin’s theory : the speaker stated her prides and gratitudes to the campaign that has run really well. it shows their efforts during the campaign were not the things that have no purpose, but the passion and the vision that they built and hold together created a strong power of unity. the speaker also showed the truth of her heart that being her voters‟ candidate has been of the greatest honors of her life. searle’s theory : representatives the speaker intended to state the confidence that she and her supporters has built together. perlocutionary acts: the listeners/the supporters will be both praised and proud to their candidate. it markes that their existence of support is valued by their candidate. it becomes the door of sympathetic feeling upon them. 6) time : 02.15 locutionary acts (austin’s theory) i know how disappointed you feel, because i feel it too. and so do tens of millions of americans who invested their hopes and dreams in this effort. this is painful, and it will be for a long time. illocutionary acts austin’s theory : the speaker expresses her disappointment, it is a natural reflection about what happened according to the outcome of campaign. disappointment is disconfirmed expectancies. it is stated implicitly by the speaker that it will be for a long time, indeed, but they are not be wasted away for they have already invested hopes and effort in it. searle’s theory : expressives the speaker expresses excuses to the public for she did not win the election that she and her supporters has fighting for. perlocutionary acts: the listeners/the audience feels the same way too as the speaker does. but there are hopes, encouragement, and sincerity along that feeling. 7) time : 02.35 locutionary acts (austin’s theory) p a g e | 205 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 but i want you to remember this. our campaign was never about one person, or even one election. it was about the country we love and building an america that is hopeful, inclusive, and big-hearted. we have seen that our nation is more deeply divided than we thought. illocutionary acts austin’s theory : the speaker represents her feeling by convincing the public who has supported her with conscious thought to their unity for the better of america because the election was not about only one person, but whole of the country and that diversity has made them allied to the same visions and the same goals. searle’s theory : directives the speaker intended to encourage/ give the appealing feeling to public that they cannot be drowning death in disappointment, yet to admit their unified spirit that they have built together. perlocutionary acts: the listeners/the audience will be inspired by the certain statements of the speaker for there are hopes and unity enthusiasm in it. 8) time : 02.57 locutionary acts (austin’s theory) but i still believe in america, and i always will. and if you do, then we must accept this result and then look to the future. donald trump is going to be our president. we owe him an open mind and the chance to lead. illocutionary acts austin’s theory : the speaker continues to boost the spirit of the public that she believes in better america in donald trump‟s hand. she tells them to give him a chance for leading the country by seeing the result in open-minded point of view searle’s theory : representatives the speaker states/claims that donald trump is the next president who leads the country to the better ways and it is a must to the public for giving him an opportunity to do so. perlocutionary acts: the public will react positively and feel enthusiastic to the result and consider another good point of view of the outcome. p a g e | 206 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 9) time : 03.17 locutionary acts (austin’s theory) our constitutional democracy enshrines the peaceful transfer of power. we don't just respect that. we cherish it. it also enshrines the rule of law; the principle we are all equal in rights and dignity; freedom of worship and expression. we respect and cherish these values, too, and we must defend them. illocutionary acts austin’s theory : the speaker‟s commitment to the constitutional democracy is quite firm. she is demanding the public to hold on the values of equal rights and cheries the peaceful transfer of power. searle’s theory : representatives and directives the speaker commands/giving demands to the public for having awareness to the constitutional values, so that they can accept and support the president elect, donald trump in bulding the country. perlocutionary acts: the listeners/the public will hold to the values of the freedom, peaceful, and equility in rights and dignity. the public will accept the result sincerely in the name of constitutional values that they have. 10) time : 04.00 locutionary acts (austin’s theory) let me add: our constitutional democracy demands our participation, not just every four years, but all the time. so let's do all we can to keep advancing the causes and values we all hold dear. making our economy work for everyone, not just those at the top, protecting our country and protecting our planet. and breaking down all the barriers that hold any american back from achieving their dreams. illocutionary acts austin’s theory : the speaker continues to once again conclude, add, challange her statements into broader sentences about their participation in that democracy country to make a stronger feeling of the public to build america in a better way and clear all the barriers that exist. searle’s theory : representatives and directives p a g e | 207 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 the speaker commands and challanges the public to cherish the value of unity and she keeps telling/stating to hold onto dreams of the better america. perlocutionary acts: the listeners/ the public will unite and be insipired into one voice for better america. 11) time : 04.31 locutionary acts (austin’s theory) we spent a year and a half bringing together millions of people from every corner of our country to say with one voice that we believe that the american dream is big enough for everyone. for people of all races, and religions, for men and women, for immigrants, for lgbt people, and people with disabilities. for everyone. illocutionary acts austin’s theory : the speaker valued the things about unity, democracy, and equality. all men are created equal : equality of oppurtunity and equality before law. she encouraged the society in her speech, by saying it for all the people, no matter comes from different races, colors, religion, or even gender. searle’s theory : representatives the speaker stated her joy for being one year and a half with the society whom supports her from the very beginning until the moment where the result of election came. she added to keep fighting for one right voice for better america. by her statements, she indicated to have essential vision the unity, equality, and democracy. perlocutionary acts: : the listeners/the society will be excited and encouraged by the sentences that stated gratitude to spent a year and a half to bring one voice of america. they will full of equal feeling for their candidate valued the unity, democracy and equality. 12) time : 05.27 locutionary acts (austin’s theory) i am so grateful to stand with all of you. i want to thank tim kaine and anne holton for being our partners on this journey. it has been a joy get to go know them better and gives me great hope and comfort to know that tim will remain on the front lines of our democracy representing virginia in the senate. illocutionary acts p a g e | 208 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 austin’s theory : the speaker thanked to her vice presidential running mate, tim kaine and her wife, anne holton for being the partners and hardworking that they have done together. the speaker continues to support tim kaine on his career as senator in virginia for representing the democracy values. searle’s theory : expressives and declarations the speaker expressed her gratitude to tim kaine and his wife for being loyal partners and grand supporters. the speaker also declared that they have sent her great hopes for better future will be and keep supporting tim kaine as the senator of virginia. perlocutionary acts: the listeners will be praised and delighted knowing that they are appreciated by the one that they support along the time of campaign and election. probably, it will open more space of attachment of some kind work in the future. 13) time : 06.05 locutionary acts (austin’s theory) to barack and michelle obama, our country owes you an enormous debt of gratitude.we thank you for your graceful, determined leadership that has meant so much to so many americans and people across the world. illocutionary acts austin’s theory : the speaker thanked to the former us president for his efforts in building the best of america. she sincerely appreciated the merits that has done by barack obama. by his excellent track records of honesty and significance roles for building the america, she represented the word of gratitude by the americans and people across the world. searle’s theory : expressives the speaker expressed her grand gratitude to barack obama as the former us president for his enermous efforts and merits to the country. she also builds the bridges and fosters relationship to him as well as the public. she affirmed that his leadership has been so great and graceful for the rest of america and even for across the world. perlocutionary acts: the listener will be pleased by the appreciation that came from the speaker. he is still going to reflect his commiment for the better future of p a g e | 209 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 america. it will create a bond of trust and strong relationship between both the speaker-the listener and the public. 14) time : 06.46\ locutionary acts (austin’s theory) and to bill and chelsea, mark, charlotte, aidan, our brothers and our entire family, my love for you means more than i can ever express. you crisscrossed this country, even 4-month-old aidan, who traveled with his mom. illocutionary acts austin’s theory : : the speaker expressed her love to her family for always supporting and standing beside her from the very beginning until that moment where the misfortune comes to the result. she declared that to her husband, daughter, son-in-law, grandchildren, and entire family. searle’s theory : expressives and declarations the speaker expressed her biggest affection to her family. she appreciated by declaring the names for all of the supports and sacrifices that has done by them along the time of campaign till the election moment. perlocutionary acts: the listeners/the family will be praised and have a blissful feeling toward the speaker and will love her more than before. strong family affairs make a strong family bond in any situation, especially that is one of the speaker‟s greatest moment in her life. 15) time : 07.10 locutionary acts (austin’s theory) i will always be grateful to the talented, dedicated men and women at our headquarters in brooklyn and across our country. you poured your hearts into this campaign. to some of you who are veterans, it was a campaign after you had done other campaigns. some of you, it was your first campaign. i want each of you to know that you were the best campaign anybody could have ever expected or wanted. illocutionary acts austin’s theory : the speaker expressed her unstoppable grateful and gratitude that is dedicating to all of the people in her base of campaign in brooklyn and all across the country for the unstoppable supports and efforts to p a g e | 210 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 that campaign. the speaker added that it was great campaign that has built by the togetherness and strong bond of the veteran and new volunteers of the campaign. searle’s theory : expressives and representatives the speaker is telling her grand gratitude and grateful for all of supporters, whether they are based in brooklyn or all over the country. the speaker also stated that it was the best campaign that has ever done and expected by them all. perlocutionary acts: the listeners/the supporters will be very excited and delighted hearing the truth that their candidate valued everything about the campaign. they are going to feel satisfied for what they have fought for along the time of the campaign and the election. 16) time : 08.03 locutionary acts (austin’s theory) and to the millions of volunteers, community leaders, activists and union organizers who knocked on doors, talked to their neighbors, posted on facebook — even in secret private facebook sites. i want everybody coming out from behind that and make sure your voices are heard going forward. illocutionary acts austin’s theory : the speaker continued to appreciate her supporters, from all of the society levels (volunteers, community leaders, activitists, and union organizers) who fought hard in the campaign. she also mentioned the cyber community who tells their voices in private sites. she challanged them to rise their voices on the surface. searle’s theory : directives the speaker appealed the public the speak out what they think is right. she is telling to not afraid for fighting the right things. beside that, she is still giving her sincere gratitude to the supports that came to her. perlocutionary acts: : the listeners/the supporters will be delighted and felt appreciated by the speaker. they will be dare to speak out what they think is right. 17) time : 08.36 locutionary acts (austin’s theory) p a g e | 211 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 to anyone that sent contributions, even as small as $5, that kept us going, thank you. to all of us, and to the young people in particular, i hope you will hear this — i have, as tim said, i have spent my entire life fighting for what i believe in. i've had successes and setbacks and sometimes painful ones. many of you are at the beginning of your professional, public, and political careers — you will have successes and setbacks too. illocutionary acts austin’s theory : the speaker refers her statements to all the people who has sent the contributions, even if it is formed in the small counted thing, she said thanks for that. adding to the word of gratitude, she stated that she has been through the ups and downs of her entire life and those things would be happen too the people especially for the beginners who has just started their life in some aspects of life. searle’s theory : expressives and representatives the speaker expressed her gratitude all over again, even in the middle of the speech. she appreciated all the supports that came to her along the campaign and election era. she is also telling the truth of her path of life that she has faced the bad and the good in life which such things will be faced to by all the people, especially oftenly it would happen to the beginners perlocutionary acts: the listener/the public will have feelings such as cheerfulness and happiness because the appreciation word (thanking) that came from their champion. they also will become confidence to overcome their life realities and get inspired by the speaker. 18) time : 09.18 locutionary acts (austin’s theory) this loss hurts, but please never stop believing that fighting for what's right is worth it. it is, it is worth it. illocutionary acts austin’s theory : the speaker gave a statement that actually her loss in the us president election hurts herself and thousands of supporters out there. but it p a g e | 212 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 does not mean all the things and the struggle that they did just wasted away. she stated that believing to the something right is always worth to do, or even fighting for that right thing till the end. searle’s theory : representatives the speaker tried to give a statement in order to encourage the public especially her loyal supporters that everything that they have done actually got right purposes. therefore, it is not the thing that should be disappointed despite the fact that happened. perlocutionary acts: the listeners/the public will gain great number of spirit and encouragement. they have strong faith in their heart that the things that they have fought along this time has never been wrong. 19) time : 09.54 locutionary acts (austin’s theory) and so we need — we need you to keep up these fights now and for the rest of your lives. and to all the women, and especially the young women, who put their faith in this campaign and in me: i want you to know that nothing has made me prouder than to be your champion. illocutionary acts austin’s theory :the speaker continued her statements to keep up the fights that they are fighting for along this time. she refers that to the womanhood, young women in particularly. the speaker stated that she is so proud for becoming their role model and champion. searle’s theory : representatives the speaker is asserting to the woman generation that they are able to catch their dreams and to not stop their fights just until this moment. she is also stating what she feels about her pride and satisfication for being their „champion‟. perlocutionary acts: the listeners/womanhood are going to be stronger than before. they will put more efforts to fight the things that should be fight for and they appreciated their “champion” (female president candidate) for being the best of candidate they have ever had. 20) time : 10.44 locutionary acts (austin’s theory) p a g e | 213 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 now, i know we have still not shattered that highest and hardest glass ceiling, but someday someone will — and hopefully sooner than we might think right now. illocutionary acts austin’s theory : the speaker‟s ideology to fight the dream of women of america for becoming the leader is quite firm. she is methaporing it in a beautiful methapor that sooner or later „they‟ are going to break the glass of the dream. it is just the matter of the time. not all of sacrifices should find their success doors. stop dreaming just makes other dreams that are waiting become postponed too. searle’s theory : directives the speaker appealed to the woman generations for keep reaching their dreams, keep believing to their aspirations, and keep saying „no‟ to the the word of giving up because sooner or later, their time will arrive. perlocutionary acts: the audience/the speaker burned their spirit to reach out their dreams. they will keep breaking the boundaries that they want to break for there is no word of surrender to have. the girls/women who sees hillary clinton as their role model offered a candid acknowledgement that woman will rise to the top one day. 21) time : 10.50 locutionary acts (austin’s theory) and to all of the little girls who are watching this, never doubt that you are valuable and powerful and deserving of every chance and opportunity in the world to pursue and achieve your own dreams. illocutionary acts austin’s theory : the speaker mentioned the group of little girls in particularly. it indicates the speaker big hopes to the future generation, especially to the girls generation for keep pursuing their dreams and aspirations. the speaker seems to get the little girls to carry out the actions that could bring the alteration to the better future. searle’s theory : directives the speaker attempts to give spirit and hopes for young generations‟ dreams, especially to little girls who will become the successful ladies in the future. she p a g e | 214 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 gained their faith that everyone has the same rights to achieve the dreams they will become. perlocutionary acts: the listeners/the public/the little girls that are becoming the object of statement will carry out their dreams into positive ways and fighting for their rights to have equality in every chances they are going to take. 22) time : 11.25 locutionary acts (austin’s theory) finally, finally, i am so grateful for our country and for all it has given to me. i count my blessings every single day that i am an american, and i still believe, as deeply as i ever have, that if we stand together and work together with respect for our differences, strengthen our convictions, and love for this nation, our best days are still ahead of us. illocutionary acts austin’s theory : the speaker added and concluded her gratitude for being part of the country and being americans. she also stated that she is still believing as always in the power of respect, love, and dignity in differences and invited people to value all those aspects in their life. searle’s theory : representatives and directives the speaker reflected/stated her endless gratitude for being an american. she suggested to stand togeher in facing worlds‟ demands. the speaker also challanged the public to create great atmoshphere in respect, love and dignity to build the country in better ways. perlocutionary acts: the listeners/the public will reacted positively to the spirit and the value of respect that they build. their energy and strength is going to be restored to face the challanges of the future. 23) time : 12.12 locutionary acts (austin’s theory) because, you know, i believe we are stronger together and we will go forward together. and you should never, ever regret fighting for that. you know, scripture tells us, let us not grow weary of doing good, for in good season we shall reap. my friends, let us have faith in each other, let us not grow weary and lose heart, for there are more seasons to come and there is more work to do. p a g e | 215 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 illocutionary acts austin’s theory : the speaker has a strong faith that “unity has its own power to change the world”. she is seeing to the future actions that everyone can do. she believes that “there is no success without a sacrifice and there is no success without hardness”, athough the outcomes showed the contrary thing, it does not mean that it is just end up with disappointment feelings. the speaker also made a pledge that they are stronger to be together and to not regret the things that happened hence there are still lots of things and plans to do. searle’s theory : commissives and directives the speaker indicates that she and her supporters are strong if they are together. she commits herself that she is always be on their side in order to build the forward dreams of the country and believes that togetherness can make a strong bond between them. the speaker also advices to not let the outcome of the election becomes the reason to regret the struggle that they have done, yet it should be motivated them to grow stronger and better. perlocutionary acts: the listeners/the supporters are going to be inspired by what the speaker said. they are encouraged and excited to the future that is going to come right before their eyes. 24) time : 12.50 locutionary acts (austin’s theory) i am incredibly honored and grateful to have had this chance to represent all of you in this consequential election. may god bless you and may god bless the united states of america. illocutionary acts austin’s theory : the speaker stated what she has felt about during all the time of campaign and election process. she feels so honored and grateful for being a part of the fair competitive election and becoming her supporters‟ candidate. she has stated such things in previous sentences in her speech and once again she conclued it all in the closing part. the speaker also put so much hopes that god will give his blessing throughout the public and united states of america searle’s theory : representatives and commisives p a g e | 216 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 the speaker said her grateful and honored feeling for multiple times. she appreciated the values of her supporters‟ struggle during the campaign and public‟s participation towards the „democration party‟ in the form of president election. the speaker also gave hopes to america and its people for having a betterment progress in all aspects of life and always be fulfilled by god‟s protection and blessings. perlocutionary acts: the speaker‟s statements brought the joy and spirit to the public. the audience/the listeners will be praised and proud of their candidate for she is still hoping and running the ways to make great of america and its people. genre is the analysis of hillary clinton‟s concession speech which discusses its social function, schematic structures, and language features. according to its types of genre, there are five kinds of discourse/speech, they are: narrative, descriptive, expository, argumentative, and persuasive. the researcher found the most dominated types of the speech (24 merger of sentences) are persuasive (10), argumentative (9), and descriptive (5). further explanation of the genre analysis of the speech will be explained below. table 4.2. the analysis of genre no. genre classification : persuasive-argumentative hillary clinton‟s concession speech on november 9 th , 2016 1. social function to congratulate the president-elect donald trump and appeal her public/supporters to accept the result of the election and commit for continuing to build the country. 2. schematic structures 2.1 main idea/ thesis the result of us president election has been brought to the world and donald trump has been elected as the current president of america. 2.2 supporting idea/ arguments hilarry clinton expressed her gratitude to the public/supporters and congratulated donald p a g e | 217 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 trump as the us president-elect. hillary released her feeling of loss yet still encouraged her supporters for investing their hopes and efforts for the betterment of the country. hillary clinton mostly talked and respected the values of unity, equality in rights/law, liberty and dignity. hillary clinton thanked all the people who merit their participation and efforts for betterment of america. hillary clinton carried out women‟s power for empowering the us and the world. 2.3 reiteration/summing up hillary clinton is honored and grateful to have the chance in representing the public in the us president election and she also hopes the best for america that god‟s guidance will always accompany their path. 3. linguistic features 3.1 the arguments are written in present tense/past tense/future tense. but i feel pride and gratitude for this wonderful campaign that we built together. (present tense) this is not the outcome we wanted or we worked so hard for, and i'm sorry we did not win this election for the values we share and the vision we hold for our country. (past tense). 3.2 verbs are used when expressing opinion i hope that he will be a successful president for all americans. but i still believe in america, and i always will. 3.3 using emotive words that appeal to the emotion our constitutional democracy enshrines the peaceful transfer of power. to barack and michelle obama, our country owes you an enormous debt of gratitude. p a g e | 218 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 and to all of the little girls who are watching this, never doubt that you are valuable and powerful and deserving of every chance. 3.4 repetition of words/phrases and concepts to push the point of view thank you. /thank you all very much/ thank you so much. a very rowdy group/ thank you, my friends/ thank you/ thank you. but i feel pride and gratitude for this wonderful campaign that we built together. this vast, diverse, creative, unruly, energized campaign / our campaign was never about one person, or even one election. it was about the country we love and building an america that is hopeful, inclusive, and big-hearted. 3.5 using pronouns i, you, we, us because, you know, i believe we are stronger together and we will go forward together. you know, scripture tells us, let us not grow weary of doing good, for in good season we shall reap. according to the pragmatics and speech acts analysis that have been done to the hillary clinton‟s concession speech on november 9 th , 2016, the researcher found some facts related to the speech. moreover, the overview of the analysis in the discussion was fortified by the constructivism analysis of discourse which helped the researcher to have the reference for making this contextual interpretation and it will relate to discussion of language, power and ideology of hillary clinton‟s style of speech. the first thing that becomes the concern of this concession speech analysis is the speech acts identification. speech acts bring to the fore meaning in speeches. the analysis of speech acts in hillary clinton‟s expository concession speech revealed that her speech are characterized by the use of representatives, directives, and expressives acts of speech. the function of the representative itself is to commit the speaker to the truth of an expressed proposition. the speaker mostly stated the confidence that she and her supporters built together, accepting donald trump as the president-elect, asserting the women generation to continue reaching their dreams, telling her true story path of life for inspiring the public, and p a g e | 219 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 giving statements in order to encourage the public especially her supporters that there was nothing should be disappointed because they have fought for something right for their better america. secondly, the type of directives are also dominated the speech which has the function to get the listeners to carry out an action. hillary clinton oftenly emphasized on appealing the public to get the best actions in the future, she was inviting donald trump and the public to hand in hand building their beloved nation, united states of american as well as challanged and gave the spirit to the public for maintaining the values of unity, democracy, freedom and equality of the country. furthemore, hillary clinton stated her continuous expressions of gratitude and grateful along the speech delivery and those expressions are the type of speech acts called expressives which have purpose to express the psychological state of the speaker. those three kinds of speech acts were dominated the speech, but the other two types of speech acts were also still becoming the parts of the speech namely commisives and declarations. commisives is type of speech acts in promosing to do future actions which found less in the speech, so was the declarations, hence it was not the campaign speech like she did in many times before so it has more appreciation and encouragement to public for continuing their goodwill for america. as the result, the hearts and minds of the listeners in this case, the public are filled with the feeling of great expectations, excitement, blissful and acceptance to the future wiil be. they also must be very proud to their „woman champion‟ who always has the essential vision to the unity and diversity of their beloved country and always fight for it. in this part of discussion, the researcher is intended to interpet the relationship between language, power, and ideology that are used in hillary clinton‟s concession speech. it is clearly stated that language is medium for communication and it is interesting to know how people can be strongly influenced by someone‟s speech. related to the language used, it is indirectly created a power and invited an ideology to think. hillary clinton gave the speech which was very respectful and inspiring to the public. in the genre analysis, it is clearly seen that hillary clinton is undoubtly well-expected like always in arranging the speech. the rethorical arrangement of her speech was well-arranged from the opening, content until the closing part of it. several sentences that she conveyed in the speech instantly received a positive response by the public. the use of emotive language, expressive ideas, repetition, until the use of pronouns that unify the value of unity has made everything to be very inspirational, persuasive and motivational from the gratitude expressions to the public, supports for donald trump for leading the nation in a better p a g e | 220 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 direction, a deep thanking to barack obama who has led america all this time as well as her running mate tim kaine who has been dedicated his life to nation development, even the calls and invitation for the young generation of the nation to continue the struggle relay, especially the generation of women to continue to pursue their dreams. furthermore, hillary clinton used symbolic interactionism during her speech and it is a part of language context to interpret about. it was caught by the eyes that purple nuance of their costumes are the combination of red and blue which shows the value of fair competition of two parties, unity, and part of america. following by the emotions that have been seen during the speech such as the shaky voice of hillary clinton and audience‟s standing ovation which completed that atmosphere. in the words that hillary clinton conveyed in the form of such attractive languages certainly creates meanings that can affect public thoughts and actions towards something and it is called as power. in the spirit of bulding the better country of america, it created a power of firm-holding in unity, democracy, and equality. she is hoping the real upcoming steps of americans as the inheritors of nation‟s values and the upcoming leaders in the future in order to continue the nation development with the lead of the current president-elect donald trump. especially it is emphasized on the americans due to the fact they must have open-minded thinking to fight over the truth and their bonding strength in reform the quality of the nation. afterward is ideology, it is a reflection that can make a person think, feel and imagine for something that they receive as input. in other words, the speaker has particular purpose or implicitly purpose through the speech. the public or the americans will improve their solidarity and integrity for the prosperous nation with dignity. they, women generation, particularly will carry on the struggle in developing the nation to achieve the better life in the future and their unlimited spirit has determined the direction of united states of america. conclusions and suggestions the analysis of speech acts in hillary clinton‟s concession speech are mostly characterized by the use of representatives, directives, and expressives acts of speech since it has more topic of appreciation and encouragement, and following by the use of commisives and declarations.hillary clinton‟s concession speech on november 9 th , 2016 is a type of speech/discourse which called persuasive-argumentative. the social function of its type of speech in this case is to concede and congratulate the victory of president-elect as the result of the the speaker‟s (hillary clinton) loss in the 2016 us president election. the aim of the speech is also to appeal the public for accepting the result of the election and commit them to p a g e | 221 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 keep countinuing build the country. she encouraged the public to accept the result of the 2016 us president election which marked a fair competition of both candidates. she spoke much about the passion and vision about unity, equality, and dignity to create strong power of america. then, she also encouraged all of the society in her speech without caring where they comes from, different races, colors, religions or even gender. hillary clinton carried out woman power for empowering the united states of america and the world. she gave the speech which was very respectful and motivational that has created good arrangment of language, power, and ideology to the public. based on this research, the researcher hopes it will give implications to the learning and teaching process. for example, as an input / learning material for linguistics lecturer in pragmatics and speech acts discussions in the classroom or as an input / analysis example for english department students who will face subject of linguistics (pragmatics and speech acts discussions), and the example in how to interpret the meaning of a speech. it is a linguistic research in the form of pragmatics which needs to be improved and explored. the improvement will enrich and deepen the theory of speech acts, 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(2014). the differences between anna’s and elsa’s characters based on their speech acts in frozen movie. yogyakarta: state islamic university sunan kalijaga. http://repository.usu.ac.id/bitstream/123456789/17844/3/chapter%20ii.pdf is accessed at 15.00 on thursday, december 8 th, 2016 http://semantics.uchicago.edu/kennedy/classes/f09/semprag1/sadock.pdf is accessed at 15.00 on thursday, december 8 th, 2016 http://repository.up.ac.za/dspace/bitstream/handle/2263/27694/complete.pdf?sequence=9&is allowed=y is accessed at 15.09 on thursday, december 8 th, 2016 http://www.ello.uos.de/field.php/pragmatics/pragmaticsspeechactsandevents is accessed at 15.20 on thursday, december 8 th, 2016 http://repository.usu.ac.id/bitstream/123456789/17844/3/chapter%20ii.pdf http://semantics.uchicago.edu/kennedy/classes/f09/semprag1/sadock.pdf http://repository.up.ac.za/dspace/bitstream/handle/2263/27694/complete.pdf?sequence=9&isallowed=y http://repository.up.ac.za/dspace/bitstream/handle/2263/27694/complete.pdf?sequence=9&isallowed=y http://www.ello.uos.de/field.php/pragmatics/pragmaticsspeechactsandevents p a g e | 223 khairunnisa let: linguistics, literature and language teaching journal vol.7 no.2 2017 http://mrnussbaum.com/hillary-clinton/ 15.00 is accessed at 15.30 on thursday, december 8 th, 2016 http://www.historynet.com/hillary-rodham-clinton is accessed at 15.35 on thursday, december 8 th, 2016 http://communicationtheory.org/symbolic-interactionism-theory/ is accessed at 20.00 on thursday, june 8 th, , 2017 http://mrnussbaum.com/hillary-clinton/ http://www.historynet.com/hillary-rodham-clinton ieee paper template in a4 (v1) badi'atul azmina let: linguistics, literature and language teaching journal vol. 8 no. 2 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 2 ||pages||189-200 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| microteaching as teaching strategy of computer assisted language learning (call) for english preservice teachers badi'atul azmina cow.az19@gmail.com endang fauziati efauziati@gmail.com nur arifah drajati drajatinur@gmail.com universitas sebelas maret article history: received: 23 rd october 2018 accepted: 18 th november 2018 abstract in order to facilitate english pre-service teachers to have ability in integrating technology in the classroom, microteaching is one of teaching strategy solutions. this present study examines how microteaching was used as teaching strategy of computer assisted language learning (call) for english pre-service teacher. it is case study design. the setting of this study was in one of islamic state university in indonesia, in the english education department. the data are from interview, document analysis, and observation. the result shows that the teaching strategies of computer assisted language learning (call) which was a microteaching consisted of lesson planning, teaching, and evaluating. lesson planning and teaching step were done by the english pre-service teacher. yet, the evaluating step was done by the lecturer and peer pre-service teachers. the significance of this study is for example on how to implement microteaching of computer assisted language learning (call) to english pre-service teachers. corresponding author: tel.: ...................... keywords call; pre-service teachers; microteaching; higher education; teaching strategy. introduction to adjust to the development of technology, english teachers need to have available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:cow.az19@gmail.com mailto:efauziati@gmail.com mailto:drajatinur@gmail.com p a g e | 190 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 ability in integrating technology in the classroom. queiroz (2003) insists “lecturers or teachers need to go through a continuous process of competency improvements to meet the demands of lifelong learning for their professional development. without this, teachers may be complacent and merely duplicate their practices electronically. if this happens, learners would not benefit from the technological advancements happening around them”. therefore, ict training for teachers should not be merely to use technology per se. collin & berge (1996) and warschauer, m. & healey, d. (1998) listed “several recommendations for teachers: pedagogical (use of discursive resources as to facilitate learning), social (incentive of human relations among members of the group), managerial (establishment of general procedures for discussion and development of activities) and technical (transparency of technology for an adequate relation between the system, the software and the interface selected)”. it is also important to prepare future language teachers in “incorporating the use of technologies, not only as part of their subject matter, but also, very importantly, as part of their pedagogy and teacher training approaches” (papadima-sophocleous, 2012, p. 174-175). according to katic (2008), “preparing … pre-service teachers to use technology in ways that transform learning practices is no easy task and one that falls on the shoulders of current teacher educators everywhere, regardless of content area discipline and technological proficiency” (p. 157). katic (2008) furthers, “if teacher educators are to foster effective, progressive, and transformative uses of technology, they must first identify the conceptions that affect pre-service teachers’ understandings and implementations of technology (p. 158). simon (2008) proposes that “adequate training is needed to help understand the pedagogy supporting the use of new technologies in language teaching and learning, and spread good practices to better prepare graduate students for the needs of language teaching. technological skills and understanding how to employ new technologies to successfully support pedagogy are vital for foreign language faculty today”. according to alden (2000 in starr 2003, p. 2 ), “if we are to gain the many benefits technology offers our children in learning and their futures, our teachers must be provided with on-going opportunities to develop p a g e | 191 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 their understanding of the value of technology to themselves personally and professionally and effective uses in the classroom”. in this case, one of the ict that can be used in language teaching and learning is computer, or specifically computer assisted language learning (call). computer assisted language learning (call) means “the search for and study of applications on the computer in language teaching and learning” (levy, 1997, p.1). papadima-sophocleous (2012, p. 174) states that “computer assisted language learning (call) is a field which has been constantly evolving since the early 60s, in terms of both pedagogical changes and technological advances”. hashemi and aziznezhad (2011, p. 833) propose that “call offers modern english language teachers many facilities and novel techniques for teaching and learning”. several advantages of call have been investigated such as “(1) it helps to generate autonomous learners who will experience freedom of choice, and (2) it gives a new role to teaching materials. moreover, as explained by ghasemi and hashemi (2011, p. 3100), for language learning purposes, “it provides text in authentic language, unlike the contrived language usually found in books”. hashemi and aziznezhad (2011, p. 833) explain that “the call classroom should not be conceived as a room in which every learner is studying in isolation in front of his/her computer. teachers must think of activities that enable group work/human interaction and computers to be compatible”. so that, english pre-service teachers need to get training of call which is not in isolation. in order to facilitate english pre-service teachers to have ability in integrating technology in the classroom, microteaching is one of teaching strategy solutions. although several studies have been done in relation to microteaching for example in science (zhou, xu, & martinovic, 2016; zhou & xu, 2017), in engineering course (garcía-lópez & alamino, 2013), in general education (göçer, 2016; diana, 2013), and also microteaching based on internet and multimedia technology (jiugen, wenting, & wang qi, 2013), the investigation on microteaching as teaching strategy of computer assisted language learning (call) for english pre-service teachers has not been explored yet, especially in indonesia context. this research seeks to find answers to the research questions: how is microteaching used as teaching strategy of computer assisted language p a g e | 192 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 learning (call) for english pre-service teacher? literature review the concept of microteaching göçer (2016, p. 34) defines micro-teaching as “a cyclical process, comprised of the following phases: plan the activities, teach, criticise, re-plan, reteach, re-criticise. the basic process of this cyclical process includes numerous steps”. before, allen (1980 in jiugen, wenting, & wang qi, 2013) defines microteaching is "a practical control system which makes it possible for normal school student focus on a particular teaching behavior, or learning under controlled conditions”. also, allen and eve (1968 in diana, 2013) propose microteaching as “a scaled-down teaching episode incorporated into methods of teaching courses, serves many purposes”. from several conceptions above, microteaching is method of teaching consists of cyclical process including several stages which enables pre-service teachers to focus on a particular teaching behavior, or learning under controlled conditions. the stages of microteaching diana (2013) divides microteaching into three stages, namely planning, teaching, and reflecting. whereas, microteaching also involves a cycle of planning, teaching, observing, critiquing, and revising of selected lessons (lewis, 2002; stigler & hiebert, 1999). p a g e | 193 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 teague et al’s (1994) proposed five-step process in microteaching, including preparing the teacher, preparing the environment, preparing the audience (students), using the media, and combining the media with other learning. for this case, lesson planning part covers almost all five-step process. furthermore, play back as part of evaluation is also important (jacques, 2000; higgins &nicholl, 2003). method this case study was embedded in computer assisted language learning (call) course for english education department students in one of islamic state university in indonesia. this course aims to prepare future english teachers to do english teaching and learning using media and technology-based approach. students need to (a) master technology-based english learning theories; (b) practice evaluating digital application media for language teaching and learning; also (c) design and present lesson plan using digital application media. this course was 1.5 hours per week over a semester. it was 16 meetings including midterm and final test. it was elective subject for 6th semester students. the course introduced 1) introduction to computer-assisted language learning, (2) from traditional to computer-assisted language learning, (3) living in the technological era/ technological skills, (4) technology for autonomous learning: theory and practices, (5) digital literacy: theory and practices, (6) researching and evaluating apps for english learning, (7) researching and evaluating sites for english teaching, (8) apps/sites based lesson planning. the researchers observed on how the teaching and learning process especially the microteaching practice one. after mid-term test (8th meeting), students were instructed to have microteaching in group. participants the participants of this research were english lecturer of call and students who join the classes. as for the teacher, he is a male, 29 years old. he had his ma degree from the english and foreign languages (eflu) university, india. as for the students, there were three classes of call. they consisted of 102 students, 27 male and 65 female. they joined call classes in 6th semester. p a g e | 194 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 instruments data were collected through observation to the call course. it included the steps of microteaching: lesson planning, teaching, and evaluating. also, interview was done in indonesian language to verify several things done by the lecturer, such as the evaluating step and the evaluation criteria for the microteaching. then, it were transcribed and translated into english by the researcher. to validate the data, member checking was used. findings and discussions findings data from observation reveal that the microteaching practice was done in group consisted of 3-5 students each group. there were two groups’ practices for each meeting. the microteaching consisted of lesson planning, teaching, and evaluating. 1. lesson planning in planning the lesson, students were free to choose the topic and applications/websites. students need to consider the features and affordances of applications/websites to be suitable for the topic. review sheet was given by the lecturer consisted of general information (name of app/site, founder/developer, country, year found, website address), features and affordances of the apps or sites, and example of classroom activities using the apps or sites. table 1. example of students’ worksheet apps/sites: british council learnenglish group member: 1. dwi sofiatun; 2. septiana fauzia; 3. m. khafid a; 4. ahmad hanafi general information logo name of app/site : british council learnenglish founder/developer : her majesty's government country : great britain and scotland year found : 1934 website address : https://www.learnenglish.britishcouncil.org features and affordances https://www.learnenglish.britishcouncil.org/ p a g e | 195 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 1. main feature 1: courses learn english by taking face to face lessons in our teaching centers or at home via our online course and learning tools 2. main feature 2: skills that features contains about listening skills practice, reading skills practice, writing skills practice 3. main feature 3: grammar and vocabulary that features contains about english grammar, quick grammar, vocabulary and exercise 4. main feature 4: business and work that features contains about “you are hired”, podcast for professionals and business magazine 5. main feature 5: ielts that features contains about ielts interview skills and ielts tips 7. other supporting features: study break that features contains about video zone, games, jokes, how to... , i wanna talk about…, overcooked, shakespare, uk culture, and premier skills english apps listening apps : learnenglish audio video, learnenglish podcast, learnenglish great videos learning tools apps : learnenglish grammar (uk edition), learnenglish grammar (us edition), learnenglish sound right games :learnenglish sport world, johnny grammar’s word challenge example of classroom activities activity 1 activity 2  name of activity: funnies grammar study  level of student: junior & senior high school  language skill/competence: grammar  duration of activity: 30 minutes  extra learning tool: projector/smart tv  procedure: 1. connect the device or smartphone into projector or smart tv 2. open the app of learnenglish grammar 3. choose practice and choose the level to start learning. 4. choose some grammar topic. 5. the students can answer which sentence is correct according to the picture in the screen. 6. after dine the exercise you can check your score, and the right answer by click “check” in the bottom of screen  outcome: students can learn the grammar and structure.  name of activity: fill in the blank  level of student: senior high school  language skill/competence: listening  duration of activity: 30 minutes  extra learning tool: audio speaker  procedure: 1. prepare audio speaker 2. share the question paper to the students 3. play the audio twice 4. give a few minutes to the students to fill in the blank 5. check the correct answer  outcome: students are able to learn about vocabulary and spell new vocabulary p a g e | 196 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 other applications/websites used in the classroom were duolingo, fluentu, bbc learning english, canva, abcya.com, manythings.org, and storynory. each of them has certain features and affordances for teaching and learning english. 2. teaching after lesson planning was done, they consulted it to the lecturer. then, they had teaching practice in the classroom in front of their friends. the teaching step consisted of 3 parts: app introduction; tour on the app; and classroom learning demonstration using the app. in the app introduction, students gave brief explanation about the app/site to their friends. tour on the app part was for introducing the app/site including how to login, how to give comment, or how to submit the task. classroom learning demonstration using the app was the microteaching one. students divided their role in this step. they taught using the app/site in turn. 3. evaluating after the teaching practice, the evaluating step was conducted. it was done by the lecturer and peer pre-service teachers. first, other pre-service teachers were given the time to give any comment or suggestions related to the teaching practice. after that the lecturer would give evaluation using the evaluation criteria including comprehension, interactivity, and confidence. comprehension was about how they understand the topic taught using certain apps/sites. interactivity meant how they engage their friends in the teaching and learning process. at last, confidence criteria was used to encourage them having confidence in teaching english using technology. this criteria derived from the reason that call course was conducted for the first time, so that they might have anxiety in practice how to teach english using technology. discussions this study describe how microteaching was used as teaching strategy in p a g e | 197 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 call course for english pre-service teachers. the findings show that the microteaching consisted of three steps: lesson planning, teaching, and evaluating. it is in line with stages proposed by diana (2013). these steps were for preparing english pre-service teachers to have insight and ability to teach english using technology. reviewing the features and affordances of certain apps/sites until designing classroom activities in accordance to them were very important for english pre-service teachers. the activities allow them to be involved in authentic tasks provided by the apps/sites. it supports one of eight criteria of the best call lessons suggested by egbert and hanson-smith (1999). the steps of microteaching in this study were quite different from what teague et al’s (1994) proposed five-step process in microteaching, including preparing the teacher, preparing the environment, preparing the audience (students), using the media, and combining the media with other learning. for this case, lesson planning part covers almost all five-step process. whereas, the present microteaching practice is lack of self-observe step as proposed by the new university of ulster which is a three-stage model of plan, teach and observe. the observe part could be by video recording, so that pre-service teachers can evaluate their own performance. they could play back the recording to see what they missed in the teaching and learning practice (jacques, 2000). it is in line with what higgins and nicholl (2003) said that evaluation is important part in education process. so that, self-evaluation using play back to the video recording is also essential step. conclusions and suggestions although this study is in brief, it provides useful example on how to prepare english pre-service teachers to teach using technology by microteaching practice. considering the limitation of the study, further research is suggested. this may include thicker description of microteaching practice in using technology to provide a better understanding of microteaching as teaching strategy. acknowledgments the research for this paper was financially supported by lembaga p a g e | 198 badi'atul azmina let: linguistics, literature and language teaching journal vol.8 no.2 2018 pengelola dana pendidikan (indonesia endowment fund for education) managed by the finance ministry, indonesia. references collins, m. & berge, z. 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ieee paper template in a4 (v1) nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 1 ||pages|| 78-90 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| short movie production to encourage asian digital natives to speak english nur alfa rahmah nuralfarahmah@yahoo.com afifah linda sari alindapersada@gmail.com uin antasari banjarmasin-english education department indonesia article history: received: 6 th march 2018 accepted: 10 th april 2018 abstract speaking in foreign language is a productive skill that requires not only sufficient language input and communication strategy, but also a lot of practices and experiences. students who cannot fulfill all those requirements might get problems during speaking, especially those who have low confidence level, insufficient communication skill, lack of vocabulary and lack of automaticity. students often hesitate during speaking too because they are afraid of making mistakes, losing face and criticism. such problems are commonly found among english learners in asia, especially where english is a foreign language and access to english natural environment and english daily practices is extremely limited. certain teaching strategies are then needed to overcome these obstacles; one of them is movie production. this study views teenage students in asia as digital natives that can take a lot of benefits from technology to improve their english and make english language part of their life even though they do not live in natural english environment. through movie production, students get freedom of expression without feeling anxious that they are being formally graded. it is fun and challenging and explores their language creativity; they can rehearse as much as they want; consult the dialogue to their teachers; and correct their mistakes and learn from it. in brief, this task integrates many communication skills needed in speaking, improves their confidence, and gives them real experience and a lot of practice. the movie can as well be evaluated to assess students' progress in speaking. corresponding author: tel.: .............................. keywords: short movie production; english speaking; asian digital natives. available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:nuralfarahmah@yahoo.com mailto:alindapersada@gmail.com p a g e | 79 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 introduction the spread of english all over the world is fascinating. first, it spreads as a native language in uk, usa, australia, canada, and new zealand. then, it becomes the second language in some asian regions like ghana, india, kenya, pakistan, singapore, etc. gradually, this language has developed to be international language covering china, egypt, france, germany, indonesia, japan, korea, spain, turkey, vietnam, zimbabwe, etc. those regions where english now mostly spoken are asian countries. in asia, english has become a very important language. approximately 350 million people speak english for various purposes in asia, a number that is close enough to the combined populations of the united states and great britain, where english is a mother tongue for most citizens (honna, 2005). however, this phenomenon alone does not guarantee that english learners in asia do not have a lot of problems learning english. in fact, researches show that there are many things that hold them back from speaking (doqaruni, 2015; ur, 1995; thornbury, 2007). researchers have discovered various reasons why asian students tend to be reluctant to speak in second language classroom situations such as: inhibition (fear of making mistakes, losing face, and criticism; shyness); nothing to say (low proficiency in the target language); previous negative experiences with speaking at class; cultural beliefs about appropriate behavior in classroom contexts (e.g., showing respect to the teacher by being quiet); habits (e.g., becoming used to being passive in the classroom); personality (e.g., introversion); and lack of confidence (doqaruni, 2015; ur, 1995). english teachers and researchers usually try to overcome those problems by treating them one by one. some who agree that confidence is the main issue that make the students hesitate during speaking will try to improve students‟ confidence. some others who think that the main problem lie in motivation will mostly try to increase students‟ motivation in practicing english. the rest who think that the inadequate ability to speak is what constitutes the main cause of their hesitation during speaking will try to address the ability issue. although all these factors—confidence, motivation, and language ability—are often treated as distinct, these dimensions are actually related one another in the field of second p a g e | 80 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 language (clement, r., dornyei, z., & noels, k.a.: 1994). treating problems in speaking might require treating all these problems in an integrated way. to understand this issue deeply, we should realize that most asian students are passive speakers of english. this is because english is not their first nor second language. in asia, english is mostly a foreign language and access to english natural environment are relatively rare; consequently, regular english speaking practice is not some privilege most asian students experience. meanwhile, language is more than just theory and practice; language is a formed habit. when speaking foreign language does not become habit, it creates a lot of hesitations during speaking because the speakers simply are not used to it. students naturally do not have confidence to start things they are not used to, especially when they realize that they are being watched and formally graded. students do not feel confidence because they think they do not have the right to, i.e. they barely have enough ability to talk, they almost have never practiced it at all especially beyond the class, and they think they will most probably make mistakes during the production. these problems add tension and pressure in speaking class. the more students feel pressured, they more reluctant they will be in speaking. how should teachers deal with this? this is what the researchers are trying to address in this research. the students need to be given a task that makes them communicate each other in a fun yet challenging way and allows them to feel the joy of speaking english through that, the kind of task that can take away hesitation and increase their motivation, confidence, and english ability at the same time. the researchers propose short movie production as one of effective tasks and solutions to this. technology integration for 21st century learners the 21 st century students, including asian students, are also known by another term, that is “digital natives” (prensky, 2001a). many things in their life are connected to technology and they enjoy being part of it. digital natives develop hypertext minds, which makes them good at reading visual images and enjoy watching movies and videos a lot; they prefer image-rich environment p a g e | 81 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 consisting of sound, picture, and video than text; they are also kinesthetic, experiential, and social; they like to be connected to each other and prefer to do task in team than individually (prensky, 2001a; oblinger and oblinger, 2005). addressing another important pillar in the 21st century, technology provides opportunities for students to express their creativity. it does not mean that traditional methods are not appropriate to apply in teaching and learning process. on the contrary, some of traditional methods are considered to be useful even today. however, teacher as well as students are expected to be able to adapt modern technology with the purpose of developing and enhancing teaching and learning in globalization era. today‟s students need teachers and administrators to re-envision the role of technology in the classroom. to approximate student potential, students need access to a constantly evolving array of technological tools and activities that demand problem-solving, decision-making, teamwork, and innovation (blair, 2012). in this sense, some of applications dealing with modern technology has been utilized as an alternative way to be used in english learning. these will be reduce the students‟ boredom in learning languages, especially when it is designed attractively integrating technology for developing students' language proficiency, teachers can use videos to design tasks which will require students to practice their language skills. in some cases, video can be as good as an instructor in communicating facts or demonstrating procedures to assist in mastery learning where a student can view complex clinical or mechanical procedures as many times as they need to. furthermore, the interactive features of modern web-based media players can be used to promote „active viewing‟ approaches with students (galbraith, 2004). more recently, willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centred learning activities through: increased student motivation, enhanced learning experience, higher marks, development potential for deeper learning of the subject development potential for deeper learning of the subject development potential for deeper learning of the subject, development of learner autonomy, enhanced team working and communication skills, a source of p a g e | 82 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 evidence relating to skills for interviews, and learning resources for future cohorts to use. movie and language teaching tool language teachers have been using films in their classes for decades, and there are a number of reasons why movie is an excellent teaching and learning tool.according to donaghy (2014), movie and tv shows are an integral part of students‟ lives so it makes perfect sense to bring them into the language classroom. movie, as a motivator, also makes the language learning process more entertaining and enjoyable. moreover, movie provides students with examples of english used in „real‟ situations outside the classroom, particularly interactive language or in other words the language of real-life conversation. movie exposes students to natural expressions and the natural flow of speech. if they are not living in an english-speaking environment, perhaps only movie and television can provide learners with this real-life language input. the visuality of movie makes it an invaluable language teaching tool, enabling learners to understand more by interpreting the language in a full visual context. movie assists the learners‟ comprehension by enabling them to listen to language exchanges and see such visual supports as facial expressions and gestures simultaneously. these visual clues support the verbal message and provide a focus of attention. in other side, movie can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skills. for example, a whole movie or sequence can be used to practise listening and reading, and as a model for speaking and writing. movie can also act as a springboard for follow-up tasks such as discussions, debates on social issues, role plays, reconstructing a dialogue or summarising. it is also possible to bring further variety to the language learning classroom by screening different types of movie: feature-length movie, short sequences of movie, short movie, and adverts (donaghy: 2014). dealing with oral communication used in english movie and movies, there are phonemes, stress, rhythm, intonation, phrases, grammar, and therefore constitute microskills of speaking mostly found in english movies. the learners p a g e | 83 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 can use the mickroskills of oral communication appeared by native speakers as a model to develop their speaking ability through imitating some particular elements of language from focusing on the quality and intensity of the exposure. microskills of speaking or oral communication proposed by brown (2001: 272 in donaghy: 2014) is summarized in table 1 as follows: table 1: microskills of oral communication 1. produce chunks of language of different lengths. 2. orally produce differences among the english phonemes and allophonic variants. 3. produce english stress patterns, word in stressed and unstressed positions, rhythmic structure, and intonational contours. 4. produce reduced forms of words and phrases. 5. use an adequate number of lexical units (words) i order to accomplish pragmatic purposes. 6. produce fluent speech at different rates of delivery. 7. monitor your own oral production and use various strategic devicespauses, fillers, self-corrections, backtracking-to enhance the clarity of the message. 8. use grammatical word classes (noun, verbs, etc.), systems (e.g., tense, agreement, pluralization, word order, patterns, rules, and elliptical forms. 9. produce speech in natural constituents-in appropriate phrases, pause groups, breath groups, sentences. 10. express a particular meaning in different grammatical forms. 11. use cohesive devices in spoken discourse. 12. accomplish appropriately communicative functions according to situations, participants, and goals. 13. use appropriate registers, implicature, pragmatic conventions, and other sociolinguistics features in face-to-face conversations. 14. convey links and connections between events and communicate such relation as main idea, supporting idea, new information, given information, generalization, and exemplification. p a g e | 84 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 15. use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings. 16. develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing context for interpreting the meaning words, appealing for help, and accurately assessing how well your interlocutor is understanding you. it is obvious that utterances spoken in english movies are manifestation of microkills of oral communication described from table 1. regarding the benefits of using film in the language learning classroom, the researchers believe one of the tasks that can effectively bridge these multimodal learning styles and the students‟ obstacles in learning english especially to improve students‟ speaking skill is creating a short movie or in the project of this research we call it by short movie production. there are some benefits of short movie production as a learning strategy. first, through movie production, the students get freedom of expression without feeling anxious that they are being formally graded which will increase their confidence. second, making movie is considered cool by teenagers these days. just imagined if they are given the task to do so; they students will be more motivated to learn english through that. it is exciting and challenging and it explores their language creativity. third, the students can rehearse as much as they want which will make them practice a lot of english; they will do their best especially when they know the products will be viewed by many people; teachers also can see how good they work as a team. fourth, students can consult the dialogue to their teachers, correct their mistakes and learn from it. the teachers, thus, will not lose control of students‟ activity at all and can monitor their progress. in other words, this task does not only appreciate the digital native‟s characteristics, but also integrates many communication skills needed in speaking. it improves students‟ confidence, gives them real experience and a lot of practice and eventually encourage them to make speaking english as a habit. besides, the movie at the same time constitutes as a data or documentation the teachers can use anytime for evaluation. p a g e | 85 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 method this research is actually based on the reflection of what one of the researchers have done in her previous english speaking and pronunciation practice classes in which the students are encouraged to speak and pronounce like native-speakers. the task to produce short movie was given as a final project so that the students took the task seriously considering the final project score is worth 40% of all score of the lesson in the semester. the data were taken through movie production product assessment, non-participant observation, and semistructured interview with the students exploring their opinions about the task. short movie production project the task was given to four classes of freshmen that the lecturer taught. in each class, the students were grouped into the group of 5 to 6 students. all the groups were given the same topic for the movie they were going to make: problems in learning english. they were free to explore which aspect of english learning problem they want to address and how they address it in the movie. the lecturer let the students know the rubric she would use to make sure they pay attention to what are important to be learned, rehearsed, and revised during the movie production and to make sure that they did not enjoy making the movie too much that they forget the goal of the task. the rubric consisted of 10 things to be scored, covering pronunciation, content, creativity, duration and team work. all the categories were then divided into several sub categories necessary to know how well the students had progressed and showed their dedication in the performance. the following were the criteria used to give them score: table 2. short movie production rubrics no. aspects to be assessed score 1 consonants, vowels, and diphthong are produced correctly with less mother tongue accent 2 intonation and word stress are produced properly 3 liking and reduction are used properly 4 the content is original and creative, enhancing video content innovatively; the story theme, message, plot and scenario are arranged smoothly and clearly p a g e | 86 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 5 the dialogue is clear and interesting to hear 6 correct grammar is consistently used 7 the graphic and images contribute to effective video presentation; all shots are in focus and nicely cropped. the camera work is smooth and steady 8 the back sound supports the dialogue but does not disturb the sound clearness of the dialogue 9 the duration of video is not less than 7 minutes and not more than 10 minutes 10 all group members show equal participation and significant roles in the making of the video findings and discussions after the students submitted the products of their short movie production, the researchers evaluated the products based on the rubrics. the four classes showed equal dedication in making good quality movie. the score of their movie production products are below. table 3. students‟ movie production score most groups scored fair to very good in pronunciation points (points 1 3. in means, they had done a lot of practices during movie production before they are ready for final performance in front of the camera. point 6 also ranked the same, from fair to very good, which showed their effort in producing grammatical sentences. points 4 and 5 which explore their creativity also showed relatively the same results. these scores are quite satisfying considering they were first year students. point 7 to 10 are more on technical aspects which depended very much on how skillful the students were with technology especially camera and video editing. g1a g2a g3a g4a g5a g6a g7a g1b g2b g3b g4b g5b g6b g1c g2c g3c g4c g5c g6c g7c g1d g2d g3d g4d point 1 10 9 9 8 8 9 9 8 9 9 7 7 7 8 7 8 7 9 9 8 8 7 8 8 point 2 9 8 7 8 8 9 9 8 8 9 7 7 7 7 7 8 7 8 8 8 8 7 8 8 point 3 9 9 8 8 8 9 9 8 8 9 8 7 7 8 7 8 7 8 9 8 8 7 8 8 point 4 9 8 7 6 8 7 8 10 9 9 8 5 6 8 7 9 7 9 8 7 9 7 9 9 point 5 10 9 8 8 7 9 8 7 9 8 7 7 6 9 6 8 7 9 9 7 8 7 9 7 point 6 10 9 8 8 8 8 9 8 9 9 7 8 6 8 8 7 8 8 9 8 9 8 9 8 point 7 8 7 7 6 8 7 10 8 8 8 7 8 8 9 8 9 9 9 8 10 9 9 9 9 point 8 6 8 9 7 8 8 8 9 10 9 8 8 9 9 5 9 9 9 9 8 10 9 9 8 point 9 10 10 8 6 8 9 10 10 8 10 8 9 10 10 10 9 8 10 9 10 10 7 9 9 point 10 10 9 10 7 8 10 10 10 9 10 10 10 8 10 8 10 10 10 10 10 10 10 10 10 total score 91 86 81 72 79 85 90 86 87 90 77 76 74 86 73 85 79 89 88 84 89 78 88 84 group kelas b kelas c kelas dkelas a p a g e | 87 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 throughout the movies they produced, the students did a lot of conversations and many scene changes which indicated that they planned the plot, dialogues, character choice, setting, movie angles, and everything related to movie production well. with all the conversation they have arranged, the students practice many times before they are ready to perform in front of camera. in the process of recording, they might repeat their action a lot of times which means they also repeat the dialogues over and over until they thought it was perfect. in the interview, each group explained what they did to make the video. the following is some of the explanations. “first, we make the concept, like what part we have to record for each performance, what theme we choose, then we start practicing with text but we didn’t record it. after we practice, we start to record part by part. when we make errors, we redo the record many times until we think it’s the best one.” (group 1-class a) “we make a concept of the short movie first and practice a lot through remembering the content of what we will show in the video” (group 2-class b) how excited they were in movie production? they were so excited. embarrassment while shooting the video did not become significant problem since the activity was so fun for them. they admitted that they enjoyed all the process although it was not easy at all, just like what was reflected in the interview: “after we make the video, edit it and watch the result, i feel embarrassed and satisfied. it is really funny when i look at myself in that video, trying to say the words with correct pronunciation.” (group 5, class c) p a g e | 88 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 “when we made the video, we did it outside. and oh my god! i was so embarrassed. too many people watch us! but we still make it perfectly!” (group 3, class b) along with their dedication in the movie production, the students grew both their confidence and speaking skills willingly. all the preparation they did for the movie contributed to the improvement of their english and increase their motivation to learn english. more importantly, the students themselves realize this improvement and are happy with that. when students are happy with their progress, they will be encouraged to develop it by themselves, especially when they know they way, which is by speaking a lot. “yes, because when i make short movie, i feel more confident to speak up and try to show my best so it takes a good preparation, right? so when i prepare the short movie, of course i will try and try to make my speaking skill better.” (group 1, class d) “when we read script and repeat speaking to make movie, we also improve our pronunciation. the other that improves is my confidence. (group 6, class c) “yes, it improves my skill especially my confidence and my pronunciation. with short movie, i can repeat my pronunciation and if i made mistakes while making video, i can repeat again and again and it make me improve”. (group 3, class a) “yes, it improves my speaking skill because when we made the video we have to speak up and have to be really confident when we speak up. actually, when we made the video, we have to remake the video again and again when we think it’s not good enough. so we speak up again and again too. that’s why our speaking skill improves.” (group 2, class b) p a g e | 89 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 “it really improves my confidence because when i try to speak up in front of the camera, i feel like a real english speaker. even though my pronunciation is not good enough, i still tried my best so it really encourages my confidence.” (group 1, class a) watching the movie, the researchers can see relatively equal participation from all members of the group. those who used to be shy and keep silent during the class show equally significant role just like any other member. some of the students showed fascinating progress in speaking english and some others still needed to learn harder. however, overall, everybody had shown the best english speaker versions they can be in the movie, which means they had done enough researching, studying, and self-evaluating. conclusions and suggestions short movie production is proved to be successful in encouraging students to speak english and overcoming obstacles that make them reluctant during speaking. short movie production gives them freedom of expression and space to explore their creativity as well as learning cooperation as a team without feeling anxious that they are being formally graded. this activity is fun and challenging at the same time. the preparation the students took during movie production required them to study hard, compose dialogs, practice a lot, evaluate the progress, correct their mistakes, then learn from their mistakes. they rehearsed as many as they should to acquire fluent speaking and good pronunciation. in brief, this task integrates many communication skills needed in speaking, improves students‟ confidence, and gives them real experience and a lot of practice. this research will be a good input for english teachers to support the students‟ progress in speaking. references blair, nancye. 2012. technology integration for the new 21st century learner. retrieved from https://www.naesp.org/principal-januaryfebruary-2012technology/technology-integration-new-21st-century-learner. p a g e | 90 nur alfa rahmah let: linguistics, literature and language teaching journal vol.8 no.1 2018 clement, r., dornyei, z., & noels, k.a. (1994). motivation, self-confidence, and group cohesion in the foreign language classroom. language learning, 44 (3), 417448 donaghy, k. (2014). how can film help you teach or learn english? retrieved on 29 september 2016 from https://www.britishcouncil.org/voicesmagazine/how-can-film-help-you-teach-or-learn-english doqaruni, v. r. (2015). increasing confidence to decrease reticence: a qualitative action research in second language education, canadian journal of action research, 16 (2), 42-60. galbraith, j. ( 2004). active viewing: and oxymoron in video-based instruction?, society for applied learning technologies conference, designer.50g.com/docs/salt_2004.pdf honna, n. (2005). english as a multicultural language in asia and intercultural literacy. intercultural communication studies xiv, 2, 73-89 oblinger, d.g & oblinger, j.l. (2005). “is it age of it: first step towards understanding the next generation. educating the net generation. retrieved from educause website: http://www.educause.edu/research-andpublications/books/educating-net-generation. prensky, m. (2001a). digital natives, digital immigrants, on the horizon, 9 (5): 1-6. prensky, m. (2001b). do they really think differently? on the horizon, 9 (6): 1-9. thornbury, s. (2007). how to teach speaking. harlow: pearson education limited. ur, p. (1995). a course in language teaching. practice and theory. cambridge: cambridge university press. willmot, p., bramhall, m., radley, k. (2012) using digital video reporting to inspire and engage students. retrieve from http://www.raeng.org.uk/education/hestem/heip/pdf/using_digital_vi deo_reporting.pdf http://www.raeng.org.uk/education/hestem/heip/pdf/using_digital_video_reporting.pdf http://www.raeng.org.uk/education/hestem/heip/pdf/using_digital_video_reporting.pdf 1 web 2.0 mediated collaborative writing in efl context: survey of empirical research universitas negeri malang rahmati putri yaniafari yaniafari@gmail.com abstract the existence of web 2.0 technology which allows all users to meet, read, and write online provides room for innovations in teaching and learning method. online collaborative writing tools, a type of the social networking web 2.0, has been increasingly integrated into english language teaching and learning. a number of researches have been conducted to examine the use of this online collaborative writing. this paper provides a comprehensive survey on researches of web 2.0 mediated collaborative writing in efl context. a search of the literature through directory of open access journal revealed 11 empirical studies on this area. these studies are then characterized in terms of the type of the collaborative writing tool used, the level of the learners, and the methodological characteristics of the study. result of this survey shows that most studies explore the use of online collaborative writing in higher education. the result also shows students’ positive perception of such collaborative writing. they perceive it as a means of improving their writing in a supportive atmosphere. mailto:yaniafari@gmail.com 2 writing, as a skill, is important in most knowledge-intensive professions. people could spend 20% to 40% of their workday writing, and it is often that the writing is done collaboratively (edd & lunsford, 1992). as the internet has become an everyday tool, the collaboration via electronic technology has increased. according to an american business collaborative study (brown, h. and tanny. j., 2007), around 80% of workers are involved in virtual teams. the commonly used digital collaborative writing in workplace arouses the curiosity on how collaborative writing is applied in the classroom. it appears that a number of efl researchers already conducted research on this area. a search of the literature through the internet, mainly through directory of open access journal, revealed 11 empirical studies that match the criteria. this paper endeavors to comprehensively survey those researches, by looking at the type of the collaborative writing tool used, the level of the learners, the methodological characteristics of the study, and the findings. prior to the discussion about the research, it’s better to talk over the definition of collaborative writing and the theoretical basis. in an article on the technology and processes of collaborative writing, farkas (1991) offers four possible definitions of collaborative process: (1) two or more people jointly composing the complete text of a document; (2) two or more people contributing components to a document; and (3) one or more person modifying, by editing and/or reviewing, the document of one or more persons; and (4) one person working interactively with one or more person and drafting a document based on the ideas of the person or persons. from these definitions, we can see that all 4 of them are possible to be applied in efl context. such collaborative writing processes are supported by some theories. one of them is the socio-constructivist theory that knowledge is socially produced by communities of people 3 and that individuals can gain knowledge if they join knowledge communities (vygotsky, 1978). based on this theory, learning occurs when learners improve their knowledge through collaboration and information sharing in authentic contexts. vygostky’s theory of zone of proximal development (zpd) also confirms the social aspect of learning. zpd is the “distance between the actual developmental level as determined by independent problemsolving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (vygotsky, 1978). in other words, it is the distance between what a learner can do with help and without help. it means that students can learn by themselves, but beyond certain level, they need assistance of a more knowledgeable person. the second theory is about community of practice. wenger (1998) states that collaborative learning becomes more important when it takes place in community of practice. as wenger (1998) summarizes, communities of practice is groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. three components are required in order to be a community of practice: (1) the domain, (2) the community, and (3) the practice. a community of practice has an identity defined by a shared domain of interest. beside domain, of course there needs to be the community itself, so that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. the last requirement is the practice. a community of practice is not just people who have an interest in something; the members need to be practitioners. in this kind of community, students collaborate as they acquire a common understanding of a shared knowledge domain (lave & wenger, 1998). the importance of collaborative writing is no secret to anyone within the educational field. equal importance should be placed on the tools and methods of collaborative writing. therefore, empirical data from research about collaborative writing would be significant. 4 researches on web 2.0 mediated collaborative writing a search through the internet, mainly through directory of open access journal, revealed 11 researches on digital collaborative writing. the year of the studies ranges from 2001 to 2013, as the use of online collaborative writing tools didn’t emerge before the 21st century. ten out of the 11 researches were examining about the collaborative writing in tertiary education level, and only 1 research was examining the collaborative writing in primary-five esl students. it is most likely because online collaborative writing tools require computer literate user. the collaborative writing tool used by most of the researchers –7 out of 11— is wiki; a web application which allows people to add, modify, or delete content in collaboration with others. this type of collaborative writing tool has a tracking system that provides information for gaining an in depth understanding of what kind of editing was taking place and how that would affect student collaboration and writing skills. figure 1 shows an example of wiki’s tracking system (woo et al., 2011). two researches (kasemvilas & olfman, 2009; hadjerrouit, 2012) mentioned clearly that the wiki they used is mediawiki, a free and open source wiki software that has been used to power big wiki websites such as wikipedia and wiktionary. the other 2 researches, conducted by krajka (2012) and blau & caspi (2009), chose to use google docs. the use of google docs as collaborative writing tools has been less investigated as it was opened for public much later then wiki. one other research (grami, 2012) chose to use blog; while one research (kim & eklundh, 2001) didn’t mention specific collaborative writing tool. the researchers’ choices of collaborative writing tools in each study match the purpose of the final product. some researchers choose wiki because they did want their students collaboratively make a product in form of a website, those who use google docs emphasize more on the collaborative process rather than the product, while the one who use blogs wants students to give comments on certain criteria after reviewing. http://en.wikipedia.org/wiki/web_application http://en.wikipedia.org/wiki/collaborative_software http://en.wikipedia.org/wiki/free_and_open-source_software http://en.wikipedia.org/wiki/free_and_open-source_software http://en.wikipedia.org/wiki/wiki_software http://en.wikipedia.org/wiki/wiki http://en.wikipedia.org/wiki/wikipedia http://en.wikipedia.org/wiki/wiktionary 5 as discussed earlier, there are four different kinds of collaborative writing (farkas, 1991). from those 4 types, only 2 types were used (e.g. type 1 and type 3). nine out of 11 studies implemented the type 3 collaborative writing when one or more persons modifying, by editing and/or reviewing, the document of one person. the other 2 studies applied type 1 collaborative writing, two or more people jointly composing the complete text of a document. both of the collaborative writing types had positive effect on students’ writings. table 1 summarizes the details of those 11 researches. although the researches was conducted in different setting and methods, the primary findings in each research confirms the others. the students were positive in their perceptions of using a wiki, it helped them to work better as a team and write better, encouraged peer-topeer interaction, and facilitated online group work (wu, 2013; grami, 2012; hadjerrouit, 2012; krajka, 2012; hadjerrouit, 2011; woo et al., 2011; felea & stanca, 2010; kessler, 2009; kasemvilas & olfman, 2009; blau & avner, 2009). both the students and their teacher perceived the exchange of comments through a wiki platform as beneficial to their collaboration and construction of their group writing (woo et al., 2011). aside from the writing product, digital collaborative writing also supports students’ psychological aspects related to their writing. publishing and suggesting improvement resulted in high levels of psychological ownership and responsibility for own document (blau & avner, 2009). despite the great benefit, the use of online collaborative writing tool can never be straightforward; it takes time (hadjerrouit, 2012; hadjerrouit, 2011). the awareness of learning writing in collaboration has to be established among students, but once it is, this particular paradigm is a powerful vehicle for language instruction (krajka, 2012). 6 table 1. summary of the researches no author year research subject collaborative writing tool the focus of the investigation methodological characteristics 1 kim, h. & eklundh, k. s. 2001 7 phd holders and 4 phd students not specified revealing common collaborative writing practices with particular focus on reviewing documents an interview study in which 11 academics as interviewees were participated 2 woo, m., chu, s., ho, a., and li, x. 2011 students and teachers in a primary-five englishlanguage class in hong kong wiki examining the application of wikis and explore their usage potential, the effects they have on student learning, and their effectiveness when used with appropriate instructional practices  a case-study  design using both quantitative and qualitative data was chosen to explore how wiki technology helps to scaffold l2 writers in the complex and continuously changing dynamics of a real-life classroom context where the researcher has little control over the occurring events 3 kessler, g. 2009 mexican nonnative speaker wiki reporting on the initiated attention to form within the 15  it was conducted over the course of a sixteenweek semester. 7 (nns) english teachers weeks collaborative construction of a wiki  it relies upon the data provided by the wiki itself rather than face-to-face observations. 4 krajka, j. 2012 students of tertiary levels google docs investigating the applicability of one particular online collaborative environment to implement form-focused language teaching at a tertiary level  action research  six weeks, 20 minutes each weeks  the teaching started with a model, and then students were put into pairs and assigned focuson-form tasks in online environments 5 felea, c. & stanca, l. 2010 undergraduate eap (english for academic purpose) students wiki describing the authors’ first attempt at introducing a wiki tool in the process of teaching eap for efl  introducing wiki to students  using wiki to support a blended learning approach of the course 6 kasemvilas, s. & olfman, 2009 higher education mediawiki describing how a wiki can fully support mandatory group  students taking a graduate class in knowledge management (km) were required to write and 8 l. classes writing edit an introductory textbook on the subject  it was confirmed that all students were familiar with using the internet and some of them had used wikis before  the mediawiki instance ran on a third-party server with restricted access 7 blau, i., & caspi, a. 2009 undergraduate students google docs investigating the influence of psychological ownership, responsibility, and student's attitudes on outcome quality when sharing and collaborating with google docs participants were randomly allocated to one of five experimental conditions:  write a document, read someone’s document, revise own document  write a document, publish draft, read someone’s document, revise own document  write a document, share draft with a peer, read peer’s draft, revise own document  write a document, give draft for review by a peer, suggest improvements to peer’s draft, 9 revise own document  write a document, give draft for editing by a peer, edit peer’s draft, revise own document 8 hadjerrouit, s. 2011 undergraduate students wiki reporting how students develop wiki applications using a collaborative writing development approach based on rapid prototyping  the study spent eight weeks, and were divided into six phases according the collabo-rative writing development approach.  at the end, the students delivered a final project report to document the wiki application they developed using the mediawiki tool as a platform to manage their writings. 9 chia-pei wu 2013 undergraduate students wiki examining a wiki-based collaborative writing approach to summary writing for language learners  in the first four weeks, students learned how to summarize the articles in the classroom.  in groups, they had to construct their own summary tasks and then edit each other on the wikis. 10 said 2012 undergraduate mediawiki examining pedagogical issues  a case study 10 hadjerrouit students of collaborative writing with wikis  group of students working on the same document to edit, modify, review, and improve it 11 grami, m. a. 2012 female saudi esl students in their tertiary education blogs reporting on the experience of seven saudi female esl students who worked collaboratively in an interactive online writing environment over a period of four weeks  four writing entries were required from each participant totaling 28 texts  each week, participants were asked to write a topic of their choice and submit it online  they then post their texts in their respective blogs where they will be viewed by their colleagues for open comments  the researcher then randomly assigned two texts to every participant to provide her feedback using a simple checklist of the points she needed to discuss. 11 figure 1. excerpt from wiki tracking system (woo et al., 2011) useful tips for using web 2.0 mediated collaborative writing in elt the following are some useful tips based on the 11 researches that have been successful in implementing web 2.0 mediated collaborative writing: a. make sure that the students are familiar with the collaborative writing tool in kim and eklundh (2001), the collaborative writers didn’t use specific collaborative writing tools. even though they have the facilities, the writer didn’t utilize them. this probably happened because of they were not familiar with the tools. for this reason, it is better to familiarize the students with the tool prior to the collaborative writing task. again, the use of online collaborative writing tool can never be straightforward; it takes time (hadjerrouit, 2012; hadjerrouit, 2011). 12 b. provide students with two varieties of context in which they can interact; contexts in which they do not feel compelled to strive for accuracy as well as contexts that provide explicit demands for accuracy based on kessler’s (2009) study, students are willing to collaborate in digital collaborative environments, but they may not have the willingness to strive for total accuracy. students in this study demonstrated the ability to correct and learn from their own and classmates’ form errors, but not the willingness to do so when working in an online context, when they think that the main focus is on the creation of meaning. that’s why it is better to provide two different contexts, so that students can get the benefit from the autonomous environment yet they are encouraged to strive for accuracy. c. when wiki is used, avoid the common wiki architecture, and use the transformation structure instead usually, wiki overall architecture is hierarchical with the top as the start page. it is divided into main pages that have one or more sub-pages. figure 2 shows the hierarchical architecture (hadjerrouit, 2011). to prevent students from concentrating solely on their own part of the wiki, it is better to link each others’ page by means of key words. by using the transformation structure (figure 3), students can easily go to each others’ page. conclusion result of this survey shows that most studies explore the use of online collaborative writing in tertiary education. the result also shows students’ positive perception of such collaborative writing. they perceive it as a means of improving their writing in a supportive atmosphere. however, we cannot expect a quick result, since the use of online collaborative writing tools in elt can never be straightforward. students need to be familiarized with the tool. 13 figure 2. wiki’s hierarchical architecture (hadjerrouit, 2011) figure 3. the transformation structure (hadjerrouit, 2011) 14 references: blau, i. & avner, c. (2009). sharing and collaborating with google docs: the influence of psychological ownership, responsibility, and student’s attitudes on outcome quality. in proceedings of the e-learn 2009 world conference on e-learning in corporate, government, healthcare, & higher education. canada, 2009. brown, k. m., huettner, b., & james-tanny, c. (2007). managing virtual teams: getting the most from wikis, blogs, and other collaborative tools. plano: wordware publishing. ede, l. s., and lunsford, a. a. (1992). singular texts/plural authors: perspectives on collaborative writing. carbondale: southern illinois univ press farkas, d.k. (1991). collaborative writing, software development, and the universe of collaborative activity. in m.m. lay & w.m. karis (eds.) collaborative writing in industry: investigations in theory and practice (p. 13-30). amityville: baywood. felea, c., & stanca, l. (2010). wiki tools and english for academic purposes –fostering collaborative and autonomous learning in higher education. revista de informatică socială. 7(14). grami, m.a. (2012). online collaborative writing for esl learners using blogs and feedback checklists. english language teaching, 5(10): 43-48. hadjerrouit, s. (2011). a collaborative writing approach to wikis: design, implementation, and evaluation. issues in informing science and information technology, 8(2011): 431-449. 15 hadjerrouit, s. (2012). pedagogical criteria for successful use of wikis as collaborative writing tools in teacher education. ipedr, 27(2012): 11-15. kasemvilas, s. & olfman, l. (2009). design alternatives for a mediawiki to support collaborative writing, journal of information, information technology, and organizations. 4(2009):87-106. kessler, g. (2009). student-initiated attention to form in wiki-based collaborative writing. language learning & technology, 13(1):79-95. kim, h.c., & eklundh, k.s. (2001). reviewing practices in collaborative writing. computer supported cooperative work, 10(2001): 247–259. krajka, j. (2012). web 2.0 online collaboration tools as environments for task-based writing instruction. journal of faculty of educational sciences, 45(2):97-117. lave, j., & wenger, e. (1998). situated learning: legitimate peripheral participation. new york: cambridge university press. vygotsky, l. s. (1978). mind in society: the development of higher psychological processes. cambridge: harvard university press. woo, m., chu, s., ho, a., & li, x. (2011). using a wiki to scaffold primary-school students' collaborative writing. educational technology & society, 14 (1), 43–54. wu, c.p. (2013). writing performance, strategy use and students' perceptions of wiki-based collaborative summary writing in an efl context. international journal of arts and commerce. 2(6): 166-174. 16 rahmati putri yaniafari went to state university of malang to take a major in english language teaching in 2008. then, she continued to graduate program in english language teaching in 2012. one of her major interests is to encourage learner autonomy and creativity through the use of technology. she also authored papers related to call (computer assisted language learning) and presented them in national and international conferences (elite, neltal, and teflin). ieee paper template in a4 (v1) m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2, december 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||181-194||2017|| |p-issn: 20869606; e-issn: 25492454| a review of the mingle model as a new technique in teaching speaking: indonesian context m. arinal rahman arinalrahman@gmail.com faculty of language & communication, sultan idris education university, tanjung malim, perak, malaysia hashimah ja’afar hasimah@fbk.upsi.edu.my faculty of language & communication, sultan idris education university, tanjung malim, perak, malaysia article history: received: 9 th sep 2017 accepted: 28 th oct 2017 abstract the mingle model is a new technique to teach speaking that is developed by darmayenti (2015). few scholars have investigated the relation, contribution, and implementation of a mingle technique in class. this paper aims to discuss the constraints of the mingle model from darmayenti (2015) in improving students’ speaking skills. based upon few relevant journal articles, the effects of content evaluation display limitation of research on the integrated effect of the mingle model. this paper provides information for future studies to expose the effectiveness of the mingle model on students'’ speaking skills proficiency. corresponding author: tel.: .............................. keywords mingle model, speaking skills introduction most experts pointed out that among the four skills, the speaking skills are the most important due to some reasons (horwitz, 2007). first, the speaking skills are used in people’s daily life. from the time one wakes up until one goes to sleep, he uses the speaking skills to socialize with others (thornbury, 2009). similarly, tracy & robles (2013) claim that the speaking skills are useful for students to participate in family, school, and workplace communication. in addition, people need the speaking skills in seeking the information and to give instructions (geyse, 2007). available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:arinalrahman@gmail.com mailto:hasimah@fbk.upsi.edu.my p a g e | 182 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 next, the speaking skills are also important because it impacts other language skills. hughes (2011) states that the speaking skills help students to enhance their vocabulary and grammar skills. in addition, these skills also improve students’ writing skills (hughes,2011; thornbury, 2009). the speaking skills further, help students to express their ideas and emotions. through the speaking skills, they can tell stories, make a request, talk, discuss and show the various functions of language (tracy & robles, 2013). mcdonough & shaw (1993) claim that speaking skills lesson will provide students with a lot of practices in producing sentences for real communication. these mean that when students learn the speaking skills, it will support their ability to use the language efficiently. for these reasons, it is important for indonesian teachers to teach their students the speaking skills so that they will become good english speakers. based upon an empirical study by putri (2016), the investigation indicated the use of a certain strategy will influence the achievement of students’ speaking skills in her study as well as their motivation (putri, 2016). in addition, based on the preliminary observation and information from english lecturer at language development center in a university in south kalimantan, there is an indication that the type of english learning motivation will influence the student’s achievement. furthermore, a considerable amount of literature has been published in the speaking skills area. recently, researchers have shown an increased interest in the mingle model and its impact towards the speaking skills (ruzieva & yuldasheva, 2017; darmayenti & nofiadri, 2015; teng & wong, 2015; hakim, 2014; borzova, 2014). these previous studies have reported the mingle model had shown that this model impacted students’ speaking skills positively. however, the existing literature on the effect of the mingle model, the students’ speaking skill improvement, and their motivation remains unclear. what is not yet clear is the impact of the mingle model towards the speaking skills still too general (ruzieva & yuldasheva, 2017; darmayenti & nofiadri, 2015; teng & wong, 2015; hakim, 2014; borzova, 2014). until recently, there has been no reliable evidence that investigates the mingle model specifically on the speaking accuracy and fluency. a lack of information about the effectiveness of the mingle model on its impact towards the students’ motivation is also a gap that should be filled. those raises the writer’s curiosity and desire to know whether the same findings will be found in south kalimantan, indonesia. overall, this study is aimed to investigate the effectiveness of the mingle model in enhancing e fl students’ speaking accuracy and fluency as well as their motivation in order to provide the students a better english proficiency after finishing their study in their university. p a g e | 183 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 it is found that not all of the students in there are active in a cooperative learning activity. there are only some who were active and even dominating in the group. as a result, although they have implemented the cooperative learning, the learning activity is still not effective. in a view of the researcher, to solve the problems especially in the language development centre, there is a need to investigate a certain model of teaching. the teachers should not only use a simple group work but they have to realize what types of cooperative learning activities that will encourage their students to participate actively in the class. the review of the literature shows that one of the techniques which can be used to enhance students’ speaking accuracy and fluency is through the use of the mingle model (pollard & hess, 1997). this technique has been used to enhance students’ speaking skills in countries like china and russia. this is a model of teaching where a teacher can develop a lot of variety of techniques in teaching. for instances: “find someone who” (klippel 1984; geyser,2007; thornbury, 2009); opinion polls (klippel 1984); 4/3/2 technique (nation, 1989); questionnaires (edge, 1993); surveys (seymour & popova, 2003); “a tea party strategy” (jonson, 2006); and “find your match” (vogt & echevarría, 2008). based on the explanations above, this paper would identify deeply the mingle model in enhancing students’ speaking skills. discussion 1. the mingle model mingle model is an activity that can be used to make the students have more fun in learning. mingle model is also known as speed speaking method (teng & wong, 2015) and milling activities (thornbury, 2009). the mingle model is introduced firstly by pollard and hess (1997) as a communicative game to help teacher teach without any preparation. in the classroom, the mingle model is a meaningful technique to encourage a discussion, especially with students who are anxious to communicate in class. the mingle model encourages the students to have more confidence to speak in a controlled or private situation and public forum. they will communicate the utterances or words as they listen from the previous partner to another partner (borzova, 2014). as a result, students will get additional vocabulary by frequently talk in the activity. p a g e | 184 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 2. procedures of mingle model the mingle model is a model of teaching where a teacher can develop a lot of variation of techniques in teaching. these are some activities based on the mingle model. they are the find-someone-who (klippel 1984; geyser,2007; thornbury, 2009); opinion-polls (klippel 1984); 4/3/2 technique (nation, 1989); questionnaires (edge, 1993); surveys (seymour and popova 2003); a-tea-party-strategy (jonson 2006); and find-your-match (vogt and echevarría 2008). according to teng and wong (2015), mingle requires a relatively large classroom with movable chairs (stations). two stations, which are called a couplet are positioned facing one another at intervals around the periphery of the room. there is one station for each student in the class. thus, a typical class of twenty students will have twenty stations arranged as ten couplets. in each couplet, one station is positioned with its back to the wall (the exterior station) and the other station with its back to the center of the room (the exterior station). the students in the exterior stations remain seated in the same station for the duration of the exercise. the students in the interior stations move to the next interior station each minute at the teacher’s command it is good for the teacher to assign a specific student for each exterior station as this creates a sense of a fixed group. the teacher then instructs the remaining half of the class to find an open interior station. in assigning exterior stations, it is best to alternate more proficient and less proficient students. if all the students in the exterior stations are proficient, then they will likely always speak with less proficient students in the interior stations (and vice versa). randomizing the placement of students according to ability ensures that at some point more proficient students will enjoy a deeper conversation. in an event of an odd number of students in the class, there are two options. the first option would be adding an extra interior station to one of the couplets so that three students speak together. when the rotation occurs the students simply remain in that particular couplet for two rounds. the other option would be for the teacher establishing himself as an exterior station. this invariably adds some excitement to the activity. based on to the new model by darmayenti and nofiadri (2015), the procedure of mingle activities begins by distributing of more or less 20 cards which have a unique question. mingle activity is started by asking a different student with the same question and getting different responses. they learn through talks. the activities are conducted by moving and walking, using a card as a medium and using peer and a small group of students. p a g e | 185 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 here figure 1 will show how teacher conventionally teach the speaking skills in the class (nugroho, 2014) and figure 2 will show how teacher teach the speaking skills by using the mingle model (teng & wong, 2015). figure 1. configuration for coventional technique of teaching speaking teacher’s desk group of students who do conversation other students will be silent to watch the group who do conversation in the front p a g e | 186 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 figure 2. configuration for mingle model based on the table above, the use of the mingle model will let whole students active in the speaking activities (borzova, 2014). there is no student who will leave behind that only sit and observe when two or three students practice in front of the class (darmayenti & nofiandri, 2015). in contrast, recently the english teachers in indonesia normally use direct method and role play in teaching speaking (nugroho, 2014). in the activities, indonesian students have only limited chances to speak. there are only two or three students which will go to in the front and then practice a role play or other speaking tasks while the rest will only sit and observe how their friends perform in the front. this kind of method will be not effective because in conducting a lesson, there is only 60 until 90 minutes. if one conversation will take about ten minutes, it means that only six times and six groups that have a chance to practice their speaking skills. the teacher cannot give the students enough practice times to improve their student's accuracy and fluency in the speaking skills. thus, the use of the mingle model is more effective to help indonesian students to enhance their speaking skills. teacher’s desk interior station exterior station p a g e | 187 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 3. characteristics of the mingle model darmayenti (2014) mentioned nine characteristics of the mingle model. they are: a. the activity begins by listening and then replying the same question for many times; b. learning through talking; c. the activity is done by moving to talk to one another; d. frequently use cards as media; e. the activity is done in a group or partner; f. student-centre; g. the teacher can be a part of the activity; h. there is no intervention from the teacher, i. the activity must be fun. the characteristic of the mingle model can be seen from the teacher’s and students’ roles. based on teacher’s roles, the characteristics of mingle are: a. the teacher is the one who prepare the students to be ready to study; b. the teacher observes the students’ ability freely; c. the teacher gives a chance to the winner to present their result in front of their friends.; next, based on students’ roles, the characteristics of mingle are: a. the students have to sit in a semi-circle model (darmayenti, 2015) or two circles consist of interior and exterior station (teng & wong, 2015). b. every student is involved in the interaction, including shy students they are prompted to begin speaking. c. the students repeat several times on the same expression. d. the students become more attentive and conscientious in class. e. they become more enthusiastic about practicing speaking. f. the students get information through listening, looking at friends and reading as an input ability. g. they move and walk around and speak to one another. p a g e | 188 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 4. advantages & disadvantages of mingle model students are normally cautious about talking to others at the first time in a group or when the teacher asks students to create a group and for a while, they will be a reluctance to speak. initially, students are always reluctant to communicate, but the mingle model always put a new atmosphere in the room to encourage social relationship among the students (darmayenti, 2015). mingle model refers to one of the cooperative strategies which develop communicative competence, promote team building, and break cultural barriers among students, a good icebreaker activity to promote an attitude of friendship and trust among the students (borzova, 2014). to encourage students’ group work attitude, the mingle model provides a process by motivating students talking to each other on lesson materials. it can improve trust. it also provides students permission to convey everything that they usually do. then, the mingle model helps students to socialize with other. it means that by talking one on one with the other students in the room, especially the ones they don't know or don't know well, helps students build a good relationship (teng & wong, 2015). darmayenti and nofiadri (2015) stated that mingle model which has been shown above has advantages and effectiveness in learning speaking skill. first, mingle model brings in relaxation and fun for students. second, mingle model provide a friendly competition and keeps students motivated. these activities promote the motivation of elt students to participate in the activities. every student is involved in doing interaction, including shy students. they are prompted to begin speaking. mingle activities allow a lot of drills on the same questions or collect new opinions from many students it contributes to improving students vocabulary mastery by repeating the same utterances for many times. the students repeat for several times on the same expression. it enables the students to speak fluently (harmer, 2001).therefore, mingle model encourages the speaking accuracy and fluency skills. third, mingle model creates real-world situations into the classroom so that the students can use english in a flexible and communicative way. fourth, students’ speaking skill can be better than before whether on their, fluency, vocabulary, pronunciation, grammar, and comprehension. nevertheless, there is some drawback related to mingle model. in doing mingle model, it is better for the teacher to lead the interaction first. after that, invite the students to do that interaction with one another. borzova (2014) added the teacher should give the opportunity to carry out the interaction meaningfully so that the teacher needs to have a good competence in teaching before using the mingle model. in order to do the activity easily, it needs to have clear rules to be followed by the students. then, the teacher should state the rules clearly to p a g e | 189 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 the students when he or she wants to carry out the mingle model. this activity includes informing the rules of mingling which include how to do the mingle activity, the duration given and how to win if the mingle model used game mode such as game find-someone-who. the weakness of the model mingle is that teachers cannot control the whole student whether they are able to speak accurately or not. as a solution, based on darmayenti model (2015), after doing mingle activity, they must do a presentation in front of the class. so, the teacher can use this time to emphasize more in terms of accuracy in students' speaking performance. 5. theoretical framework of research in the mingle model, interaction is the most priority, so the students are encouraged to work in pair or in a group (darmayenti & nofiandri, 2015; teng & wong, 2015). this learning model stresses on cooperation and collaboration process among students as well as friendly competition among them (ruzieva & yuldasheva, 2017; borzova, 2014). in short, the mingle model is a model of teaching of the speaking skills where a teacher will set his class with a certain activity so that the students will mingle around in the class a mong their friends. one of the theories used to support the use of the mingle model in a learning is the vygotsky’s theory. according to vygotsky (1986), learning occurs when students work together on tasks that have not been taught, but those tasks are still within reach of their capabilities or they are in a zone of proximal development. the zone of proximal development is a gap zone between actual development and potential development, between a condition where child can do something without the help of an adult and a condition where a child can do something with an adult direction or help (vygotsky, 1978). the implementation of zpd (zone of proximal development) is to emphasize the zone on social interaction that will facilitate the development of children. when students do their work at school themselves, their development is likely to be slow. to maximize the progress, students should work with more proficient friends or other who can lead systematically in solving more complex problems. through the collaborative activities in speech, students discuss their new understanding with their friends then match and explore and then use them. vygotsky believes that higher mental functioning generally occurs in conversation and cooperation between individuals before the higher mental function is absorbed into the individual (vygotsky, 1978). p a g e | 190 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 another important idea of vygotsky’s theory is scaffolding. scaffolding is started by teaching a number of abilities to the children in the early stages of learning, then slowly giving the child the opportunity to take over responsibility to do the task by themselves (vygotsky, 1978). the students should be provided by guidance, warning, encouragement, outlining problems in solving steps, giving examples, or other things that allow students to grow on their own. based on those theories, the process of improvement in the students’ speaking skill used the model mingle is supported by vygostky theories because: (1) the class is set in the form of collaborative learning among students so that students can interact with each other to find solutions based on the task which in the zone of proximal development. (2) the emphasized of the use scaffolding in teaching so that students increasingly become more responsible for their own learning process. however, the role of teachers in this study is only as a facilitator of discussion and invites students to think creatively find a concept in learning (ruzieva & yuldasheva, 2017; darmayenti & nofiadri, 2015; teng & wong, 2015; hakim, 2014; borzova, 2014). at the time of the teaching and learning process, students are given help and support from the teacher to learn and solve problems (borzova, 2014). furthermore, the use of mingle model to enhance students’ speaking skill always show the positive results (ruzieva & yuldasheva, 2017; darmayenti & nofiadri, 2015; teng & wong, 2015; hakim, 2014; borzova, 2014). for example, samsuli (2012) explains that the use of the mingle model successfully enhance the students' speaking skills. he states that 90% of the students got the score equal and/or more than 70. besides, he also mentions that the use of the mingle model can increase the students' involvement in the discussion. he states that 97 % of the students had a favorable attitude toward the implementation of the mingle model. it means that mingle model can improve their self-confidence and motivation, reduce their shyness to practice speaking english, facilitate them to work cooperatively and to find ideas about what to say, and improve their speaking skills (ruzieva & yuldasheva, 2017; darmayenti & nofiadri, 2015; teng & wong, 2015; hakim, 2014; borzova, 2014). in other words, it can be concluded that the mingle model that teacher uses in the learning process will influence directly to the students’ speaking accuracy and fluency. darmayenti & nofiadri (2015) argue that mingle model is more effective to enhance the speaking accuracy and fluency skills of university students in south kalimantan, indonesia. this opinion is in line with hakim (2014) who also studied about the mingle game (another term of mingle model). in china, teng and wong argue that mingle model is a new method that can help students in enhancing their speaking skill. borzova (2014) also supports the statement above because in her study she find that the mingle model is effective to be used in p a g e | 191 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 rusia. in conclusion, considering the theories and studies mentioned above, the mingle model is suitable for a teacher to apply this technique in a classroom for speaking activities. 6. studies on the mingle model there are several studies related to the mingle model topic. first, the study related to mingle model is by borzova (2014) who has conducted a study to explain a mingle model by using qualitative descriptive method. she shares some suggestions on how to use t his model effectively in a classroom this study defined the mingle model, its procedure, and types of mingle itself. this article also gives explanation more on the best way to apply mingle in classroom activities. borzova (2014) pointed out that mingle activities refers to an activity where every student interacts with another student for a minute and then change to another partner. the mingles model is like a real-life condition where a student seeks the information from different classmates to exchange information or to find out something. it means that the mingle model gives a student a chance to repeat the same utterances or information for several times. it will enhance the level of confidence in their english language ability (borzova, 2014). therefore, mingle model can be a good technique to facilitate both accuracy and fluency, provided that learners’ need is paid attention to by properly organizing steps in a lesson plan. teng and wong (2015) claimed that mingle model is a teaching technique especially appropriate to use in foreign language classrooms. it is supported by geyse (2007) who stated that activities which are similar to the mingle model are very easily implemented to almost any scenario in the class. for instance borzova (2015) mentioned some experts who have introduced several games or activities in the class that is based on mingle, for instances: “find someone who” (klippel 1984; geyser,2007; thornbury, 2009); opinion polls (klippel 1984); 4/3/2 technique (nation, 1989); questionnaires (edge, 1993); surveys (seymour & popova 2003); “a tea party strategy” (jonson 2006); and “find your match” (vogt & echevarría 2008). furthermore, teng & wong (2015) come with their own terms, speed speaking. speed speaking is a mingle model studied by them in their study. this study is aimed at summarizing the main sources of problems in the speaking skills and they also claim speed speaking (mingle model) is a new method to teach english. the participants of this study are 40 first-year students from business english major comprising 6 males and 34 females between the ages from 19 to 21 years old in a university in china. ten english teachers p a g e | 192 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 voluntarily took part in this study. all of them have experience on using the speed speaking technique. instruments used are (a) an open-ended format of survey questionnaire on main difficulties for efl students to speak in the english language and the main benefits of applying speed speaking in classroom teaching. (b) a group discussion with the ten teachers on the application of speed speaking which is a classroom that integrates input, output, form, and fluency development. the results show that a quantity of related language input is provided, which facilitates students to carry out output tasks, form-focused instruction promotes a higher level of accuracy in using grammar and vocabulary. their fluency improved with a drill of useful utterances. in addition, speed speaking considerably enhances students' relationship inside and outside the classroom. this article show deeper information on the application of mingle technique in class. the finding of this research showed that speed speaking provides the teacher with a system from which the teacher can maximize the opportunities of outcomes in their classrooms. the result above is supported in the next study by darmayenti and nofiadri (2015) who carry out the study on the mingle model in indonesia and develop the new model which is appropriate for indonesian university students. based on their study, the implementation of mingle model in speaking class showed a significant effect toward students' skill on speaking in an experimental class. it can be seen from the students' scores. it is suggested that english teachers use the mingle model as an alternative model to improve students' speaking skill. ruzieva & yuldasheva (2017) gives an overview of mingle model as a collaborative and modeling techniques. in this study, the use of mingle is one of the classroom management strategies that provides students to carry out a lot of talking and to increase the quality of communicative competence in english. conclusions and suggestions the speaking skills are very important to indonesian students. they need good speaking skills to deal with globalization and better position at work.the main problem faced by the indonesian students is their inability to speak accurately and fluently in english. this paper aims to discuss the constraints of the mingle model from darmayenti (2015) in improving students’ speaking skills. studies have shown that the mingle model had been used by researchers extensively to promote students’ accuracy and fluency in speaking. this studies reported that students ability in speaking is improved by the use of the mingle method. because of that, the study on the mingle model is so important to know whether the same effect will be found from other studies which use different methodology and different context. in other words, other researchers might want to use this model in other setting such as the p a g e | 193 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 elementary school, junior high school, senior high school, and universities. school teachers and universities lectures will also benefit from the mingle model after finding this report on the strength and the weaknesses of the mingle model. school teachers may want to try out using this model to build their students confident to speak english. since this model offers practices which are similar to the real-life situation, students might be motivated to participate actively in speaking activities because it will be a worthwhile lesson. the real-life setting used in this mingle model will prepare university students for the working environment. this will enable them to communicate effectively in english and they will be able to persuade, present, and promote the products of their companies when they are employed by them. in conclusion, the speaking skills are very important to indonesian students. they need good speaking skills to deal with globalization and better position at work.the main problem faced by the indonesian students is their inability to speak accurately and fluently in english. studies have shown that the mingle model had been used by researchers extensively to promote students’ accuracy and fluency in speaking. this studies reported that students ability in speaking is improved by the use of the mingle method. references borzova, e. (2014). mingles in the foreign language classroom. english teaching forum, 52( 2),. 20-27 darmayenti & nofiadri, n. (2015). mingle model for teaching english speaking skill for college students. al-ta lim journal, 22(1), 1-9. darmayenti. (2017, july 23). model pembelajaran yang membelajarkan di perguruan tinggi [blog post]. retrieved from http://darmayenti.blogspot.my/2014/10/model-pembelajaranyang-membelajarkan.html. edge, j. 1993. essentials of english language teaching. london: longman. geyser, j. p. (2007). teaching speaking made easy (english to the world). selangor: august publishing. hakim, a. n. 2014. using english mingle game to improve the speaking ability of the seventh grade students at smp muhammadiyah 2 mlati in the academic year of 2013/2014. [unpublished]. yogyakarta state university, indonesia. harmer, j. (2010). how to teach english. edinburg gate: pearson education limited. horwitz, e. k. (2007). becoming a language teacher: a practical guide to second language learning and teaching. boston: pearson. http://darmayenti.blogspot.my/2014/10/model-pembelajaran-yang-membelajarkan.html http://darmayenti.blogspot.my/2014/10/model-pembelajaran-yang-membelajarkan.html p a g e | 194 m. arinal rahman, s.pd let: linguistics, literature and english teaching journal volume 7, issue 2 , december 2017 jonson, k. f. 2006. 60 strategies for improving reading comprehension in grades k–8. thousand oaks, ca: corwin. klippel, f. 1984. keep talking: communicative fluency activities for language teaching. cambridge: cambridge university press. mcdonough, j. & c. shaw. (1993). materials and methods in elt. oxford: blackwell. nation, p. (1989). improving speaking fluency. system, 17(3), 377-384. nugroho, r. t. (2014). the effectivenes of teaching speaking using role-play viewed from students’ motivation at the eighth grade students of smpn 3 colomadu. [unpublished] thesis. teacher training and education faculty, sebelas maret university, surakarta. polard, l & hess, n. (1997). zero prep: ready to go activities for teachers. herforthshire: prentice hall. putri, a. (2016). low motivation in learning speaking. anglo-saxon, 7(1), 14-20. ruzieva, n. х., & yuldasheva, f. e. (2017). the use of mingles in the communicative way of teaching. міжнародний науковий журнал інтернаука, 1(1), 138-139. samsuli, m. s. (2012). improving speaking skills of the seventh grade students of mts ummul quro through the mingle game.[unpublished] thesis. university of malang. seymour, d., and m. popova. 2003. 700 classroom activities: instant lessons for busy teachers. oxford: macmillan education. teng, f., & wong, j. (2015). speed speaking: a new activity to engage more learners to talk. elta journal, 3(3), 47-58. thornbury, s. (2009). how to teach speaking. harlow: longman. tracy, k., & robles, j. s. (2013). everyday talk: building and reflecting identities (2nd ed.). new york: the guilford press. vogt, m. e., and j. echevarría. 2008. 99 ideas and activities for teaching english learners with the siop model. boston: allyn and bacon. vygotsky, l. (1978). interaction between learning and development. in gauvain & cole (eds.) readings on the development of children. new york: scientific american books. pp. 34 – 40. contributor’s biodata m. arinal rahman, s.pd is a candidate master of education in teaching english as a second language (tesl) in the english education department at sultan idris education university, malaysia. he has worked with a language development centre in antasari islamic university, south kalimantan. his research areas are language assessment and teaching of speaking skills in foreign languages context at the university level. ieee paper template in a4 (v1) p a g e | 40 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||40-53||2017|| |p-issn: 20869606 ; e-issn: 25492454| how character building can be integrated in the role play of the standard of competency three of the social twelve graders fadilah umi maisyaroh fadilahumi88@gmail.com state senior high school 1 turen malang, east java article history: received: 2 nd january 2017 accepted: 16 th april 2017 abstract character building is currently a significant issue in education in indonesia that has been applied in any level of learning process as an integrated moral wisdom value of the teaching materials. the objective of this activity is to contribute to the improvement of the character of indonesian learners through the teaching of english. a classroom observation is used in this class. the activity is started by grouping the students and giving each group a topic to be elaborated in a drama script. after the drama script is done, each group is asked to notify the interpersonal and transactional expression related to the given topic. then, they also have to show the character building values stated on their script. after the discussion, each of the groups has to present the work in front of the class. this activity encourages students to speak, so it helps a lot in teaching speaking. corresponding author: tel.: .............................. introduction language plays a very important role in daily life because it is a mean of communication. it functions not only as a means of interaction, but also as a means of maintaining social relationship, academically or non-academically, available online at: jurnal.uin-antasari.ac.id/index.php/let mailto:fadilahumi88@gmail.com p a g e | 41 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 among the community members of language users. therefore, language and society are inseparable there is no language without society of its user. in any society where there is law and order, the development of the citizens who can contribute to the overall development of that society and into the larger society cannot be overemphasized. schooling is regarded as more than cultivating the mind and the body. even though other socializing agents are at work in developing the character of the child, the school is also capable of developing character, pro-social behaviors, and civic competences (derouche et al. 2001). in their words: school is a place where students have the opportunity to witness and practice civility, caring, and compassion and to develop together as a community of learners and can help develop both positive personal values and civic competences. the two major purposes of school are cognitive – academic development and character education. together they prepare students for the world of work, for lifelong learning, and for citizenship (derouche and williams 2001: 8). the above statement recognizes the school as an integral part of the society which can also help to mould the character of the pupils. however, the school alone cannot achieve the objective of teaching character. it is the shared duty of the families, the faith communities, youth organizations, business, government, the media and all citizens. the family is regarded as the first school of virtues. it lays down the moral foundation on which other social institutions can build, including the school (jwied and rizzo 2004, bohlin 2005). character education, variously known as values education, moral education, transmission of cultural values, and socialization is regarded to have been around for centuries. farris (2001) states that historically, many leaders such as aristotle, quintilian, muhammad, martin luther, johann herbart, horace mann and john dewey have advocated for character education in schools. to some educators, character education helps learners to acquire the norms of the society. burnett (2000) in farris (2001) opines that early in the upbringing of children, certain norms are internalized to enable them know what is appropriate p a g e | 42 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 behavior or not in a given setting. linked to acquisition of norms of the environment is emotional intelligence or the ability to understand other people and manage own emotions which enable children with high emotional intelligence to be better learners, have better ego, have fewer behavior problems, feel better about themselves, and are better conflict managers. discussion definition of character building the action plant of character building implementation (2010) stated that character building is a value lesson, it is a moral lesson which aims is to elaborate the ability of the learners to produce decisions about good or bad, keeping the good values and reflect the values on the daily activities totally. thus, character building education is not only about how to teach the right or wrong but it also about how to create a goodmoral habits among the learners so that they can be cognitively able to comprehend which thing is right and which one is wrong. further, the learners should also able to differentiate good values affectively to be applied into set of actions truly (psychomotor). in other words, we can say that a good character building must involve not only moral knowing aspect but also loving good (moral feeling), and moral action. character building education emphasizes on the continual habits in practicality or in any activities (pedoman pelaksanaan pendidikan karakter, puskurbuk,januari 2011:1) further, there are some existing values which are assumed as the basic value of character building creation, such as: be faith to god, cleanliness, tidiness, comfortness, and politeness. in accordance with the implementation of character building in learning process, there are eighteen values which source are from religion, pancasila, culture, and the goal of our national education. they are: religious, honest, toleration, discipline, hard working, creative, independent, democratic, curioucity, nationality, patriotism, achievement of appreciation, friendly/communicative, peace loving, having good habit of reading, environmental care, social care, responsible (pusat kurikulum. p a g e | 43 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 pengembangan dan pendidikan budaya dan karakter bangsa: pedoman sekolah. 2009:9-10). definition of role play wikipedia: role-playing refers to the changing of one's behavior to assume a role, either unconsciously to fill a social role, or consciously to act out an adopted role. while the oxford english dictionary defines role-playing as "the changing of one's behavior to fulfill a social role", the term is used more loosely in four senses: a. to refer to the playing of roles generally such as in a theatre, or educational setting; b. to refer to taking a role of an existing character or person and acting it out with a partner taking someone else's role, often involving different genres of practice; c. to refer to a wide range of games including role-playing video game, play-by-mail games and more; d. to refer specifically to role-playing games. definition of standards of competency the decree of the national minister in education number 22 year 2006 about standards of content, p:18 stated that kedalaman muatan kurikulum pada setiap satuan pendidikan dituangkan dalam kompetensi yang terdiri atas standar kompetensi dan kompetensi dasar pada setiap tingkat dan/atau semester. standar kompetensi dan kompetensi dasar untuk setiap mata pelajaran pada setiap tingkat dan semester disajikan pada lampiran-lampiran peraturan menteri pendidikan nasional ini yang terdir atas: lampiran 1 standar kompetensi dan kompetensi dasar tingkat sd/mi dan sdlb, lampiran 2 standar kompetensi dan kompetensi dasar tingkat smp/mts dan smplb, dan lampiran 3 standar kompetensi dan kompetensi dasar tingkat sma/ma/smalb dan smk/mak. p a g e | 44 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 terrence hoffmann, ((1999) "the meanings of competency", journal of european industrial training, vol. 23 iss: 6, pp.275 286) he said that the term “competency” has not been clearly defined in the literature. two main meanings of the term have been identified, one referring to the outputs, or results of training – that is, competent performance. the other definition referring to the inputs, or underlying attributes, required of a person to achieve competent performance. each definition has been used to describe both individual and organizational competencies. a typology of the meanings of competency has been developed to show that the term has several meanings depending on the purpose for which it is used. the implications developed in this paper are directed toward reducing the confusion over the meaning of the term competency. standard of competency is a guideline or basic standard for the certain skill of the students should be achieved after they join the learning process of a certain subject. the materials scope of every standard of competence are broadly provided to be linked to the philosophy concept of certain subjects. thus, the basic competence of english is also means a competence which should be achieved by the students as the results of learning english well. (http://aadesanjaya.blogspot.com/2011/01/standar-kompetensi-matapelajaran.html: makalah pendidikan terbaru 2011. standar kompetensi mata pelajaran bahasa inggris). wells (1987) in his language learning basic principle underlined that the literacy level is concerned with performative, functional, informational, and epistemic. on the performative level, the learners are able to read, to write, to listen, and to speak using any symbols provided. meanwhile, on the functional level the language learners are able to use the language to fulfill their daily needs such as newspaper reading, manuals or directions. then, the informational stage shows that the language learners are able to have science accesses through their language competence possessed. the fourth level is epistemic. here, the language learners are able to express or produce scientific report in the target language. 1. teaching procedures a. topic : the expression of transactional and interpersonal used in daily life context. b. aim : 1. to elaborate students' vocabulary 2. to help students' active speaking http://aadesanjaya.blogspot.com/2011/01/standar-kompetensi-mata-pelajaran.html http://aadesanjaya.blogspot.com/2011/01/standar-kompetensi-mata-pelajaran.html p a g e | 45 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 3. to perform students' skill in comprehending the character building values stated on the script. c. level : senior high school d. text type :daily transactional and interpersonal conversation text the table of teaching materials and character building values (it is given to the students while the activity on producing role play text is run). no competency standards basic competence and prerequisit expression character building values discussion 1 speaking meaning expression in the transactional and interpersonal conversation text formally and sustained in a daily life context. meaning expression in the transactional ( to get things done)and interpersonal (socialization)conversation text formally and sustained (continuous) accurately, fluently and acceptable in a daily life context using expression of: 1. suggestion/ advice 2. objection 3. possible/impossible 4. order 5. admitting mistakes 6. promise 7. blaming 8. accusing 9. curiosity 10. giving opinion towards something 1. honest, 2. toleration, 3. discipline, 4. hard working, 5. creative, 6. independent, 7. democratic, 8. curiosity, 9. achievement of appreciation, 10.friendly/communica tive, 11. peace loving, 12. environmental care, 13. responsible drama script / conversation given as a modeling text participant relationship the form of conversation setting character building values colleagues eria: guys, we have graduated from high school. what in a garden 1. honest, 2. toleration, p a g e | 46 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 will happen to us next day? do you have some ideas in your future? fabella: yes i do. i will become a professional accountant. rudi: i will become an entrepreneurs and have a beautiful wife. abdul: i will become a pilot. bayu: well,guys, i don’t have many ideas in my future. i am very confused. all : oooooo….. bayu: but i have a planning. i think i will go to jakarta, the capital of indonesia. all: haaaaah…jakarta???? bayu: yes, in jakarta we can look for a good job. do you all have any objection to my idea? eria: yes i have. i don’t agree with you, our certificate will not help us much. it is not enough yet. do you dare to go? fabella: but we must try it! we must find a lot of experience. we are still young. eria: ok, no doubt about it. but jakarta is very hot. rudi: ahhaaaa,,,i know!! jakarta is very hot but i will go to jakarta too. come on,we go together. 3. discipline, 4. hard working, 5. creative, 6. independent, 7. democratic, 8. curiosity, 9. friendly / communicative, 10. responsible. two days later they go to jakarta with economic train. they felt tired and bored. abdul: wooow, how hot on the in an p a g e | 47 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 train is. i am very regret about it. when will we reach on our destiny? bayu : me too. i don’t like it. maybe 10 hours more. abdul: i doubt it would be. economic train suddenly, somebody nudged fabella fabella: rudi, don’t pinch me!! don’t disturb me! rudi : what? i don’t understand you! fabella: you did it, didn’t you? you pinch my legs!? rudi : don’t blame me!!huh!!! fabella: huuh!!..rud, please get my bottle in my bag. rudi and fabella are fighting but eria, abdul and bayu ignore them. ten hours later, they arrive at jakarta. bayu : welcome to the big city. abdul: sure, i hope i get a job there. but by the way what is our next destination? (everybody is confused) eria: oh my god, we didn’t have any plan at all. we are very foolish. my money is running out. where will we go next? this hottest city makes me tired. bayu: me too. it causes my brain stucked, too. guys, do you think we’d be able on train station in jakarta p a g e | 48 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 to get back to malang? all: what????malang????? rudi: i agree with bayu. i am afraid here, let’s come back to our beloved city, malang. abdul: hahahahaa i hate this. we just got to jakarta. then, we have to be back again. it is really funny. fabella: but it is a good choice. it is very funny experience. ok guys,,come on, we will be back to malang. what we have in jakarta is only poor experience. eria: ok, come on. i wish i could remember this moment. i love you friends, without you i can’t get experience like that. come and go back again. ok..let’s go! finally, they go back to malang. so, they left for jakarta only 3 days. but they have hopes that someday in the future they will become success people. a. pre-teaching 1. warming up the class by showing some pictures/slides about the changes of climate and its effects recently. asking the students questions about what picture they are, where the happenings are, how it can happen, how the students feel while looking at the climate negative effect and what topic appropriate with the pictures. 2. this activity aims to make the students interested and stimulate different thought about the pictures shown. p a g e | 49 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 3. grouping the students in not more than five members in every group discussion to lead them into a cooperative learning technique. the group division will motivate students to speak english because it consists of high, average, and low achiever learners. when they are in a team work, they will be more spontaneous in delivering their argument or idea without worrying to make any mistakes (stad technique). 4. delivering the drama model text to the group to be observed. each member of the group will have one drama text titled “what a hot city”. b. whilst-teaching 1. meeting i a. practicing the conversation/drama model text and then ask the students to observe the character building values of it. b. discussing the character building implementation in the drama with it is in students’ daily activity. c. asking the student to create a good drama/role play script with free topic. the topic should concern with their daily activity. 2. meeting ii a. asking the students to practice their role play group by group using appropriate media. b. asking the audiences which have not had the turn yet to make a data filing about the content of the role play, the moral value shown and the character building included on the presented role play. c. post-teaching giving feedback to the students about their role play after all groups have completed their turn. p a g e | 50 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 reflection this technique is very effective and efficient to learn or memorize the content of competency standards three for social graders. it does not only have a clear purpose but also helps low-level, poor motivated students to learn, to speak and to produce words related to their daily life easily without being afraid of making mistakes. through this activity, the teacher facilitates the students to be active in speaking. further, the teacher itself can do two kinds of assessments that are affective and psychomotor to get the learners’ mark. i have applied this strategy to my twelve social graders and i found that my students became more active and enjoy in learning english. they were not being under pressure while they were studying competency standards three, which is on the same content with competency standards one, to face the national final examination. well, at least we have tried an interesting way to solve that frightening examination. conclusions and suggestions based on the reflection, it is quite clear that the speaking skill of the students can be elaborated in some ways using interesting technique applicable to the students and teaching learning process. in this matter, through doing role play and students’ team achievement division (stad) technique, a teacher can possess a multi-task teaching-learning goal. they are such as the students can have happy feeling-learning process, their ability in speaking will be more fluent, the vocabulary building of the students will be elaborated, and the learners will also comprehend that character building values are also found in english transactional and interpersonal relationship. then, the value will be applied in their daily activity. that is why english teachers nowadays should be more creative in teaching-learning process. references menteri pendidikan nasional. (2006). permendiknas no 22 tahun 2006 tentang standar isi untuk satuan pendidikan dasa dan menengah [the rule of the minister of national education number 22/2006 on the content p a g e | 51 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 standard for primary and secondary levels of education]. p:18. jakarta:sinar grafika. hoffmann, terrence. (1999). the meanings of competency. in journal of european industrial training, vol. 23 (6): 275 – 286. kementerian pendidikan nasional badan penelitian dan pengembangan pusat kurikulum dan perbukuan. 2011. pedoman pelaksanaan pendidikan karakter (berdasarkan pengalaman di satuan pendidikan rintisan. jakarta. makalah pendidikan terbaru. (2011). standar kompetensi mata pelajaran bahasa inggris [ the competency standards for english lesson]. on line. (http://aadesanjaya.blogspot.com/2011/01/standar-kompetensi-matapelajaran.html). retrieved on october 3, 2011. http://aadesanjaya.blogspot.com/2011/01/standar-kompetensi-mata-pelajaran.html http://aadesanjaya.blogspot.com/2011/01/standar-kompetensi-mata-pelajaran.html p a g e | 52 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 appendix 1 speaking assessment: psychomotor in role play (done by the teacher while the students doing role play) name : …………………. class : …………………. no aspects score 1 grammar and vocabulary (lecsicogrammatical) 3.correct grammar and vocabulary building 4.unsuitable grammar and vocabulary, don’t influent the meaning 5. unsuitable grammar and vocabulary, influence context the meaning 6.difficult grammar and vocabulary, can’t be understood 7.difficult in producing words, silent all the time 4 3 2 1 0 2 discourse analysis  excellent response and speaking fluently  good response but not perfectly done  giving wrong response even it is simple  cannot understand or not able to give correct simple utterances  product simple words only 4 3 2 1 0 3 pronunciation and intonation  native pronunciation and intonation  clear pronunciation and intonation in mother language accent  unclear pronunciation and intonation, influence context meaning  unclear pronunciation and intonation, vanishing some context meaning  pronunciation and intonation do not have contextual meaning at all 4 3 2 1 0 total score 12 final score: student’s score x 100 = ……… max. score (12) p a g e | 53 fadilah umi maisyaroh let: linguistics, literature and language teaching journal vol.7 no.1 2017 appendix 2 affective assessment: character building values (done by the students when the role play is presented) thurstone scale: the character building ivalue mplemented in the conversation reflected by the attitude of the characters name : class : values 7 6 5 4 3 2 1 1. honest, 2. toleration, 3. discipline, 4. hard working, 5. creative, 6. independent, 7. democratic, 8. curiosity, 9. achievement of appreciation, 10.friendly/communicative, 11. peace loving, 12. environmental care, 13. responsible total score ieee paper template in a4 (v1) novi indah pradasari let: linguistics, literature and language teaching journal vol. 8 no. 2 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 2 ||pages|| 130-140 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| mind mapping to enhance students’ writing performance novi indah pradasari noviindahpradasari@gmail.com indra pratiwi indrapratiwirahman@gmail.com politeknik negeri ketapang article history: received: 3 rd july 2018 accepted: 1 st august 2018 abstract english is a popular language currently, it is being taught according to the needs of students. . this situation has contributed to the development of english for specific purposes (esp) (hutchinson & waters, 1987). due to the fact that esp students have underlying conference repertoire, their language skills are affected by them. among these skills, writing is considered difficult to get success due to the difficulties faced especially by the efl students in esp class. this research is formulated to investigate how mind mapping can enhance students‟ writing performance in esp class. this research implements collaborative action research (car). it is done in the form of cycles. it also comprises four steps; planning, acting, developing, and reflecting which are adapted from mertler‟s model (2012). based on the data analyzed, it could be concluded that mind mapping could be implemented to enhance students‟ performance in writing procedure text and solve the problem to generate and organize their ideas before writing. it also brought positive attitude in teaching and learning.. corresponding author: tel.: ...................... keywords mind mapping, enhance student, writing. introduction english, which is defined as international foreign language, is fundamental for the interaction with the rest of the world and to access all kinds of knowledge needed. english is a popular language currently, it is being taught according to the needs of students. this situation has contributed to the development of english for specific purposes (esp) (hutchinson & waters, 1987). hutchinson & waters (1987) describe the basis of esp curriculum as underlying conference and target available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:noviindahpradasari@gmail.com mailto:indrapratiwirahman@gmail.com p a g e | 131 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 conference repertoire. due to the fact that esp students have underlying conference repertoire, their language skills are affected by them. among these skills, kroll (2001) points out the importance of writing skill, and emphasizes that writing is the hardest one to get success when compared with other skills like reading, comprehending and speaking. specifically, there are many areas that the writing process gets hindered or failed due to the difficulties faced especially by the efl students in esp class who learn writing or the educator who teach them writing. there is a need to identify the underlying problems which create complications in teaching-learning writing skill. organization of the composition depends on structure and content. as an example, when the students are assigned to write, most of them are usually confused in between what to write and how to start to create an appropriate length, and organization of the structure and paragraphs. many of them also think or say that they cannot, or do not want to write because they lack confidence, think it is boring or believe they have „nothing to say‟ or write. unity in organization demands that the text is free from the irrelevant details of thought related to the topic. the problem arises when the students produce exaggerated ideas along with the elaboration of unnecessary and looped details which break the whole text as one piece of writing and disconnect the thoughts from the central idea. keeping the track of cohesion and coherence is another problem related faced by the students during the writing process. students‟ texts lack the use of connectors, sequence, consequence, and contrast with a lack of signal words to guide towards arguments. moreover, one of crucial decision about what to get the students to write depends on what genres they need to write in or be useful to them. as their language level improves, it needs to make sure that their writing begins to express their own creativity within a genre, rather than merely imitating it. it needs to engage them, form early levels, with activities which are easy and enjoyable to take part in, so that writing activities not only become a normal part of classroom life but also present opportunities for students to achieve almost instant success. it is when students have acquired this writing process with enthusiasm. p a g e | 132 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 mind mapping technique can be an alternative which is used to solve the problems. it is the easiest way to develop information in a human mind and take information from out of brain. it is used as a graphic organizer in which major categories related to the main theme radiate from the central idea, and sub categories are to be presented as branches coming out of the larger branches. mind maps work similar to human brain and include keywords which are easy to remember. use of lines, arrows, color-coding, pictures, and symbols in mind maps not only makes the process of writing interesting but also suits the learning profile of individual learner. it is a creative and an effective way that map our ideas (buzan, 2002). maps are easier to follow than the long tardy note taking or listing techniques where ideas are kept in a top down sequence and it becomes difficult to make connection of the last idea to the first in the list. mind maps can work as tool to facilitate the students to plan ideas in the pre-writing process. students can be provided with examples to prepare a step vise pattern in hierarchy that would help them retain ideas till the whole of the essay is written. mind maps can be also tools which help to think and learn. mind mapping is an effective means to take notes and brainstorm essay topics. a mind map involves writing down a central theme and thinking of new and related ideas which radiate out from the center. by focusing on key ideas written down and looking for connections between them, the learner can map knowledge in a way that will help them to better understand and retain information. in order to create a mind map, it usually starts in the middle of the page with the central theme/main idea and from that point it works outward in all directions to create a growing diagram composed of keywords, phrases, concepts, and facts and figures. it can be used for assignments and essay writing especially in the initial stages, where it is an ideal strategy to use for the „thinking‟. mind mapping can be used for generating, visualizing, organizing, note-taking, problem-solving, decisionmaking, revising and clarifying your university topic, so that you can get started with assessment tasks. essentially, a mind map is used to „brainstorm‟ a topic and is a great strategy for students. p a g e | 133 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 moreover, it gives students an overview of a large subject/broad topic and allowing you to represent it in a more concise fashion. it encourages students to see the bigger picture and creative pathways. also, it enables students to plan/make choices about the selection of resource material you have for an assignment and where you are going to place it. it provides with a more attractive and enjoyable format for your eye/brain to look at, muse over and remember. figure 1. model of mind maps adopted from bbc (2015) as written by steele (bbc, 2015) and cited from writing centre learning guide of the university of adelaide, several steps can be followed to use mind map. first step is choosing a topic. students may prefer to nominate the topic themselves. this can lead to greater interest in the task on the part of the student, as well as, perhaps, greater knowledge of the topic under study. the mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students' ideas and lend them to discussing ideas in groups. however it is carried out, it is important to provide a context and audience. having an audience in mind helps students to decide which ideas are most important, and also helps students to choose the appropriate style. p a g e | 134 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 the student can start placing the central theme/main idea or controlling point in the center of the page. it will be easier to place in landscape orientation, which is easier for drawing purposes. it also gives the brain freedom to spread out in all directions and to express itself more freely and naturally. additionally, it needs to leave some space on the page. the reason for this is that the students can continue to add to the diagram over a period of time. a3 paper is enough for drawing mind maps. the last is writing. students should then begin to write their compositions, working in pairs if they wish. after two paragraphs, they should exchange their compositions, so they become readers of each other's work. this allows for feedback, and possible re-writing. once they have finished, they should again exchange their texts. this gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone. once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing activities. it is a useful technique and often improves the clarity and organization of student texts. method this research implements collaborative action research (car). action research focuses on personal/individual reflection while car is more useful because it involves participation from all the members of the educational community, starting with the teacher‟s own reflection and expanding their knowledge for a bigger cause (banegas, 2012). car encourages teachers to work in a cooperative way in fact, “the value of having teachers connect, talk about their own classroom experiences, and grow together professionally has gained ground over the last two decades” (pellerin and nogués, 2015, p. 49). therefore, teachers who are willing to collaborate with their colleagues are capable of recognizing their weak aspects of teaching and of finding solutions for improvement. shortly, car is a process that enables teachers to: a) improve their own practices, b) contribute to their professional development, c) improve students‟ learning, and d) overcome the isolation p a g e | 135 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 commonly experienced by teachers (espina, lagos, medina, and pilquinao, 2017:16). it deals with the classroom setting and is intended to develop a strategy to solve the problem found. teachers who participate in car are able to receive feedback from their peers so that they can improve their weaknesses and strengths, but also teachers who actively participate in research find a significant influence in their teaching strategies. teachers are capable of modifying their curriculum design and learning how to use different approaches through collaboration with their colleagues (chow, chu, tavares, and lee, 2015). in this research, it is done in the form of cycles. it comprises four steps; planning, acting, developing, and reflecting. it is adapted from mertler‟s model (2012). figure 2. the cyclical process of action research (mertler, 2012: 38) p a g e | 136 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 discussion based on the data gathered from preliminary, it could be stated that more than a half of the students were not interested in writing composition, including procedure text although they were aware enough that writing is beneficial for them. some reasons such as generating, developing, organizing the ideas, vocabulary, grammatical structure, and punctuation made them hard to start writing. they got confused on what and how write a text. consequently, they were not confident enough to produce a piece of writing. the data was analyzed quantitatively and qualitatively. the quantitative data were taken from the mean of the students‟ score in taking writing announcement test. the qualitative data were taken from questionnaire and photography evidence. this research was conducted in one of the computer science class with 30 students. this research was accomplished in two cycles. each cycle consisted of four steps of action research (planning, acting, observing, and reflecting). the first cycle including pre-test conducted in two meetings. the second cycle was conducted in two meetings. in the last meeting of each cycle, the students were taken the test as the post test. to know further students‟ performance in writing, the students were assigned to write a procedure text based on the topic given. the topic was about how to set up a new computer. it used a scoring rubric to score students‟ writing in term of its content, organization, and language used. the score of students work showed many students still had score under 50. the mean score of their writing in terms of content was only 22.5. there are 26 out of 30 students still produced a composition with unclear content. in terms of organization, the mean score of students obtained was 15.7. there were only 2 students who achieved above 16 which is categorized as “good to average” level. moreover, the mean score students gained in terms of language use was only 17. there were 23 students got 13 which was considered low. in cycle 1, the students writing performance showed improvement compared to the previous result in preliminary stage as the base line in this research. in term of content, the highest score achieved is 31 (“good to average” level) and the lowest score is 19. the main score of the student‟s writing is 24.8. p a g e | 137 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 there was no student produced procedure text categorized as either “excellent to very good” or “very poor”. still, 13 students produced “fair to poor” composition. the remaining 17 students were able to make procedure writing categorized as good to average. because there were still some students producing procedure writing below the standard level, the implementation of the action in cycle 1 was not fully successful. this might be because the students had not fully understood the mind mapping yet therefore it was decided to continue to cycle 2 by doing some revisions and improvement in the implementation of the action. the revisions were on the teaching strategy. the topic and strategy were considered more familiar for the students such as how to install windows, how to set up a new computer, or how to design a simple calculator. it was expected that the students would do better in writing. fortunately, in cycle 2 the students writing performance in this cycle showed a significant improvement compared to the previous one. in term of content, the highest score achieved was 34 (” excellent to very good” level) and the lowest score reached 26 (“good to average” level). the average students writing score was 28.8. the average score increased 4 point from the previous cycle. there were 7 students producing procedure writing categorized as “excellent to very good” which was a good result. the remaining 23 students were able to compose procedure text categorized as “good to average”. fortunately, none of students made the composition categorized „fair to poor‟. the students from previous cycle who produced „fair to poor‟ level of procedure writing had made improvement their writing quality in term of content. the next is students writing achievement in term of organization. the highest score achieved by the students was 25 (“excellent to very good” level) and the lowest score reached 18 (“good to average: level). the students writing mean score increased 3 points and reached 21.7. there were 5 students producing “excellent to very good” level of writing. also, the level increased by 5 students who produced “good to average” level. the last is students score in terms of language use. it was showed that the means score of students writing reached 22 which showed improvement 3 points. p a g e | 138 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 the highest score achieved was 26 (“excellent to very good” level) and the lowest score was 22 (“good to average” level). numbers of student who composed procedure text categorized “excellent to very good” level increased by 8 students and 22 students improved their level „good to average‟. just the same as two previous categories, there was no students who produce „fair to poor‟ level of procedure writing. in brief, it was concluded that the implementation of mind mapping technique during the process of writing procedure text not only improved students‟ writing performance in term of content, organization, and language use, but also brought students positive attitude in learning process. overall, mind mapping technique can be implemented in esp class at the state polytechnic of ketapang. conclusions and suggestions based on the data analyzed, it could be concluded that mind mapping could be implemented to enhance students‟ performance in writing procedure text and solve the problem to generate and organize their ideas before writing. it also brought positive attitude in teaching and learning. to implement mind mapping, classroom action research (car) covering four stages, namely planning, implementing, observing, and reflecting. planning included the preparation of plan and media, developing mapping, preparing research instrument, and preparing criteria of success. implementing stage involved the implementation of mind mapping in teaching and learning process. the process of implementation was observed to consider whether it was done successfully or not. based on the result showed in cycle 1, the implementation of mind map was successfully improved the performance of some students in writing. however, there were some other students who did not reach the criteria of success yet. therefore, it needed to continue to the second cycle. before conducting next cycle, all aspects that were considered needed to be revised in reflecting stage to maximize the implementation of mind mapping. p a g e | 139 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 in the second cycle, students‟ mean score in terms of content, organization, and language use improve significantly. it could be said that most of the students were able to write a good procedure composition. based on the analysis on the teaching and learning process, it was found that the class was well-managed, under controlled, and the students were attracted. moreover, students were more independent by trying to not look at others‟ work, so they could have their own writing style. the last, it contains some suggestions for english teachers and further researchers. for english teachers, it is suggested to overcome student problems besides to have teaching practice better such as preparing learning process, implementing suitable technique such as mind mapping, appropriate media, and good textbook. it is also suggested that this study can be used as reference oh how to implement concept mapping to teach procedure writing. the teacher can also implement mind mapping to teach other kinds of text type. for further researcher, they are highly recommended to use mind mapping technique on different grades and education level, to see if mind mapping can be implemented effectively to solve student problems in generating and organizing ideas in writing compositions. references banegas, d. l. (2012). identity of the teacher-researcher in collaborative action research: concerns reflected in a research journal. bogotá: profile. buzan, t. (2002). how to mind map?. london: thorsons chow, k.c.k., chu, s.k.w., travares, n. & lee.c.w.y. 2015. teachers as researchers: a discovery of their emerging role and impact through a school-university collaborative research. brock education journal, 24 (2), spring 2015. espina, f., lagos, j., medina, a. & pilquinao, s. 2017. collaborative action research in the chilean efl classroom. unpublished thesis. santiago de chile: universidad andrés bello hutchinson, t. & waters, a. 1987. english for specific purposes. cambridge: cambridge university press p a g e | 140 novi indah pradasari let: linguistics, literature and language teaching journal vol.8 no.2 2018 kroll, b. (2001). considerations for teaching an esl/ efl writing and going just beyond. in m. celce-murcia (ed.), teaching english as a second or foreign language (pp. 219-232). boston: heinle, cengage learning. mertler, c. a. 2012b. action research: improving schools and empowering educators (3rd ed.). thousand oaks, ca: sage. pellerin, m., & paukner-nogués, f. i. (2015). becoming reflective and inquiring teachers: collaborative action research for in-service chilean teachers. revista electrónica de investigación educativa, 17(3), 47-60. steele, v. 2005. british council: using mind maps to develop writing [online]. barcelona: bbc, [https://www.teachingenglish.org.uk/article/using-mindmaps-develop-writing, access on february, 2018] writing centre learning guide. 2014. mind mapping. north terrace: the university of adelaide https://www.teachingenglish.org.uk/article/using-mind-maps-develop-writing https://www.teachingenglish.org.uk/article/using-mind-maps-develop-writing ieee paper template in a4 (v1) p a g e | 71 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||71-92||2017|| |p-issn: 20869606 ; e-issn: 25492454| the effectiveness of oral retelling strategy and written retelling strategy on students’ reading comprehension: a comparison vindy cahya ekaningrum vindycahya@gmail.com universitas negeri malang malang, jawa timur article history: received: 30 th january 2017 accepted: 1 st april 2017 abstract reading comprehension skill is important in our social lives which relates to texts, emails, networking sites, and many others. in order to find an effective teaching reading technique, there are studies conducted and developed. one of the strategies to teach reading is called retelling. many studies found that retelling strategy is effective to teach reading comprehension (sylvia(2015); ebaugh (2013); schisler (2008)). however, there is a contradictory result between those studies found related to the implementation of two types of retelling strategy: oral and written retelling. sylvia‟s (2015) study claims that the written retelling significantly better than oral retelling strategy. however, schisler‟s (2008) study shows result in vice versa. ebaugh‟s (2013) study reveals that there were no significant differences between those two strategies. from the contradictory results seen from previous studies, further study is still needed to figure out more reliable research result on the effectiveness of both strategies. corresponding author: tel.: .............................. keywords oral retelling; written retelling; reading comprehension. introduction people is demanded to improve their literacy abilities as we begin a new decade in the 21st century. there is an increasingly broad range of social setting. in this age of technology growth, the abilities to grab broad information which is available online at:jurnal.uin-antasari.ac.id/index.php/let mailto:vindycahya@gmail.com p a g e | 72 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 offered are required to become productive and educated citizens. reading comprehension skill is important which relates to our social lives such as texts, emails, networking sites, and many others. more than just for understanding a lot of text genres, it is more for broader learning, success in education, and employment. reading is the key of all sources of knowledge. it is very important for learners to support their need in developing their knowledge. a way to develop learners‟ literacy ability has become a concern in education. as stated by grabe & stoller (2013), promoting literacy abilities is the major goal for many educational institutions around the world. therefore, reading comprehension is important for learners which will affect their success in education. l2 reading ability in english is already in a great demand. english continues to spread not just as global language, however as also language of science, technology, research and many more. in the reading process, the readers should be able to understand the meaning of a text and interpret the information well (stoller & grabe, 2002). as the readers combine the information from the text and the knowledge which readers have in the process of constructing the meaning of the text, reading is considered as an active process (ambruster & osborn, 2002). they are not merely achieves the information provided in the text, however they will relate it to their prior knowledge. in other words, in the reading process, the readers actively correlate the knowledge they have and the new information they find in the text. there are many teaching reading techniques which are implemented in reading classroom. the reading teacher purpose is to help the learners to grab the information from the reading text well. moreover, to find an effective teaching technique, there are studies conducted and developed. one of the strategies to teach reading is called retelling. this strategy requires the readers to form their understanding and create a new construction of the information based on their own understanding (rog, 2003). the readers will be required to read with the purpose to tell somebody who has not been informed on what they read. a study related to the implementation of retelling strategy is conducted by sylvia (2015) entitled “the effect of written retelling on students reading comprehension across p a g e | 73 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 different personality learning styles”. the subject of this research is grade x of senior high school. based on her study, it is claimed that written retelling strategy is effective to help the students get better reading comprehension. the other study which is conducted by ebaugh (2013) also shows that two types of retelling strategy, whether oral and written retelling both effective to teach reading. the retelling strategy is significantly effective for aiding reading comprehension of informational text among average fifth grade readers. moreover, there is a study conducted by schisler (2008) entitled comparing the effectiveness and efficiency of oral and written retellings as strategies for improving reading comprehension performance. participants were five general education third grade students from a rural elementary school in central ohio. the result also reveals that the students who are taught using retelling strategy achieve better reading comprehension. however, there is a contradictory result between those studies found related to the implementation of both types of retelling strategy. the study which is conducted by sylvia (2015) claims that the written retelling significantly better than oral retelling strategy as implemented in the control group of her experimental study. however, it can be seen that the implementation of oral retelling strategy is not in an optimum way. the researcher claims that the teacher in the control group didn‟t follow several steps in implementing the strategy. it is stated that the teacher forgot to mention important aspects from the text which needs to be pointed out by students while retelling in several meetings. the lack of ability to implement the oral strategy may affect the optimum result as the strategy effect. moreover, ebaugh‟s (2013) study which has the purpose to examine the relative effectiveness of the oral retell strategy versus the written retell strategy reveals different result. the result shows that there were no significant differences between those two, oral retelling and written retelling. the result of the mean reading comprehension scores between the oral retell group and the written retell group shows no difference. both of them show similar efficiency effect on students‟ reading comprehension. another different research result is gained by p a g e | 74 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 schisler (2008) in her study entitled “comparing the effectiveness and efficiency of oral and written retellings as strategies for improving reading comprehension performance”. the oral retelling procedure was found to be the more efficient in terms of increasing comprehension performance than written retelling strategy. from the above review of previous studies, further study related to the implementation of both types of retelling strategy is still needed due to contradictory result. we need to figure out more reliable research result on the effectiveness of both strategies. discussion reading comprehension there are three approaches in the way readers understand a written text. they are bottom up processing, top-down processing, and interactive processing. bottom-up processing is considered as a lower-level reading process. this process emphasizes that readers understand meaning of the text by focusing on individual words and phrases (stoller & grabe, 2002). the readers will string the detail elements and build up a whole to achieve comprehension. in contrast, top-down processing emphasizes the importance of reader‟s background knowledge and involves the reader‟s contribution to the text they want to read in the process of achieving reading comprehension (alderson, 2000). stoller and grabe (2002) also note that in top-down processing, the readers bring their previous knowledge in the process of reading. this reading approach is primarily directed by reader goals and expectations. the third model of reading is interactive processing. interactive processing is the process of reading by combining the elements of bottom-up processing and top-down processing (nunan, 2003). in other words, the interactive processing readers approach a text by understanding detailed structure or construction of sentence in the text and also bring their background knowledge and contribution to the text they want to read. the readers will process how their prior knowledge and experiences fit into the text. interactive processing is needed to achieve effective reading process. nunan (2003) claims that interactive model reflects the p a g e | 75 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 most comprehensive description of the reading process. the model proposes more adequate method in approaching texts. while readers approach a text, they not only understand detailed structure or construction of sentence in the text, but they also bring their background knowledge and contribution to the text they want to read. in reading, there are several levels of comprehension. burns (1999) divides reading comprehension into four levels. they are literal comprehension, interpretative comprehension, critical reading, and creative reading. the first level is literal comprehension. in this level, the reader recognizes stated main ideas, details, cause and effect, and sequences. the second level is interpretative comprehension. there are several skills for interpretative reading including: (1) inferring main ideas of passages in which the main ideas are not directly stated; (2) inferring cause-and-effect relationships when they are not directly stated; (3) inferring referents of pronouns; (4) inferring referents of adverbs; (5) inferring omitted words; and (6) drawing conclusion. the third one is critical reading. it is evaluating written material, comparing the ideas discovered with known standard and drawing conclusions about their accuracy, appropriateness, and timeliness. the critical reader must be an active reader, questioning, searching for facts, and suspending judgment until he or she considered all of the material. the last level is creative reading. it involves going beyond the material presented by the author. it requires readers to think as they read. this level of comprehension requires the reader to be involved beyond the material presented by the author and requires them to use their imaginations. creative comprehension is concerned with problems solving, making value judgements regarding the action of characters , producing new creation, improving story presentation, predicting outcomes, visualization, and cause effect. dallman (1982) points out the factors influencing the reading comprehension to external and internal factors. external factors involve the difficulty of the material, intelligence, environment, and teacher‟s method. the difficulty of material caused by materials which are beyond the students level of comprehension becomes one of the major causes of lack of comprehension. p a g e | 76 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 related to the materials used in the reading classroom, thompskin (2014) mentions that the text as a separated factor affecting students‟ comprehension. it involves genres, text structure, and text feature. genres have unique characteristics, and students‟ knowledge of them provides a scaffold for comprehension. related to the text structures, the students recognize the important ideas more easily when they understand the patterns that authors use to organize text. the third one is text features, the students should apply their knowledge of the conventions and literary devices used in texts to deepen their understanding. next, intelligence aspect is related to the students‟ ability to comprehend text which is sometimes affected by mental ability. the intelligence of the reader will influence the capacity of the reader in comprehending the passage. the third one is environment aspect, it is related to the students‟ background environment which may affect comprehension and it varies with individuals. thompskin (2014) involves background knowledge as an aspect from reader‟s factor. whether the students are able activate their previous experience and literary knowledge in order to link what they know to what they're reading will affect their comprehension. the last one is teacher‟s method. it is the method of teaching whether it concentrates on the recognition of individual words without or by neglecting attention to meaning assists the students‟ quality in comprehending the text. the second factor is called internal factors. it consists of motivation, selfesteem, and self-actualization. motivation is the students‟ eagerness to read as one of the important factors of learners in reading comprehension. tompskin (2014) stated that motivated students are more engaged in reading, more confident, and more likely to comprehend successfully. next, self-esteem is the way the students see themselves in reading that has important role in developing reading comprehension. it is a human being personality that is active, highly confident. the next one is self-actualization. it is one of the basic physical needs, how the students have a feeling to create and improve their ability in reading to be best. tompkins (2014) mentions more factors from the reader aspect which affect reading comprehension such as vocabulary, fluency, comprehension strategies, p a g e | 77 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 and comprehension skills. vocabulary aspect is related to whether the students recognize the meaning of familiar words and apply strategies to understand what they‟re reading. fluency aspect is related to whether the students have adequate cognitive resources available to understand what they‟re reading when they read fluently. the comprehension strategies aspect explains that the students actively direct their reading, monitor their understanding, and troubleshoot problems when they occur. the last one is related to comprehension skills, the students may automatically note details that support main ideas, sequence ideas, and use other skills. reading comprehension must be self–taught or taught by someone else. grabe & stoller (2013) stated that reading proficiency in an l2 does not develop as completely or as „easily‟ as it apparently does in one‟s l1. reading is not merely to understand the meaning intended by the writer. to make sure that the reader absorbs the information they should have the retention of the information in their mind. they have to identify the organization of the text while understanding the implicit and explicit information from the test. they should grab the main idea, details important information and also overall meaning of the text. those could be achieved by readers by using retelling strategy. in the reading classroom, the teachers are expected to provide suitable treatment in helping the students during the reading process for their success in reading. several techniques in reading have been already implemented. in accordance with the diversity of reading comprehension technique in teaching reading, the applicability and practicality of retelling techniques are recommended in teaching reading comprehension. a. retelling strategy retelling is one strategy which can be utilized by the teacher to help the students achieve their comprehension in reading. the teacher has to train the use of reading strategies with the purpose that they master the strategies to become independent readers. retelling which refers to reconstructing something in order to be shared again. according to rog (2003) retelling requires the readers to organize text information in order p a g e | 78 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 to provide a personal understanding of it. therefore, retelling requires the readers to collect items, organize, find the relation among them in order to reconstruct by themselves. later, they will share them in a new form which still keeps up the meaning and the theme. retelling technique make the reading becomes meaningful for the readers. while the readers construct their own understanding of the text and they will relate the new information with their background knowledge or experience. they will put the information of the text in their own words. the readers will express their understanding in a personal form and their opinion or perspective to the core matter. since, they may relate the information they get with the real facts or situation they face in their life. when we invite readers to respond to reading, we invite them to recreate and share their understanding of the text. according to rog (2003), when we read, each of us brings a unique set of background experience to the task. it is related to schema theory which explains that when individuals get information, they will fit that information into some structures in memory that help them make sense of that information (alderson, 2000). as reading is a matter of interaction between the reader and the text, each reader interprets a text uniquely depending on his own experience. when a learner retells the content of a reading selection, the reader takes responsibility for understanding and then communicating it. retelling is not merely listing events. rhodes & shanklin (1993) claim that simply recalling selected events or facts from a story or informational text is not the same as retelling. moreover, retelling helps the readers identify the text structures. according to koskinen et al. (1988, p.892) as cited by rog (2003), by retelling, the readers will be encouraged to attend to the meaning of the text. it reinforces the elements of text structure. in story text, the readers will notice the important points of the text, such as characters, setting and plot. they will also be required to distinguish between key ideas and supporting details. more than just reading, they will think about what they p a g e | 79 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 read. when retelling a fictional story, the readers will think about, remember and retell the key details: story elements, major events character‟s feelings, thoughts, traits or actions. when retelling an informational text, they will think about, remember and retell the main topics and key details. retelling improves text structure awareness when reading. the teacher plays important roles in the implementation of retelling technique in the reading classroom. the activities are distributed by following the three stages of teaching reading; pre-reading, whilst-reading, post-reading. pre-reading stage is activities prior to reading which is used to engage students to the classroom atmosphere. what the teacher should do is activating or building students‟ background knowledge related to the topic of the reading. according to wallace (2003) pre reading activities may remind the readers of what they already know and activate their existing schematic knowledge. the activities will help the students being ready to read. nunan (2003) adds the teachers may need to build up the background knowledge in the beginning of the reading process if the topic of the text is unfamiliar for the students. in the while-reading or during-reading process, the activities have the purpose to prevent the students as passive readers. according to wallace (2003) and hedge (2000), the purposes of while-reading activities are to encourage learners to be flexible, active, and reflective readers. the activities provided in while-reading are utilized to assist the students in the process of achieving their reading comprehension. as stated by armbruster and osborn (2000) that activities during the actual reading process should facilitate or enhance students‟ reading comprehension. many activities during the reading process require the students to do any of the following: follow the order ideas in a text; react to the opinions expressed; understand the information it contains; ask themselves question; make notes; confirm expectations or prior knowledge, or predict the next part of the text from various clues (hedge, 2000). it shows that in p a g e | 80 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 the while-reading activities, the teacher can keep the students active in the reading process. hedge (2000) explains many variations of post-reading activities. the ideal activity is the one which has relations to the reading purpose. therefore, the students can check and discuss the activities in the whilereading and get the benefits from what they have read. post reading activities can be varied as the texts they follow, but ideally will tie up with the reading purpose set, so that students check and discuss activities done while reading and make use of what they have read in a meaningful way, for example, by discussing their response to the writer‟s opinions or by using notes for a writing activity. the use of graphic organizer while reading, there is an aid needed by readers to be able to retell the information which they get from the text. the readers need a tool which helps them to visualize their comprehension concept. by visualizing the reading comprehension may develop the effectiveness of the retelling. the readers may use graphic organizers which help them to remind the important information. as stated by benson & cummings (2000) as cited by rog (2003) graphic organizer may help the readers organize their thinking for retelling. rog added that it will guide the readers identifying the elements of the text. using the graphic organizers also helps the students to read with anticipation. it encourages them to focus on points they have to comprehend from the text. it acts as reminder for the readers to identify the elements of the text. retelling using graphic organizer develop the students‟ metacognitive ability. graphic organizers helps the students to be aware according to zhang and seepho (2013), metacognitive strategies in reading are those strategies designed to increase readers‟ knowledge of awareness and control, to improve their reading comprehension. the students will pinpoint the important information from the text. it is used to monitor their p a g e | 81 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 comprehension. as receiving the graphic maps, it encourage them to have purpose of the text, and being aware of what points they should get from the text. robb (2003) stated that students can use this organizer during reading as a note-taking tool. as in retelling the students will construct a new form of the information, graphic organizers will guide and them in constructing. using graphic organizers may develop student creativity to present or show information in different point of view. graphic organizer also develops students‟ focus or attention. there are many types of graphic organizers and the choice of using one type is based on the reading purpose. for example, graphic organizers for reading informational text will help the students to put main idea and supporting details in the map. as stated by robb (2003) building details graphic organizer helps students sort out the big idea and the smaller details that support that big idea. graphic organizers for reading fiction or story will be in the form of event sequence. moreover, robb (2003) added that graphic organizers in the form of venn diagram can be used for compare and contrast text. b. types of retelling and the implementation the variations of retelling can be categorized into several types (mowbray, 2010; manyrawi, 2013) .there are various forms of retellings which is presented in table 1. table 1. variations of retelling types of retelling meaning oral to oral listening to spoken material and retelling it orally . oral to written listening to spoken material and retelling it in written forms . oral to drama listening to spoken material and retelling it through playing drama. p a g e | 82 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 oral to drawing listening to spoken material and retelling it through drawing. reading to oral reading a written material and retelling it orally . reading to written reading a written material and retelling it in written forms. viewing to oral viewing a film and retelling it orally. viewing to written viewing a film and retelling it in writing. the content and procedure of any form of retelling is quite similar, especially for a reading comprehension strategy. the reader has to go through the same steps. it will be starting from the time of reading to construct the newly born retold text. the differences are in discourse characteristics; spoken, written or drawing. written form of retelling will be more complex as the readers need to produce full sentences, using subordinate clauses, relative clauses, passive phrases and many more. it will be in long forms. oral or spoken form of retelling focuses more on spontaneous way of retelling the information from the text. the readers need to elaborate their speaking while retelling. for drawing format of retelling requires students creativity to deliver the information from the text they read into their drawing. this discussion will focus on two types of retelling from reading activity. the first one is reading to oral retelling and the second one is reading to written retelling. 1. oral retelling strategy this first type is oral retelling strategy (ors) for improving reading comprehension and retention. rog (2003) mentioned that retelling provides an opportunity for readers to process what they have read by organizing and explaining it to others. oral retelling strategy encourages the students to retell the information they get from the text to others orally. according to (manyrawi, 2013) the utilization of coordinated sentences, short forms, ellipsis, illustration and explanation p a g e | 83 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 are the characteristics of oral retelling. they are required to describe it aloud, everything they can recall after reading. there is an indication by researchers that retelling increases both the quantity and quality of what is comprehended. retelling requires the students to reconstruct materials they have read in their own form, which requires clear understanding of what has been read. the use of this technique helps the teachers to identify how much information was retained after reading or listening to a text. moreover, it also gives teachers insights about student's knowledge of text genre and their ability to organize information. ors enhances student's ability to retain previously learnt information. oral retelling provides more opportunities for the students to express everything that they remember. there is a possibility that students are able to tell information which is more than they are able to do when specific questions are asked. retelling allows teachers to have insight into what information which a student views as important and how the student organizes the information and retain it. retelling is not a matter of copying the previously read material, but it is an active process that requires students to be engaged in deep thinking. as stated by rog (2003) that the purpose of retelling is to judge the students understanding of the text, not what they remember. the students need to explore the relation between ideas, read between lines to find clues, explore cause and effect, add previous knowledge from his/her own schemata, and then reconstruct the ideas and events in a new form stamped with his/her personality. retelling also develops their creative thinking. although the students have to retell the same reading and the elements of it such as the events, the characters and the setting of the original text or story, the students will have their own newly version of information construction. while generating the new form, the student will also judge characters, events and setting. they are allowed to state an opinion towards what they read. p a g e | 84 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 rog (2003) propose the technique called group retelling game. while doing the retelling activity, the teacher will divide the numbers of students to groups. then, there is an important aid in this activity which is called as a game card set. in the activity, each student will draw one or more cards until all the cards are distributed. students will take turn retelling their assigned parts of the text. this retelling game may enhance students‟ motivation and engagement in the learning activity. motivation is a key for students‟ success in the reading classroom. gambrell (2011) stated that “students are more motivated to read when they have opportunities to socially interact with others about the text they are reading” applebee, langer, nystrand, & gamoran, 2003as cited in gambrell (2011) mentioned that social interaction is defined as communicating with others about what has been read through writing or discussion. this group activity requires the students to work collaboratively with their friends. through this retelling game in groups, the other students will listen to other students‟ perspective and construction as shows their understanding of the text. turner and paris (1995) as cited in gambrel (2011) there are a variety of ways that social interaction supports motivation to read. first, peer comments can pique a student‟s curiosity. second, student observations of their peers‟ progress may increase their confidence in their own ability to succeed. third, working with others promotes student interest and engagement. there are also a number of studies reveals that instruction that incorporates social interaction about text increases students‟ motivation to read and reading comprehension achievement. a. the procedure of oral retelling strategy the activities of oral retelling strategy implementation will be explained as follows. the students be given pre-reading activities before the treatment, then the students will read the texts silently. p a g e | 85 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 while reading, they will be given graphic organizers in the form. this technique is used to help the students visualize what they read and the concept of information they get from the texts. later, the students will do the oral retelling in the post reading. they will work with their group to tell the information they get to their friends. last, the students will do reading comprehension test in the form of cued recall test on the explicit and implicit information of the text. the table below will show you the procedure of the lesson plan of the oral retelling strategy. table 2. the procedure of oral retelling strategy reading stages lecturer activities students’ activities pre-reading stage  showing topic related picture to the students.  giving questions to the students about their own experiences and backgroud knowledge of the topic.  reflecting on their own backgroud knowledge or experiences related to the topic of the text.  giving ideas of their own. whilst reading stage  the teacher distribute the graphic maps to the students  asking the students to read silently.  asking the students to fulfill the maps while reading.  reading the texts silently.  fulfilling the graphic maps while reading. post-reading activities  ask the students to work in group.  the teacher gives a set  the students will work in groups.  the students will p a g e | 86 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 of cue card for each group.  ask the students to retell the reading based on the card taken by each students.  the teacher leads classroom discussion to clarify students understanding.  give the recall test. retell the reading based on the card taken by each students.  the other students will listen and wait their turn to retell their part.  the students follow classroom discussion to clarify and wrap up their understanding.  last, the students do the multiple choice recall test to measure their understanding. 2. written retelling strategy manyrawi (2013) defines that written retelling strategy (wrs) is an active mental thinking process that enables the learner to reproduce the already read material in a new written form. the readers need to explore the relation between ideas, read between lines to find clues, explore text structure. in the process of written retelling, the readers also bring their previous knowledge from his/her schemata related to the text. later on, they will reconstruct the ideas and events in a new form which may also reflect and relate to their personality. the new form will be personal as each of the reader will create different forms in representing the same message from the original text. written retelling is quite similar with oral retelling. however, when in the oral retelling the readers have to retell what they get from the text in spoken, written retelling requires the reader to write. p a g e | 87 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 fitzgerald & shanahan (2000) as cited in manyrawi (2013) mentioned that the integration of teaching reading and writing will be beneficial in making learning more efficient. the reason is that both of the skills shared many of the same developmental components. therefore, both of them are mutually reinforcing (kutz & roskelly, 1991 as cited in manyrawi (2013)). they share such similar features and developmental process. in the reading process, while the content of the material to be developed process, written letters, words and sentences represent them. thus, we can take advantages on the integration of the two skills in teaching reading. several research results show that written retelling improve students‟ reading comprehension. larcy (2008) study entitled ''language learning through retelling: the reading writing connection” was conducted to engage and help students respond to literature and make the reading-writing connection. the written retelling task can motivate students to take a closer look at the text features, and offer new insights to the original material. the result shows that the language learning becomes fruitful, fulfilling, meaningful and enjoyable. both the teacher and students benefit from the activity as they explore innovative ideas, connect reading and writing in the context of the story, and create versions of their own. kamilah (2014) conducting an action research entitled “using retelling technique to improve reading comprehension of the eight graders in smp 3 situbondo and mts nurul huda malang”. this study conducted based on observation result that the students find difficulties in reading classroom. the students were identified that they failed in finding main idea and details of descriptive and recount texts. the finding showed that retelling technique improves students reading comprehension. khisbulloh (2012) also conducted a study titled ''improving the students‟ reading comprehension through retelling technique”. it is an action research. this research is aimed to improve p a g e | 88 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 the students‟ reading comprehension through retelling technique. this research examined how the profile of the use of retelling technique to improve the students‟ english reading comprehension, how far the improvement of the students‟ reading comprehension of the third year students of ma mir‟atul muslimien 2012 through retelling technique. twenty five students of the third year students of ma mir‟atul muslimien grobogan 2012 were instructed through retelling technique to improve their reading comprehension. the results show that the students‟ reading comprehension improves significantly. this technique uses the students‟ cognitive skill to recall the text that they have read. this technique can help the students to remember the information and the details of the text and to rewrite the gist of the passage. in the implementation of retelling technique, the students could enrich their vocabularies and be confident to recall and rewrite what they have read. they also performed their understanding with good connecting the information to another details. a. the procedure of written retelling strategy in the first stage of this written retelling strategy, the students will also be given pre-reading activities before reading. then, the students will read the texts silently. while reading, they will be given graphic organizers in the form. this technique also will be used to help the students visualize what they read and the concept of information they get from the texts. later, the students will do the written retelling in the post reading. they will work with their partner to exchange their writing. last, the students will do reading comprehension test in the form of cued recall test on the explicit and implicit information of the text. the table below will show you the procedure of the lesson plan of the written retelling strategy. p a g e | 89 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 table 3. the procedure of written retelling strategy reading stages lecturer activities students’ activities pre-reading stage  showing topic related picture to the students.  giving questions to the students about their own experiences and backgroud knowledge of the topic.  reflecting on their own backgroud knowledge or experiences related to the topic of the text.  giving ideas of their own. whilst reading stage  the teacher distribute the graphic maps to the students  asking the students to read silently.  asking the students to fulfill the maps while reading.  reading the texts silently.  fulfilling the graphic maps while reading. post-reading activities  ask the students to work in pairs  the teacher asks the students to write what they have got from the text in a blank paper.  ask the students to exchange their paper with partner and give feedback each other.  the students will work in pairs.  the students will write about the information they get in a blank paper.  the students will exchange their paper with the partner  the students will read their friends‟ paper.  the students will give p a g e | 90 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017  discussion about the information that the students miss from the text  ask them to re-read.  ask the students to add the information they miss from the text.  the techer gives recall test. feedback each other about the content of the information.  the students follow the class discussion.  the students re-read the text to find out information which they miss.  the students will add information they missed from the text.  the students do multiple choice test to measure their understanding. conclusions and suggestions from the above review of previous studies, further study related to the implementation of both types of retelling strategy is still needed due to contradictory results. there is a study shows that written retelling strategy is more effective than oral retelling strategy. the other study reveals in vice versa. moreover, there is also a study which found that both strategies do not have significant difference of effectiveness in helping students to achieve their reading comprehension. the various results of those previous studies are affected by many factors. the important influential factor is the various abilities of the teachers to implement each of the strategies. the optimum implementation of both studies by the teachers is required to find out the better results of study. later on, we will be able to figure out more reliable research result on the effectiveness of both strategies. p a g e | 91 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 references alderson, j. c.(2000).assessing reading. cambridge: cambridge university press. armbruster, b. b., & osborn, j.h. (2002).reading instruction and assessment. boston: a pearson education company. burns, a.(1999). collaborative action research for english language teachers. cambridge: cambridge university press. dallman, m. (1982).the teaching of reading. new york: holt rinehart & winston. ebaugh, k.(2013).the effect of oral and written retell strategies for informational text on reading comprehension performance of fifth grade students. unpublished thesis of master degree. goucher college. gambrell, l, b.(2011) seven rules of engagement: what’s most important to know about motivation to read. the reading teacher, 65(3), pp (172178). international reading association. grabe, w. & stoller, f. l.(2002) teaching and researching reading. london: pearson education. grabe, w., & stoller, f.l..(2013) teaching and researching reading. new york: routledge. hedge, t.(2000) teaching and learning in the language classroom. new york: oxford university press. kamilah, n.(2014) using retelling technique to improve reading comprehension of the eight graders in smp 3 situbondo and mts nurul huda malang. undergraduate thesis. universitas negeri malang, kisbulloh, d.(2012) improving the students’ reading comprehension through retelling technique (classroom action research at the third year students of ma mir’atul muslimien grobogan 2012). undergraduate thesis. state institute of islamic studies (stain) salatiga. larcy a.(2008).language learning through retelling: the reading-writing connection .the uplb journal, 6 (1). manyrawi, r.,y.,m.,a.(2013).the impact of using written retelling strategy on improving reading comprehension achievement and retention for ninth graders in palestine. unpublished thesis of master degree. the islamic university of gaza. p a g e | 92 vindy cahya ekaningrum let: linguistics, literature and language teaching journal vol.7 no.1 2017 mowbray, tanya.(2010). the power of read and retell. australian journal of language & literacy vol 15 (2), pp 10-12. nunan, d. (ed.).(2013). practical english language teaching. new york: the mcgraw-hill companies. rhodes, l.k., & shanklin, n.l.(1993). windows into literacy: assessing learners, k–8. portsmouth. nh: heinemann. robb, a.(2003). 40 graphic organizers: that build comprehension during independent reading. new york: scholastic teaching resources. rog, l. j.(2003). guided reading basics. canada: pembroke publishers. schisler, r.a.(2008) comparing the effectiveness and efficiency of oral and written retellings for improving reading comprehension performance. dissertation. the ohio state university. sylvia.(2015). the effect of written retelling on students reading comprehension across different personality learning styles. thesis for master degree. universitas negeri malang. tompskin, g.e.(2014). reading comprehension factors. retrieved oktober 13, 2015 from http://www.education.com/reference/article/readingcomprehension factors. wallace, c.(2003). reading. new york: oxford university press. zhang, l., & seepho, s.(2013). metacognitive strategy use and academic reading achievement: insights from a chinese context. electronic journal of foreign language teaching, 10(1), 54-69. ieee paper template in a4 (v1) tiara retno haryani let: linguistics, literature and language teaching journal vol. 8 no. 2 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 2 ||pages|| 158-176 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| developing a contextual book for pronunciation and speaking practice tiara retno haryani tiara.03march@gmail.com universitas islam lamongan article history: received: 27 th august 2018 accepted: 30 th september 2018 abstract pronunciation is considered very essential for language learners since it can influence their communication process. nevertheless, learning pronunciation becomes a complex aspect to master a language, especially english. therefore, there are many errors and mistakes committed by english learner in pronunciation. in a previous research, the error of pronunciation had been investigated. there were some factors affecting the error. based on the pronunciation test, there are some errors produced by the students in performing their speaking skill and pronunciation practice. some aspects affecting the errors are also discovered from the interview. there are also several effects caused by the pronunciation error faced by the students. in short, there are certain errors in pronunciation produced by the english department student as the result of various aspects in their learning process. therefore, there is a need to develop a set of materials for their practice in pronunciation to solve the students’ problem. corresponding author: tel.: ...................... keywords develoving, contextual book, pronunciation, speaking. introduction background english has become a foreign language that must be mastered by indonesian students in this century. the 21st century skills demand learners to conform to the needs of the century. the needs are around the digital era literacy, inventive thinking, effective communication, and high productivity. in performing the skills, comprehending english is very noteworthy. the language is spoken in available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:tiara.03march@gmail.com p a g e | 159 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 various circumstances and it has been used worldwide nowadays. thus, learning english becomes an urgent duty for the students to live in this era. in indonesia, english has become a compulsory subject starts from junior high school level and a local-content subject from the fourth grade of elementary school. it is based on the decree of minister of education and culture no.060/u/1993 (1994:15) which states that english could be introduced to the fourth grade of elementary school as a local content subject. in fact, there are lots of schools begin the teaching of english in the first grade of elementary school (fachrurrazy, 2010:35). in addition, some kindergartens also provide english in their curriculum. it is supported by suyanto’s opinion (2010:1) that learning process usually starts in the young age. it means that the teaching of english can be applied for all students in various education levels with appropriate and suitable materials. hence, it can be concluded that learning a language, especially english, is feasible to be started from a very beginning level to the advanced level like university level. the materials that need to be highlighted in the language learning process, especially english, are the language components. in mastering a language, including english, there are three components of language which should be learnt by the language learners, which are, grammar vocabulary, and pronunciation. the three components should be used simultaneously to make a comprehensible and effective communication. however, pronunciation is considered as a very significant component for language learners since it can affect the meaning of communication. unfortunately, it has often been overlooked and sometimes neglected in favour of grammar and vocabulary in sla research (neri, cucchiarini, strik, & boves, 2002). consequently, learning pronunciation becomes a very complicated aspect to master a language, especially english. in addition gilakjani, ismail, and ahmadi (2011:81) mentioned that pronunciation can be one of the most difficult parts for a language learner to master and one of the least favourite topics for teachers to address in the classroom. moreover, among students at the introductory level of language learning, errors that may cause issues in comprehensibility commonly stem from pronunciation (agostinelli, 2011). in p a g e | 160 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 consequence, phonological error or error in pronunciation usually occurs in language learning process. unluckily, there are many language learners who fail in performing the language components, especially in pronunciation. it is supported by the fact that most of the english curricula do not mention or include pronunciation in the learning materials as much as grammar or vocabulary. it may not only become a trouble in their learning process, but also in their daily communication. it is very embarrassing and frustrating for a non-native speaker with good command of grammar and lexis to fail to make himself/herself understood by a native speaker (harmer, 2001). it can affect the students’ confident in speaking as it may lead to misunderstanding or other related problem in their communication practice. for that reason, the students’ pronunciation problem should be solved appropriately in order to gain their motivation and confidence in the process of learning english. objective of the study in sequence with the background of the study, the objective of the study is to: 1) find the difficult english sounds for the students; 2) consider how the error affect their performance in communication; and 3) develop contextual material of pronunciation practice for university students. the materials are aimed at helping the students in solving their speaking problem due to phonological error or error in pronunciation. the participants of the study the participants or the subjects of the study were the first semester students of english department in unisla (universitas islam lamongan). there were 7 male students and 43 female students in the class. the students were elected because there were lots of mistakes and error in pronunciation occurred in the course of speaking skill and pronunciation practice. it was also considerably preferable as the students were freshmen who were easily adapt and adopt any materials well. it was also considered easy to discover their main problem in speaking, especially in pronunciation since they got only little experience of english practice when they were still senior high school students. p a g e | 161 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 review of related literature pronunciation as language learners, it is necessary for the students to be able to master the three components of language; they are grammar, vocabulary, and pronunciation. in this case, pronunciation is considered very vital for language learners at the beginning level since students tend to learn from what they hear and listen. hashemian and fadaei (2011) stated that good pronunciation is important because it enhances comprehensibility and helps those who have integrative motivation to not be marked as a foreigner. furthermore, pronunciation is considered to be able to influence the meaning of communication. consequently, learning pronunciation cannot be abandoned in the process of language learning. pronunciation has a significant function in communication even though it has a little portion in english teaching and learning process. according to kelly (2000), even though pronunciation has an important role in getting one’s meaning across, it becomes a neglected area of english language teaching (elt). pronunciation has often been overlooked and sometimes neglected in favour of grammar and vocabulary in sla research (neri et al, 2002). in addition, gilakjani, et al. (2011:81) mentioned that pronunciation can be one of the trickiest parts for a language learner to master and one of the least favourite topics for teachers to address in the classroom. therefore, learning pronunciation becomes a very complex aspect to master a language, especially english in this case. pronunciation error in learning the correct pronunciation, there must be numerous difficulties faced by the language learners. the learners usually make mistakes and error related in pronunciation while they are performing their speaking skill. moreover, among students at the introductory level of language learning, errors that may cause issues in comprehensibility commonly stem from pronunciation (agostinelli, 2011). hence, error in pronunciation tends to occur in the process of language learning. p a g e | 162 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 error in pronunciation is also called as phonological error. it is related to the mistakes or error committed by language learners in pronunciation. according to norrish (1987:7), error is a systematic deviation, when learners have not learnt a particular material and consistently gets it wrong. the phrase ‘systematic deviation’ means the deviation which happens repeatedly. along with the idea, cunningworth (1987:87) defines errors as systematic deviations from the norms of the language being learnt. it can be defined that the students do not know that they do mistakes because they do not know the proper one either. additionally, phonology is the study of sounds in a particular language. there is a huge possibility of language learners to have various kinds of error in phonology. therefore, it can be concluded that phonological error is a systematic deviation that happens when a learner has not learnt function of sound and consistently gets it wrong. in other words, the characteristic of pronunciation error, like other errors, is that the students do not realize the mistake or error they have committed as they think that they pronounce it correctly. the error analysis in the field of language teaching and learning, error analysis is capable of serving as a means to look into the areas in which language learners are most likely to make errors in mastering the language components and practicing the language skills. it may help teachers to identify and/or predict why and how the learners produce the error. for that reason, any errors made by learners in the process of learning the language are not considered as a bad achievement of language learning but an accepted step in the development of language skills. dulay, et al. (1982) believed that analysis of the errors made by language learners may assist them to understand the process of language learning deeply; furthermore, it will facilitate teachers and curriculum designers to settle on teaching materials which will fit the learning needs of language learners. in this study, an error analysis had been conducted previously as the preliminary study to find out the mispronounced sounds or the phonological error that the students tended to commit, the reason why they probably had the error, and the factors that might take part on the students’ error, and the effect that may take place when the students make the mistake or error. p a g e | 163 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 method research design this study is intended to develop interactive materials for pronunciation practice in english content subject. the aim of the research is to find the students’ need and discover the most appropriate material and instruction to help them solving their phonological problem. thus, the most appropriate design of this study is educational research and development design. according to latief (2012), educational research and development is a research design aimed at developing educational products, such as curriculum, syllabus, text books, instructional media, modules, assessment instrument, and so on. the research design is also addressed to solve classroom problems and contribute to the quality of the classroom practices. in brief, the design is considered appropriate for the study as it is suitable with the attended objective because a product is needed to help the students in solving their problem in pronunciation. there are many methods of research and development presented by some experts. the research design conducted in this research adapted the research and development model designed by borg and gall (1983). the adaptation is needed since the original design for the research and development procedure proposed by borg and gall is too complicated to be implemented due to the situation in the class. therefore, an adjustment is done to make the research design feasible to be conducted in the first semester class. product development procedure 1. in order to develop the product of contextual materials, some procedures are needed be to be applied. the design of the study is the adaptation of the research and development design proposed by borg and gall. it encompasses the preliminary study and product development process. preliminary study 1. this present study is based on an early preliminary study conducted to investigate the students’ pronunciation error. the preliminary study was compulsory to fulfil the need analysis of the study. the needs analysis was in the form of interview and field note. after conducting the preliminary study, it was expected to discover the students’ needs and problems to be solved. p a g e | 164 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 product development there are several steps that need to be conducted during the product development. they are material selection, designing layout, expert validation, revision, and try-out. developing contextual book based on the explanation explained afore, there is an urgency to develop a proper instruction for pronunciation practice. the contextual material is preferred since it is considered relevant to the subject being observed, which are pronunciation practice and speaking skill. contextual materials are considered appropriate to help the students’ practice in pronunciation and speaking as the contents will be meaningful and helpful for the students. findings and discussion the preliminary study the errors in pronunciation after having an error analysis toward particular class, it was found out that the majority of the first semester students of english department in unisla made lots of error and mistake in their pronunciation or it is called as phonological error. phonological error is assumed to have two different causes: perceptual misidentification of sounds, or accurate perception but inability to reproduce the sound, leading to substitution of an unpronounceable syllable for a friendlier one (stemberger, 1989). the error and mistake can be a form of effect on their speaking habit since they rarely use english in their communication, not only in daily activity but also in their academic activity. the absence of pronunciation book or module to help them practicing pronunciation can be also the cause of their phonologic error. consequently, they tend to over generalize or mispronounce various words which become their error. for that reason, a suitable instruction requires to be created to help the students of english department in unisla in pronouncing english words properly. based on the result of previous study, it was found that the students were likely made certain pronunciation errors in their speaking performance. the error p a g e | 165 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 found was on 3 single or pure vowels, which were /ɔ/, /ə/, and /æ/ and 7 diphthongs which were /eɪ/, /ɔɪ/, /əu/, /au/, /iə/, /eə/, and /uə/. in short, there were 10 out of 20 vowel sounds that they could not pronounce perfectly. most of the difficult sounds come from diphthong or double vowel. the logical reason probably because there is no concept of diphthong in their mother tongue or first language, so that they rarely get the experience of pronouncing the double vowel sounds. furthermore, there were several consonant sounds that the students could barely pronounce, which were /t/, /tʃ/, /v/, /θ/, /ð/, /ʃ/, /j/, and /ʒ/. it could be concluded that the students were not able to pronounce 8 out of 24 consonant sounds. in short, based on the data, there were 18 sounds of english that the students could not produce correctly and easily out of 44 sounds. the error in sounds recognized in the preliminary study shows a huge number of errors committed by the students. it could be a serious problem since the students are from english departs who should practice their speaking every day, both in the class and outside the class. the phenomenon was surely influence their speaking performance and their communication as they cannot deliver their information or idea to their listener. it may also cause other problems in their study, such as in presenting assignment, discussion, and so on. the factors affecting the phonological error there are numerous factors which may cause the students’ error in pronunciation. the factors can be different for each student as every student has different background. in order to investigate the students' errors, it is necessary to decide the sources of errors. there are two main sources mentioned by brown (2000:224), they are interlingual and intralingual error. interlingual error is used to be called as transfer error. transfer of errors may occur because the learners lack the necessary information in the second language or the intentional capacity to activate the appropriate second language routine (kavaliauskiene, 2009:4). hence, interlingual error is an error which comes from students’ lack of knowledge. p a g e | 166 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 on the other hand, intralingual errors occur as a result of learners' attempt to build up concepts and hypotheses about the target language from their limited experience with it (erdogan, 2005:266). in short, it can be inferred that the error comes from the students’ limited exposure of their target language. in conclusion, there are two aspects of error may interfere students’ language learning process; they are interlingual and intralingual aspects. both of them may lead to various kinds of problem or error in pronunciation. various errors may also occur in pronunciation practice and learning. according to stemberger (1989), phonological errors are supposed to have two different causes; they are perceptual misidentification of sounds, and accurate perception but inability to reproduce the sound, leading to substitution of an unpronounceable syllable for a friendlier one. therefore, it can be concluded that the factors of error can be the results of the learners’ misinterpretation or their disability to reproduce particular sounds. some of the students may be able to adapt and overcome their error easily, yet some of them may need extra help from others, such as teacher, friends, classmates, and others. from the explanations mentioned previously, there are various factors which play a part in the students’ phonological error. based on the previous study, haryani (2017) found that the phonological errors committed by the students in the university level are the results of several aspects. the aspects that the students mentioned were: 1) imitating wrong pronunciation of people in their environment or even public figure on tv; 2) having different system of sounds between their mother tongue and their target language; 3) having low intensity in using and practicing the target language; 4) getting little motivation to consult their dictionary; and 5) having difficulties to recognize and pronounce the phonetic symbol. it can be concluded that there are various aspect affecting students’ error in pronunciation, and most of them are interlingual error. the explanation of the data will be well-explained in the table 1. the data was gained from a questionnaire and an interview to the 50 students of the first semester of english department in unisla. the response of the questionnaire, each student may have more than one answer or reason. p a g e | 167 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 table 1 the factors affecting students’ pronunciation error the factor number of students imitating wrong pronunciation of people around them or public figure 43 having different system of sounds between their mother tongue and their target language 30 having low intensity in using and practicing the target language 27 getting little motivation to consult their dictionary 18 having difficulties to recognize and pronounce the phonetic symbol 39 based on the table 1, there were 5 main reason of why they failed to perform good pronunciation in speaking. the first reason was the sudent imitate wrong pronunciation of people around them or public figure on tv. it was found that 43 out of 50 students stated the reason which means the majority of the students had the factor of error. furthermore, from the result of interview, the students had a tendency to imitate their friends, teacher, even public figure on tv or social media without checking the correct pronunciation in their dictionary. this phenomenon shows that environment affects students’ learning process. the second reason was they felt difficult to recognize and pronounce the phonetic symbol. there were 39 students stated that the factor affected their error. it was understandable since most of the students did not learn phonetic symbol in their junior or senior high school. even though they try to check the correct pronunciation in the dictionary, they would fail to pronounce the word correctly since they do not know how to pronounce the phonetic symbol. after that, for the third reason, there were 30 students argued that they had different system of sounds between their mother tongue and their target language. the reason was very reasonable as their mother tongue was not english. most of the students’ mother tongue is javanese and indonesian. there are several english sounds which do not exist in their mother tongue. the differences may lead to overgeneralization or other form of phonological error. p a g e | 168 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 the forth reason that was discovered was the students’ low intensity in using and practicing the target language. there were 27 students chose it as they felt that there was lack of exposure in practicing their pronunciation. the students could not practice speaking and pronouncing english well in their daily life communication. they did not have a good environment to practice their english. the worst thing is that even their environments sometimes try to bully them when they practice to speak in english. the last reason for the students’ error was the students’ low motivation to consult their dictionary. some of the students did not have appropriate dictionary. even though some of them had it, they rarely consulted it to check their pronunciation. it can be concluded that the reasons affecting the student’s error in pronunciation are related to each other. the errors committed by the students can be the basis for recognizing the students’ learning progress. errors are studied in order to find out something about the learning process and about the strategies employed by human beings learning another language (lungu, 2003:323). therefore, after recognizing the students’ error, the researcher or the instructor may start finding the solution to solve their problem and prevent them in having the same errors or mistakes. one of the alternatives is developing an appropriate instruction or material that focus on the pronunciation practice. the effects of students pronunciation error there are a number of effects that follow the students’ pronunciation error. the effects for the students might be different from each other. in addition, the effects of the pronunciation error are able to influence the students’ performance in speaking. the effect of students’ error in pronunciation can be best summarized in figure 1. it encompasses the students’ response and opinion regarding the effect that they may have due to phonological error in their daily life. the response of each student may be varied and they may have more than one answer of the effect they face. p a g e | 169 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 figure 1. the effects of students pronunciation error based on the questionnaire, the students expose some effects that they faced due to their pronunciation error. in the questionnaire, one student might have more than one opinion on the effect of their error. for the first effect, the result of the questionnaire showed that there were 47 out of 50 students stated that they felt their communication leads to confusion. listeners usually cannot catch the idea of the intended information which was delivered by the speaker. they likely have no idea about the words spoken when the speakers have error in their pronunciation. the listeners tended to get confused and forced the speakers to use their mother tongue to explain what they meant. for the second effect, 43 students said that the words might lead to different meaning and miscommunication. when the speakers had mispronunciation, the listeners got different interpretation from what the speakers intended to say. it tended to trigger a problem in communication and also in particular activities. then, for the third effect, 36 students exposed the third effect which is the messages cannot be well delivered. since the mispronunciation affected the meaning, the message intended to deliver cannot be well-delivered. it might cause misinformation because the message is not completely accepted by the listeners. the forth effect was becoming unconfident. there were 32 students who told that they lose their confidence because of their pronunciation error. since the speaker did lots of error, they might experience the frustration in having communication with english. it will make the traumatic effect for the student in practicing their speaking skill. some students will probably be afraid of speaking 0 5 10 15 20 25 30 35 40 45 50 effect 1 effect 2 effect 3 effect 4 effect 5 effect 6 student p a g e | 170 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 in english because they are scared for making any mistakes or mocked by other students as their listeners the fifth effect which was delivered by 25 students was that the listener cannot focus on the conversation. the listeners usually try focus on recognizing the words mentioned rather than the means of the conversation when mispronunciation occurred. when the listeners show their confusion, the student pr the speaker will end up with translating the utterances into their mother tongue. this phenomenon is surely not good for their practice as they will be accustom to speak in their mother tongue or first language rather than english as their target language. the last effect was the listener may get bored on the conversation. there were 23 students who uncover the effect since they felt that the listeners lost their attention when the speaker made error in pronunciation most of the time. in brief, students’ pronunciation error must be solved properly and immediately to prevent other problems in their communication, especially in speaking performance. designing a contextual instruction learning pronunciation is very essential for students, especially english department students. however, in spite of its importance, pronunciation has not yet secured its place in most efl curricula (setter & jenkins, 2005). based on the result of the preliminary study, there are some factors of the error were discovered. there are various factors affected the students’ error in pronunciation, yet in can be inferred that one of the main factors is that there is no sufficient instruction or book to help them recognizing the phonetic symbol and practicing their pronunciation. this section demonstrates how to integrate various situational contexts into classroom learning instruction in order to enrich learning materials with relevant contexts and to create a knowledge-in-use opportunity. in order to develop an instruction consisting of contextual materials, there are several steps that needed to be included in the product development. the first step is material selection. the first procedure of the product development was that selecting materials to be developed, especially the content. the selection is based on the students’ needs and interest. the second step is designing the layout of p a g e | 171 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 materials. it is related with physical appearance of the electronic book itself. the third step was getting the expert validation. the expert qualification is based on his/her expertise and experience in his/her field. the expert was in charge to evaluate the content and the language of the material and accountable to evaluate the design and appearance of the product. the last step was revising. after finishing the analysis of suggestion, the researcher needed to make adjustments to the product. the adjustments of the product were based on the expert’s comments and suggestion. contextual material using contextual or applied methods of instruction for teaching is not a new idea. however, it receives new attention as many schools begin reforming their curricula to fulfil the needs of students in order to prepare the rapidly changing world of work. contextual instruction has traditionally been used in career and technical classes, and the value of such instructional methods in these courses has been demonstrated by hands-on experience in a shop or laboratory (bond, 2004). he also argued that when contextual instructional methods have been used in academic classes, it has historically been in low-expectation courses with peripheral references to career and technical applications that is, courses for lowachieving and/or low-ability students. however, in language teaching classes, contextual instruction is in high-demand since it applicable for the students’ practice in using the language skills, especially speaking. the characteristic of contextual material contextual material has special characteristics that distinguish it from traditional material. according to bond (2004), there are about seven characteristics of contextual material, which are: 1. centralization of pragmatic life/work issues; 2. integration of academics with real-life experiences; 3. personalization of instruction; 4. visualization of abstract ideas; 5. demonstration of utility; 6. provision of factual knowledge on a "need-to-know basis"; p a g e | 172 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 7. removal of the knowledge¬ intimidation factor. therefore, in order to develop a contextual material for an efficient teaching and learning process, the characteristics should be included into consideration. moreover, developing a material which is particularly applied in teaching pronunciation is a complex duty since we need to consider the students’ problem and the suitable material to help them. however, by following the characteristics of contextual material, it is expected that the development of the material is able suit and fulfil the students’ need in learning, especially pronunciation. developing contextual material for pronunciation practice based on the explanation explained afore, there is an urgency to develop a proper instruction for pronunciation practice. the contextual material is preferred because it is relevant to solve the problem of the subject being observed, which are pronunciation practice and speaking skill. contextual materials are considered appropriate to help the students’ practice in pronunciation and speaking as the contents will be meaningful and beneficial for the students to apply. the content of the materials there are several chapters in the instruction that consist of particular context which relates to the students’ daily activities and communication. each chapter upholds certain context that will enable the students to get the feeling and the atmosphere of the situation in the intended situation. the contexts that will be studied by the students are about: 1. conversation in a hotel; 2. conversation in the hospital; 3. conversation in the bank; 4. conversation in a company; 5. conversation in the campus; 6. conversation at home; 7. conversation in the cinema; 8. conversation in the office; 9. conversation in a restaurant; p a g e | 173 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 10. conversation in the market. each of the contexts will be in the form of a chapter in the instruction being developed. moreover, each chapter will consist of the example of the conversation that is probably happened in their daily life activates. in addition, the example will also have the phonetic transcription under the utterances. as a result, the students will be easier to learn how to pronounce the intended conversation and they can practice their pronunciation better. in every chapter, the students are also required to make an example of dialogue in their daily life conversation based on the context being discussed. in addition, there will be an introduction chapter which contains the phonetic symbols of sounds to help the students in reminding how to pronounce the intended word. it is also vital for the instructor to explain the english sounds and their phonetic symbols correctly to the students before they start learning to pronounce correctly by using the materials. without a good introduction of the sounds and phonetic symbols, there will always be a chance for students to keep doing the same error over and over again. the result of the expert validation the instruction or the book needs a validation from an expert. therefore, a senior english lecturer of unisla is elected to be an expert to validate the materials of the instruction. the expert is dr. uzlifatul masruroh isnawati, m.pd. she is one of the best english lecturers in the university. she is also very excellent in creating books and learning instruction in unisla. after getting her suggestions and recommendation, the researcher made the revision of the instruction. the suggestions are about the length of the conversation as the example and adding the common expression of each context. after revising the instruction, a try-out needs to be conducted to know whether the product is able to help the students in practicing their pronunciation or not. the result of the instruction try-out based on the first try-out, the field note showed that the students felt excited to have the instruction, yet they still have little difficulties in pronouncing the sounds p a g e | 174 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 of some phonemic symbols. it is normal since they were not accustomed to recognize the phonetic symbol. moreover, most of them did not get any practice for pronunciation in their senior high school either. hence, there is a need to conduct the second try-out in order to investigate whether the materials and the instruction or book are suitable for the students or not. in the second try-out, the students’ pronunciation gets better and better since they may have sufficient practice and exposure toward the materials given. additionally, it is also noted that the students are more accustom to pronounce the difficult sounds and they become more confident to speak up in the course of speaking skill and pronunciation practice. it is because the students feel curious about the phonetic symbols taught previously. they try to practice and learn it at home by using the book. finally, they feel more confident and curious about the correct pronunciation of every word that they learn. conclusion it can be concluded that there are lots of students at the first semester of english department in unisla had error in pronunciation. there are lots of factors affecting the students’ error. the factors obtained from the interview were: 1) imitating wrong pronunciation of people in their environment or even public figure on tv; 2) having different system of sounds between their mother tongue and their target language; 3) having low intensity in using and practicing the target language; 4) getting little motivation to consult their dictionary; and 5) having difficulties to recognize and pronounce the phonetic symbol. one of the main factors of the error concluded by the researcher is that there was no sufficient instruction or material help them learning pronunciation. the error in pronunciation affects their performance in communication, especially in speaking skill course and pronunciation practice course. the effect are: 1) the students felt that their communication leads to confusion; 2) the words might lead to different meaning and miscommunication; 3) the messages cannot be well delivered; 4) the students lose their confidence because of their pronunciation error; 5) the listener cannot focus on the conversation; and 6) the last effect was the listener may get bored on the conversation. p a g e | 175 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 the product of the research, teaching instrument or book in this case, is developed related to the students’ need. the content is contextual and relates to their daily life and environment. the book gives the students opportunities to practice pronouncing words and sentence correctly in a contextual conversation. moreover, the book can also assist them to be accustomed in recognizing phonetic symbol so that they will be at ease in consulting their dictionary to figure out how to pronounce certain words based on the result of the try-out, it was found that the instruction is beneficial for the students. the contextual materials or instruction is able to help the students to solve their problem in speaking, especially in pronunciation practice. the sufficient exposure on pronunciation practice is able to help the students to be more accustomed to pronounce english sounds and they are more confident in performing their speaking skill. the study is expected to be able to amendable to other research designs such as classroom action research (car), experimental design, and so on, so that it will be beneficial for both students and the teacher. references agostinelli, c., native speaker perceptions of spoken l2 spanish: the role of pronunciation and implications for pedagogy. journal of social factors in pronunciation acquisition, pp. 147–153, 2012. bond, l. p., using contextual instruction to make abstract learning concrete. journal of techniques: connecting education and career, pp. 30–33, 2004. borg, w. r., & gall, j. p. educational research: an introduction. new york: longman, 1983. brown, d. h. principles of language learning and teaching, longman. white plains, ny: longman, 2000. cunningworth, a., & tomlinson, b. evaluating and selecting efl teaching materials. london: heineman educational books, 1987. dulay, h., burt, m. and krashen, s. language two. oxford: oxford university press, 1982. p a g e | 176 tiara retno haryani let: linguistics, literature and language teaching journal vol.8 no.2 2018 erdoğan, v. contribution of error analysis to foreign language teaching. mersin university journal of the faculty of education, 1(2), pp. 261–270, 2005. fachrurrazy. teaching english as a foreign language for teachers in indonesia. malang: um press, 2010. gilakjani, a. p., ismail, h. n. and ahmadi, s. m. the effect of multimodal learning models on language teaching and learning. journal of theory and practice in language studies, 1(10), pp. 1321–1327, 2011. harmer, j. the practice of english language teaching. essex: longman, 2001. haryani, t. r. investigating pronunciation error produced by english department students of unisla. proceeding of international seminar on literacy awareness in shaping citizen character. lamongan, pp. 85–89, 2017. hashemian, m. and fadaei, b. a comparative study of intuitive-imitative and analytic-linguistic approaches towards teaching english vowels to l2 learners. journal of language teaching and research, 2(5), pp. 969–976, 2011. kavaliauskienė, g. role of mother tongue in learning english for specific purposes. juurnal of esp world, 8(1), pp. 1–12, 2009. kelly, g. how to teach pronunciation. harlow: longman, 2000. latief, m. adnan. research methods on language learning: an introduction. malang: um press, 2012. lungu, iuliana. (2003). a linguistic approach to error analysis in teaching english as a second language. ovidius university annals of philosophy. vol. xiv, no.323-328. neri, a., cucchiarini, c., strik, h., & boves, l. the pedagogy-technology interface in computer assisted pronunciation training. journal of computer assisted language learning, 15(5), 441–467, 2002. norrish, j. language learners and their errors. london: macmillan press, 1983. stemberger, j. p. speech errors in early child language production. 28, pp. 164–188, 1989. suyanto, k. k. e. english for young learners. jakarta: bumi aksara, 2007. ieee paper template in a4 (v1) wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 let: linguistics, literature and english teaching journal ||volume|| 9 ||issue|| 1 ||pages|| 77-87 || 2019 || |p-issn: 20869606 ; e-issn: 25492454| an analysis of written errors; a case of second semester students of english wardah hayati wardahdinda@gmail.com english department tarbiyah faculty uin antasari banjarmasin article history: received: 30 th may 2019 accepted: 14 th june 2019 abstract errors are envitable happen during the process of learning a language. students of english majoring in uin a antasari also frequently make errors in their witten respon during reading comprehension class. by analying written paper of these 28 students the researcher aims to know the areas as well as the types ot their errors. the analysis on 114 student written errors shows that the students made errors in the areas of to be/auxiliary, subject-verb agreement, lexical, preposition, noun clause, possessive, verb, noun phrase construction, pluralization, and article. the most errors was in the area of tobe/ auxiliary with 34 errors while the least one is in article. types of errors found in this study are misformation, omission, addition and misordering. the anlysis indicates that the errors are resulted from interlingual errors indicating interference from bahasa. corresponding author: tel.: ...................... keywords errors; error analysis; area of errors; types of errors introduction making errors in the process of learning language is quite difficult to avoid especially in learning foreign language. even in learning native language, learners make countless errors. many experts presented definitions of error which are basically contain the same idea. the researcher here quotes only two definitions of error. in norrish’s opinion error is “ a systemic deviation when a learner has available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:wardahdinda@gmail.com p a g e | 78 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 learnt something and consistently gets it wrong” (1987). in line with this statement, cunningworth defines errors as systemic deviationfrom the norms of the language being learnt (1987). in these two definitons the word “systemic deviation” can be taken into account as the key word, so it can be interpreted that the unwanted form happens repeatedly. in language teaching and learning sometimes the word error and mistake used interchangably. lexically error and mistake are different. norrish (1983) says that a mistake is an inconsistent deviation that is sometimes the learner gets it right but sometimes wrong. richard defines error in speech or writing as the use of linguistic items such as word, gramatical items, speech acts etc in a away which a fluent or native speaker of the languange regards as faulty or incomplete learning (1985). so, students make errors because of lack of knowledge of the target language. on the other hand, according to richard learners make mistake when writing or speaking due to lack of attention, fatigue, carelesness or other aspects of performance. it can be concluded that a mistake that is made by a learner because he/she does not apply the rules that he has already learnt and a mistake is non systematic. dullay, burt & krashen in james (2013) classifies language learning error into 4 principal ways and then james adds the fifth category. they are; 1) ommission, 2) addition, 3) misformation, 4) misordering and blends. this reasearch follows this category. there are many causes which lead to error in learning a second or foreign language. norrish (1983) categorizes three types of error causes. the first is carelessness, this is often closely related to lack of motivation. the second cause is interference from the first language. as norris says that learning a language is actually a matter of habit formation. when somebody learns a new language means the new habits, then the old habits will interfere the new ones. the last cause is because of translation. students usually translate his first language words, phrases, sentences and idiomatic expression into the target language. meanwhile, richards (1971) classify causes of error into four. they are; 1) over generalization, 2) incomplete application of the rules, 3) false concepts hypothesis, and 4) ignorance of rule restriction. according to brown (1994), p a g e | 79 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 learners’ errors do not happen just because of interference but also because of second language system. that is the causes of errors could be interlingual and intralingual transfer. further, he states that the sources of first language interference might be because of a number of interferences such as grammatical, prepositional, and lexical interference. in relation to the learner’s errors, there are two different prespectives. the behaviourist believes that in order to achieve a perfect language teaching, the occurance of learner’s errors should be avoided. on the other hand, cognitivist views that inspite of all the teacher’s efforts, still errors are unavoidable, in relation to second language acquisition precess, corder in james (2013) claimed that errors are useful for both teacher and learners as well as the researcher. errors inform the teacher what needs to be taught and teaching styles. for learners errors are means for them to test their hypothesis about the target language and then by getting feedback learners can improve their proficiency. while for the reasearcher, errors could tell about how learning proceed. in light with this, the issue of error analysis was considered as a way to overcome the difficulties in second or foreign language learning, brown (1994) defines error analysis as “ the process to observe, analyze, and classify the deviations of the rules of the second languages and then to reveal the system operated by the learners”. like brown, crystal (1999) also states that error analysis in language teaching and learning is the study of the unacceptable forms produced by the language learner, especially a foreign language learner. richards et.al (1985) state that error analysisi is the study of errors made by the second and foreign learners. further the result of error analysis could be benefit as information on how well learner knows a language, how a learner learns a language, and learner’s difficulties in language learning. so error analysis treats learner errors as a feedback opportunity either for learner, teacher or even for the researcher to determine learning strategies. by conducting error analysis the learners’ problem can be described well and then language teachers can be informed about how to overcome the errors. in uin antasari banjarmasin, students of english majoring who are in their second semester have already some basic knowledge of english. they have p a g e | 80 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 started learning learning english in senior high school and then have passed basic english program in the center of language learning. in english majoring have already learnt basic grammar, reading, vocabulary, speaking and writing. during this semester the researcher teaches reading ii and during the process of teaching and learning, in order to check the students comprehension the researcher usually asks them to answer the reading comprehension questions whether orally or writtenly. or quite often the researcher asks the students to respond a text according to their own experience as follow up activities. however, the researcher frequently finds errors in their written answers. these experiences encourage the researcher to conduct an error analysis on their written works. though there are a good number of research have been conducted on this subject but i believe there would be different result and solution in every different case study of error analysis. this reasearch aims to find out the areas and types of gramatical errors that english majoring students make in their written works. method this study is a case study, the case consisting of specific learners of second semester students of english majoring in english department of uin antasari banjarmasin. there are 28 students, male and female, the data are collected from the students’ written answers of midtest and final test on the subject of reading ii. the researcher employed the procedural analysis of corder (1974) for this study. the procedure has the following steps : 1. collection of sample of learner errors through their written answers, 2. identification of errors and 3. description of errors. findings and discussions findings after analyzing the students’ written answers on types of errors they make, there were 119 errors which can be included into (ten) categories. the errors are in the areas of to be/auxiliary (34), subject-verb agreement (17), lexical (16), preposition (10), noun clause (10), possessive form (7), verb (6), noun phrase construction (5), pluralization (5), and article (4). so, the most errors made by the p a g e | 81 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 second semester students of english was in the area of tobe/ auxiliary with 34 errors while the least one is in article. table 1. the frequency of error types no types of error number of errors percentage 1 to be/ auxiliary omission addition misformation 34 16 12 6 29.82% 2 subject-verb agreement omission addition misformation 17 8 2 7 14.91% 3 lexical item misformation 16 16 14.03% 4. preposition omission addition misformation 10 2 1 7 8.77% 5. noun clause misordering 10 10 8.77% 6. possessive misformation 7 7 6.14% 7. verb omission addition misformation 6 4 1 1 5.26% 8. noun phrase construction misordering 5 5 4.38% p a g e | 82 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 9. pluralization omission misformation 5 3 2 4.38% 10. article omission 4 4 3.51% total number of errors 114 99.97% table 1 also displays categories of error types in the students’ works. they are omission, addition, misformation, and misordering. as seen in the table, misformation forms the majority of the types errors amounting to half (40.35%) among the other types and this is closely followed by the omission type (31.57%). addition (14.03%) and misordering (13.15%) are approximately close to each other. discussions in this part the researcher wants to discuss about the finding and give examples of each gramatical error. 1. the errors on to be/ auxiliary have been noted in the students written works. to be in english complementif construction does not have lexical meaning but it has gramatical meaning. in bahasa indonesia (later shortened as bahasa) there is no to be/ auxiliary and then students transfer this rule into english, so this kind of errors is the most frequently found in students’ works particularly in this research. from 34 errors in to be/auxiliary, 15 erros are about omission of be, for examples : he so sad (he was so sad) you from rich family. (you are from rich family) i also a vegetarian. (i am also a vegetarian) the rest parts for errors happen due to over generalization by adding unnecessary to be in verbal sentences and misformation sentences choosing uncorrect form of to be. for examples i am eat fast food (i eat fast food) p a g e | 83 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 they are have a good life (they have a good life) there is so many people (there are so many people) 2. the errors in sv agreement is also due to interference from bahasa. in bahasa, there is no changes in the verb whether the subject is singular or plural. for example: dia pergi ke pasar mereka pergi ke pasar the verb ”pergi” in both sentences does not change eventhough the subjects are different, if the students apply this rule into english, they will make sentences such as he/she go to market they go to market in this research the case of omisson of verb maker for the third person in present tense (s/es) happened for 8 cases. the students simplified the rule of the target language. for examples mc donald give a good influence (mc donald gives good influence) because it make me allergetic (because it makes me allergetic) he tell how to live in america (he tells how to live in america) the other cases of erros happened because of overgeneralization or confuse with plural signal so the students added “s” to the verb of plural subject and misselection of unsuitable concord, the examples are they treats them less than human (they treat them less than human) the countries was destroyed (the countries were destroyed) he do not know (he does not know) 3. the third common errors are about lexical misformation. the source of this area of errors resulted from students’ limited vocabulary, they were confused and then used translation in diffrentiating adjective vs noun, verb vs adjective and verb vs noun, etc. for examples; it will impact our healthy (it will impact our health) that job was very enjoy (that job was very enjoyable) you can have a good live (you can have a good life) respect others and work hardly (respect others and work hard) p a g e | 84 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 4. errors in preposition happened in types of omission, misformation and addition. the source of errors in this area is because the students mostly employed translation to find out preposistion that they want to use. since a word in bahasa may have similar meaning in english and vice verse, they used uncorrect prepositions, in bahasa, “ untuk” can be translated into “to or for” and “dengan” can be translated into “with or by”. so the students made the folowing errors: with work hard... (by working hard) we work hard for get achievement (we work hard to get achievement) we left from minnesota (we left minnesota) 5. there are 10 errors in the area of noun clause and all of the errors are in types of misformation that is false in word ordering. the students ignore of the rule that not to use question word order in a noun clouse. in a noun clause, the subject proceeds the verb. does, do and did are used in questions but not in noun clause (azar, 1989). the examples that the students made in this area are: they want to know where do you come from. they want to know where you come from it does not really a matter where are we from. it does not really a matter where we are from. 6. all of errors in possessive case are due to misselection of the correct forms to used. the students were still confused about the possessive pronoun, possessive adjective, subjective form and possessive adjective, and even with objective form. for examples ...because its delicious (,,,because it is delicious) the invaders killed they family (the inveaders killed their family) the americans take they life. (the americans take their life) 7. omission, addition and misformation are error types that happened in verb. errors in this area are mostly due to uncomplete application of the rule in target language so for example the students correct in applying to be and verb for making passive voice but forgot that the verb should be in past p a g e | 85 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 participle form. or in other occasio they miss to infinitive or redundent by having –ing form after to infinitive verb. for examples: they were welcome they were welcomed i eat to hanging out with friends. i eat to hang out with friends ...if they want keep alive ...if they want to keep alive. 8. noun phrase constuction is the next area of errors. all the errors in this cases is due to misformation, noun phrase construction in bahasa has an opposite rule compared with english, the adjective modifier should be put in after the head (noun). the students as because of direct translation applied this rule, so they made errors such as: i do not want to eat food unhealthy i do not want to eat unhealthy food. you must be a worker hard. you must be a hard worker 9. three cases of omission and 2 cases of misformation arose in area of pluralization. in bahasa, plural quantifier does not affect the noun. for example: saya punya lima buah rumah or i have five house that is why when the students applied this rule in english, they made the kind of errors. they considered redundant to have double plural markers. other source of errors in this case because of msformation of the irregular construction of plural. it caaused many war it caused many wars the bad thing is that other reastaurant. the bad thing is that other restaurants the americans took their life the americans took their lives 10. the last category is errors in article. all the errors in article happened because the students omit the articles. the students have difficulty in using and differentiating definite, indefinite articles. in bahasa it is permitable not to mention about article, for example: ani (adalah seorang) gadis yang cantik. it is acceptable to say “ ani gadis yang cantik”. examples of errors in articles are: mc donald is very successful restaurant. p a g e | 86 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 mc donald is a very successful restaurant life is like wheel life is like a wheel. from all the data, it can be seen that some students seem to think in bahasa style, most of them still translating literary from bahasa. when the students in this research do not know the appropriate word, or structure, they refer to their bahasa. this is what selinker says as “interlanguage” or a half way between their own language and the target language (1972). next, they also overgeneralize target language rules. they may produce correct form after learning a certain target language structure but when a lot of new language rules come, the learner become confuse and making generalizations. however with the help of feed back of the teacher the students would be able to correct their errors. conclusions and suggestions having analyzed all the data ot this research the writer could draw conclusions that from the 114 written errors produced by the second semester students of english majoring in uin antasari, errors exist in the areas of to be/auxiliary, subject-verb agreement, lexical, preposition, noun clause, possessive form, verb, noun phrase construction, pluralization, and article. the most errors made were in the areas of tobe/ auxiliary with 34 errors while the least one is in article with 4 errors. misformation errors formed an important part of the error data. the other types of errors are ommision, addition and misordering. it is suggested that student errors should not be considered as learning failure. errors are indispensable from the learners, however in turn they can get benefits from various forms of feedback on these errors. therefore teachers are expected to provide corrective feedback for their students. references azar, b.s. (1989). understanding and using english grammar, new jersey: prentice-hall, inc. brown, h. d. (1994). principles of language teaching and learning. new jersey: prentice-hall inc. p a g e | 87 wardah hayati let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 cunningworth, a. (1987). evaluation and selecting efl teaching materials. london: heinemann education book. crystal, d. (1999). the penguin dictionary of language (2nd ed). penguin ellis, r. (1994). the study of second language acquisition. oxford: university press. james, c. (2013). errors in language learning and use. exploring error analysis. london and newyork: routledge taylor & francis group hasyim, s. (2002). error analysis in the teaching of english, petra e-journal volume 4, number 1, june 2002: 42–50. http://puslit.petra.ac.id/journals/letters latief, m. a. (2014). research methods om language learning: an introduction. malang: um press. norrish, j. (1987). language learning and their errors. london: macmillan publisher. richards, j.c. (1984). a non-contrastive approach to error analysis. english language teaching 25. london: oxford university press. selinker, l. (1972). interlanguage. international review of applied linguistics, 10, http://puslit.petra.ac.id/journals/letters ieee paper template in a4 (v1) sri lestari let: linguistics, literature and language teaching journal vol.7 no.2 2016 let: linguistics, literature and english teaching journal ||volume||7||issue||1||pages||1-16||2017|| |p-issn: 20869606 ; e-issn: 25492454| implementing padlet application to improve writing ability in english writing skill for non english department students sri lestari lestari_sri1986@yahoo.co.id universitas pgri madiun article history: received: accepted: abstract using padlet application has function to encourage students to share and colaborate in writing and speaking. this study is aimed to know: teaching learning process in writing by using padlet application for primary education department’s students, there is improvement of students writing english skill by using that application. subject of this research was third semester students of primary education department. this is classroom action. in collecting the data used some techniques: observed, interviewed, compiled the data in each cycle, and writing test. the data were analyzed by quantitative and qualitative. result of this research were: those application can be implemented as online writing practices every time that made students ability improve, the situation of wall in padlet can stimulate students to explore idea because they could upload video, recording, or picture suitable with topic that can support their writing. students improvement in writing can be seen from postest score in every cycles. based on the results above, it can be concluded that implementing padlet application can improve students non english department’ writing skill corresponding author: tel.: .............................. keywords writing; padlet; lino. introduction available online at: jurnal.uin-antasari.ac.id/index.php/let mailto:lestari_sri1986@yahoo.co.id p a g e | 2 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 the most problems in english class especially for primary education department is writing skill. most students feel difficult in writing paragraph. students understanding in writing is still less related with content, using appropriate grammar, mechanics, vocabulary, and organization. indeed, students must have ability in writing paragraph; writing by composing complete organization, coherent and unity in content, using appropriate grammar, vocabulary, and mechanics that can be used to write appropriately for their daily need. heaton (1975: 135) states a view that the writing skills are complex and sometimes difficult to teach, requiring mastery not only of grammatical and rhetorical devices but also of conceptual and judgmental elements. the varied skills are grouped into five general components main areas. they are: 1) language use: the ability to write correct and appropriate sentences; 2) mechanical skills: the ability to use correctly those conventions peculiar to the written language, e.g. punctuation, spelling; 3) treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information; 4) stylistic skills: the ability to manipulate sentences and paragraphs, and use language effectively; 5) judgment skills: the ability to write in an appropriate manner for a particular purpose with a particular audiences in mind, together with an ability to select, organize and order relevant information. according to nunan (2001: 35) the most difficult of macro skills for all language users whether it is for first, second or foreign language learner is learning to write fluently and expressively. thus, writing is considered as a difficult skill to be mastered in which it requires special skills in the production of a written form. nunan (2001: 37) also adds that getting success in writing involves: mastering the mechanics of letter formation, mastering and obeying conventions of spelling and punctuation, using the grammatical system to convey one’s intended meaning, organising content at the level of the paragraph and the complete text to reflect given/new information and topic/comment structures, polishing and revising one’s initial efforts and selecting an appropriate style for one’s audience. p a g e | 3 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 hyland in richard (2001: 21) states that writing involves composing skills and knowledge about text, contexts, and readers. writers not only need realistic strategies for drafting and revising but also a clear understanding of genre to be able to structure their writing according to context. it means that, we not only focus in grammatical and mechanic, but also give attention in meaningful particular context. based on the explanantion above , it can be concluded that aspects in writing are: abilty in explore state idea clearly in unity and coherence paragraph, arrange organization of paragraph, use appropriate grammar, mechanics, and vocabulary that can support essay quality. language ability, especially writing cannot just studying in classrom without practicing. students writing ability will not improve if they do not try to practice regularly both at home or at classroom. but, if we do practice at class, it will need much time. as we know there are some process or stages in producing an essay or paragraph, they are: prewriting, drafting, editing, revising, and evaluating. thus, students need other media and more flexible time in writing. one of innovation that can be implemented in writing class is by using application/ technology, they are: padlet and lino application. padlet and lino is application whether students can write, comunicate, share, and collaborate their paragraph or essay with friends in a class. by using these application, lecturer directly can see, review, and evaluate students’ posting and then lecturer will give evaluation and explanation. padlet and lino are online media whether students can arrannge and collaborate idea by posting their paragraph, coment, opinion, short essay, picture, recording, and video then it is shared and read by other students in that member of class. then each incividual can check, evaluate, and review the result of their peer. padlet (www.padlet.com) is an online media that can be used to make effective learning which has limit time at class. padlet and lino are kinds of sticky notes where students can write their ideas related with topic and both lecturer adn students also can give comment, suggestions, and evaluate students’ post. according fuchs (2014: 7) padlet is an application where studenrs can collaborate and share their writing. here, they can post video, picture, and short essay related http://www.padlet.com/ p a g e | 4 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 with the topic or theme. based on the fuchs research result in 2014, by using padlet students can participate in discussion and activities in asking some questions adn give comments, so it will make them not bored and it can apply everywhere. next, septina (2015) stated that recently people like everything about gadget and technology. thus, teaching learning process is more enjoyable and effective by using technology application. beside it is effective in using time, it is also effective in giving scoring. based on the result of septina’s research, there was some benefits by using this aplication both for teacher and students. for teacher, are: interaction with students are not only at class, can check, evaluate, review, scoring, students post easily. while the benefits for students are: can do assignments everywhere, simple, efective, paperless, motivate them to do the task because they can see their friends’ post. to access padlet and lino, just open www.padlet.com and htp://linoit.com. both of them have same characteristics where students can post everything, share and colaborate. thus, by using this aplication, it can help students ability in writing english. method design of this research is a classrom action research from kemmis and taggart in arikunto, 2002: 83) which the design is spiral consist of some cycles in an action. each cycle consists of: planning, acting, observing, and reflecting. this research held since august to october 2016. the location for this research was in ikip pgri madiun, for primary education department students (class 3i). in collecting the data, there were some techniques: observation, students writing practice and postest in each cycles and interview. whereas for analyzing the data used quantitative and qualitative data. quantitative data came from students’ writing test and compared students writing from pre cycle, cycle i, and cycle ii, by doing some stages: analyzed students writing score, counted the mean score of each cycle, made result. while qualitative data anlayzed by using constant comparative method consist of: described procedure and implementation of teaching learning process by using padlet and lino, analyzed observation result in http://www.padlet.com/ p a g e | 5 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 teaching learning process, analyzed interview result, analyzed strengthen and weaknesses of using padlet and lino’s application in writing class findings and discussions findings pre cycle action subject of this research is students of 3i class of primary education department. english subject is one of subject that must mastered by students. students learn english integrated that there are four skills in english: listening, speaking, reading, and writing. the purpose of learning english is students can apply their knowledge in english for daily activity, then they can interact and communicate oral or written in english. this research was focus on teaching writing because most of students still lack ability in writing. fro several meeting, students still had dificulty in writing paragraf and essay. the problems involved five aspects in writing, they are: a. content, when students writing short essay about” everything about myself”. some sentences were not in unity and cohereence. there were some choopy sentences and the content was not express one idea that suitable with the topic; b. organization, most of paragraph were still simple paragraph that consist of short and simple sentences, and unfortunately students couldn define topic sentences, supporting sentences, and concluding sentences, so at one paragraph sometime researcher didin find ts, ss, or cs. sometimes the pargaraph just has the supporting sentences, without main idea or ts; c. grammar, grammar was aso most common found in students’ paragraph. most of them did not know the appropriate structure for specific paragraph, for example: “i lives in madiun. my hobby is watching tv and listening music. d. vocabulary, most of students still lack of vocabulary. they hust used common vocabulary, and sometimes certain words did not match with the p a g e | 6 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 sentences and context, so it will influenced the quality of paragraph, for example: “i live in big home” e. mechanics (capital letter, apostrophe, fullstop, comma, spelling), indeedresearcher found many mistakes in mechanics. it happened because they did not edit again and some of the also did not know which is true or false in using it.researcher also found some sentences without full stop or camma. thus, it will influenced the meaning of the paragraph, for example: i live in magetan. magetan is beutiful and cool regency.my mother is teacher. cycle i cycle i focused in the problems of pre cycle activities. in pre cycle, we can see that most of students still had problem in all writing aspects. it happened because students need much time to practice in writing. by using padlet and lino’s application, hopefully it will add time for writing practices. cycle i consists of twice practices and one postest. these were some stages in cycle 1: tabel 4.1 implementation of cycle i stages description planning 1. designed lesson plan 2. defined material and theme or topic that will be used in padlet and lino’s exercises, about: describing people, favorite places or city, and food that lecturer had post. 3. made items for exercises and post test in cycle 1 and 2 4. defined the schedule to submit students’ post 5. made interview’s questions acting 1. trained students to operate padlet and lino 2. informed students about schedule 3. send url padlet to students’ email 4. students opened url of padlet p a g e | 7 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 5. students wrote their paragraph, post picture, and saved it 6. lecturer checked and reviewed students’ post and gave 7. evaluation 8. mereview tulisan mahasiswa observing students: 1. most of students submitted on time but some of them did not 2. they wrote suitable with topic 3. had problems in writing aspect; gramar, content, organization, vocabulary, and mechanics, but the quality was better than precycle. some of them had posted their writing but forgot to upload the picture. 4. got dificulty in posting their paragraph because some students did not get email, indeed lecturer had sent all url to all email 5. for second exercise, lecturer used lino. lecturer had sent the topic and url to students, but when they tried to do, they had problems: 1) they couldnt upload picyure via their smartphone, 2) when they want to check again, they could not open the url. in addition, lecturer also got problems; when lecturer want to sign in, the lino can be opened, so automaticallylecturer couldnot check students’ work.finaly, lecturer moved to padlet again. reflection stengthen and weakneesses cycle 1 strengthen: 1. students could practice more in writing 2. students knew their friends’ paragraph, so they can learn the mistakes, erors, or maybe the good one. it will improve their knowledge in writing and can evaluate their writing. thus, they will try to do beter and check again p a g e | 8 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 before writing and posting. 3. it improved their ability in writing because lecturer also takes part in evaluating and reviewing 4. students know new media that can be used in teaching english 5. using padlet application is paper less and evecctive. students and lecturer can write, post, share, check, and evaluation every time and everywhere weaknesses: 1. some students did not know how to operate padlet, so stil found some error technical in writing and posting 2. some students did not get email from lecturer, so students wrote via open their peer’s email 3. using lino’s application was the most problem in this research. we did not use this one, so we move to padlet. actually both of them have sam function and same cahracteristic whether both lecturer and students can post, write, share, collaborate, check and evaluate. 4. internet access result of action in cycle i here are some results of implementing the cycle i, especially related with students’ competences in writing a. content in cycle 1, students did practice in writing twice and 1 postest. there were some improvements in content aspects. researcher found left six students that had problem in choppy sentences. most of them wrote 1 main idea in one paragraph and the supporting sentences suport its idea. b. organization p a g e | 9 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 most of students had completed their paragrapah by writing topic sentences, suporting sentences and concluding sentences. left 8 students did not complete their paragraph, for example: they forgot write concluding or their suporting sentences were not suitable with main idea. c. grammar in cycle 1, after each cycle lecturer evaluated with students’ work, so at class lecturer explain again related with some problems, especialy grammar. thus, at postest, students tried to minimize their mistakes and erors in using inappropriate grammar. d. vocabulary in vocabulary aspect, students achieved their mastery on vocabulary. they tried to enrich their vocabulary, so it will improve the quality of their writing. left 12 students that still write their paragraph by using simple and usual vocab and from 12 students, still found inappropriate vocabulary in sentence. e. mechanics in cycle 1, left 15 students that still problems in mechanics. it happened because they did not check again their drafting before posting. from the result of cycle 1, there is improvement on students quality in writing. next, this below table is percentage of students improvement from pre cycle to cycle 1 table 4.3. mean score of each cycle no cycle mean score 1 pre cycle 69.15 2 cycle 1 73.66 p a g e | 10 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 next, this one is frequency distribution from cycle 1 tabel 4.4. frequency distribution of postest in cycle 1 interval absolut frequency relative frequency (%) 81 – 90 6 15.38 71 – 80 15 38.46 60 – 70 18 46.15 amount 39 100 from table above, the conclusion is not all students achieved middle level score (71-80). it happened because some technical eror in applying padlet and lino. next the quality of students in writing actually was more improve than at precycle, but they have still problems in quality of its writing, for example in some aspects of grammar, vocabulary, mechanics, content, and organization. from the reflection of first cycle, there are some stages taht must done in cycle 2: 1) gave explanation more about aspects of writing skill and applying padlet; (2) at cycle 2, this research did not use lino’s application. based on the result above, the purpose of teaching writing did not succed yet. thus, the action research continued to cycle 2. result of implementing cycle 2 in cycle 2, the process in implementing the action was same with cycle 1, concists of: planning, acting, observing, and reflecting. these are the implementation of cycle 2. tabel 4.5 implementation of cycle 2 stages description planning 1. made question’s list in each exercises and postest 2. made interview’s questions related english teaching and application 3. coordinated with students related schedule acting 1. shared url to students’ email. these are questions for cycle 1 p a g e | 11 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 and posttest a. which one is your favorite quotation? and tell why do you like that? write your briefly reason! b. what is your favorite song? then why do you like it? c. teacher asks students to captured class moment, then students asked to write, why is it so memorable? 2. checked students participation in submitting their writing 3. reviewed and evaluated students’ work observing students: 1. they submited their work 2. they did not have difficulty in appling padlet anymore 3. students felt enthusiastic in posting their writing. it can be seen from students participation when lecturer post the task, and in some minutes later some students participated to post their writing 4. from the interview’s questions, the result was: students interested in joining english class and also in aplying padlet. this was new experience for them in using technology or online media in learning english reflecting 1. the strengthen of cycle 2 a. in cycle 2, students could operate padlet fluently, so there was no problem anymore in eror technical. b. applying padlet could improve students ability in writing because they have more time in practicing and they can checked their friends post and lecturer evaluation every time and every where. c. lecturer was more easy in checking students writing 2. weaknesses of cycle 2 a. in cycle 2, lecturer just used padlet not lino. actually lecturer have tried to use lino, but still couldn’t p a g e | 12 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 b. in padlet, there was also weaknesses, lecturer couldnt give coment varied, because lecturer just could give comment by bold students mistakes or erors, and wrote manualy below students post. if students need more explanantion about tehir writing, lecturer explained face to face in the classroom. from observation result in cycle 2, there was improvement of students writing. in cycle 1, there was 18 students had lower ability which is range score is (60-70), while in cycle 2, left 8 students. in average level (71-80), students score in cycle 1 is 20. in higher level (81-90) amount of students in this level is 11 students. from those score, there was improvement of students ability in writing. eventhough, there were still found 8 students in lower class, but there was still good improvement of those students. thus, this research end in this cycle. here is students achievement in cycle 2 tabel 4.6. distribution frequency table in cycle 2 interval absolut frequency relative frequency (%) 81 – 100 11 28.20 71 – 80 20 51.28 60 – 70 8 20.51 jumlah 39 100 this table below is students mean score after followed 2 cycle. table 4.8. mean score of each cycle no cycle mean score 1 pre cycle 69.15 2 cycle 1 73.66 3 cycle 2 77.10 from table above, it can be concluded that there was improvement in writing aspect. eventhough lino aplication could not apply, but actually both padlet and lino has same function. discussion writing is one of integrated skill done for third semester of primary education department. english class just 100 minutes in a week, so it needs p a g e | 13 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 additional time in learning english especially for practicing their ability in speaking and writing. by adding additinal exercise with using padlet application, hopefully students are more like english and improve their ability, especially writing english. using application hapened in two cycles. in each cycle, there was twice writing practices and post test. based on observation and analyzing in cycle 1 and cycle 2, the students writing improved. the students improvemnet based on five aspects of writing: content, organizzation, grammar, vocabulary, and mechanics. eventhough there was no students that achieved 90-100 score, but students ability improved signifiantly. in first planing, lecturer wil use padlet and lino. but in cycle 1, there was a problem in lino. finally, the exercise in lino changed into padlet wall. basically, padlet and lino have same cahracteristics and function as media based web whether students can arange idea, colaborate, share, write, check, evaluate, review, and give comment via online everytime and everywhere. padlet is very useful for students and lecturer as additional exercise, so if lecturer did not use lino, it was no problem. when lecturer shared url to students’ email, next students steps were open those url, write, and post their writing. then students and lecturer gave coment and review on that wall. students’ ability in writing before applying padlet and lino, most of students ability in range lower level score(60-70). problems in writing happened in some aspects: content, organization, grammar, vocabulary, mechanics. a. content in precycle related with content aspect, the most problem happened in writing paragraph in unity and coherence. there were some sentences that not coherence between one sentences to others. there were still some found choppy sentences. some sentences were not suitable with main idea or topic sentences. but after followed teaching learning process by using padlet in two cycles, there was diffences in students ability. eventhough students got p a g e | 14 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 different topic in each exercises, but content of students writing improve, for example: idea in paragraph was suitable with topic sentence, clear sentences. left 2 students that still write in choppy sentences. b. organization aspect in cycle 1, still found students paragraph that incomplete body of a good paragraph., for example: there was no supporting sentence or concluding sentence. after cycle 2, based on postest, most of students paragraph in good composition and complete, so the quality of their writing improve well. c. grammar grammar aspect is the most problems in writing. it happened because they did not know how to use appropriate structure in a paragraph. reseacrcher found runon sentences, students used inappropriate structure( verb, parallel structure, tobe, etc). but after cycle 2, those problem minimized. d. vocabulary aspect problems in vocabulary also influenced quality of students writing. students who did not try to enrich vocabulary in their writing, happened because they seldom read book and write. but, by using padlet, students vocabulary is richer than before because they can check their peers, and it will motivate them to write. e. mechanics aspect the last problem in writing is using appropriate mechanics. most students did mistakes and erors because they did not recheck their writing before posting. but after lecturer remind students related editing and revising, students were more aware and careful in writing. in cycle 1, most of students score were in low level score in range (60-70). range score about 60-70 means students ability in writing still get many problems. next in cycle 2, there was improvement some students in geting score postest. some students that in first cycle got lower score, in cycle 2, there is improvement score to average and higer score. p a g e | 15 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 in cycle i, mean score of students was 73.66. it has improvement even not significant. some students were not usual in applying padlet and some of them seldom writing regularly. because of the result was not significant, so it is continued in cycle 2. in cycle 2 postest result improved. students mean score was 77.10. in cycle 2, students students used to apply padlet and they were more enjoyable in writing. based on the data there was improvement in each cycle, the findings were: a. learning english is not just know the theory but also must practice. then, doing practices sometimes need much time. because of that, it need additonal exercises via online, and padlet application can be used as media in teaching writing online. b. using padlet can improve students motivation in writing and quality in writing. c. wall in padlet can stimulate students in exploring idea because students can upload video, picture, record, article. d. utilizing technology in learning (e-learning) that makes efective time in learning. conclusions and suggestion conclusions result of this research were: 1) those application can be implemented as online writing practices every time that made students ability improve, 2) the situation of wall in padlet can stimulate students to explore idea because they could upload video, recording, or picture suitable with topic. students improvement in writing can be seen from postest score in every cycles. students mean score in pre cycle was 69.15, cycle 1 was 73.63, and cycle 2 was 77.10. based on the results above, it can be concluded that implementing padlet application can improve students non english department’ writing skill. sugestions based on the conclusion above, there are some suggestion for students, lecturer, and other researchers. for students, if want to improve english ability, they must practices regularly. for lecturer, hopefully, lecturer are more innovative p a g e | 16 first author let: linguistics, literature and language teaching journal vol.7 no.2 2016 in choosing apropriate media and method in teaching. for researchers, they can use this application in taching and develop media in teaching. references arikunto, suharsimi. 2002. ”dasar-dasar evaluasi pendidikan”. jakarta : pt. rineka cipta. fuchs, beth. 2014. the writing is on the wall: using padlet for whole-class engagement. usa: library faculty and staff publication. heaton, j.b. 1975. writing english language tests new edition. longman: new york nunan, david. 1998. desiigning task for the communicative classroom. cambridge: cambridge university press. richard, j.c. 2001. 30 years of tefl/tesl: a personal reflection. singapura: seameo regional languge centre. septina, nina.2015. smart ways of using virtual sticky notes. teflin 63. bali: university of udayana www.padlet.com www.linoit.com http://www.slideshare.net/ninaseptina/smart-ways-of-using-virtual-sticky-notesworkshop-pesentation-teflin-2015 http://www.padlet.com/ http://www.linoit.com/ http://www.slideshare.net/ninaseptina/smart-ways-of-using-virtual-sticky-notes-workshop-pesentation-teflin-2015 http://www.slideshare.net/ninaseptina/smart-ways-of-using-virtual-sticky-notes-workshop-pesentation-teflin-2015 ieee paper template in a4 (v1) nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||2||pages||120-133 ||2017|| |p-issn: 20869606 ; e-issn: 25492454| the analysis of clause complex in the students’ casual conversation nur ifadloh nur_ifadloh@yahoo.co.id english language education, pascasarjana, universitas negeri semarang petompon, gajah mungkur, semarang, jawa tengah, indonesia zahratun nufus zahratunnufus129@yahoo.co.id faculty of languages and communications, universiti pendidikan sultan idris tanjong malim, perak, malaysia article history: received: 9 th nov 2017 accepted: 30 th nov 2017 abstract: this study reported on an analysis of the transcript of the students‟ conversation. it highlighted the way in which the transcript was analyzed qualitatively on the issue of clause complexity based on the perspective of systemic functional linguistics (sfl). in detail, this study demonstrated the clause complexity of the transcript of the students‟ conversation which was related to, for example, inter-clausal relations (logico-semantic relation), coordination (parataxis) and subordination (hypotaxis) as mainly outlined by halliday (1994), halliday & matthiessen (2004) and eggins (2004). the results of the analyses indicated that the students showed a positive trend of developments in the use of semantic relations in their conversation. the students produced clause complexes (37.71%) less than clause simplexes (62.29%), in the syntactic dimension, the students produced hypotaxis (50.65%) more than parataxis (49.35%). in hypotaxis, the students produced expansion (92.31%) more than projection (7.69%). it also occurred in parataxis where students also produced expansion (92.11%) more than projection (7.89%). in the logico-semantic dimension, students produced expansion (92.47%) more than projection (7.53%). in the case of projection, locution (57.14%) was produced more than idea (42.86%). in addition, in the case of expansion, elaboration (40.70%) was the most frequently used by the students rather than both of extension (34.88%) and enhancement (24.42%). corresponding author: tel.: zahratunnufus129@yahoo. co.id keywords: sfl, clause complex, taxis, logico-semantic relation available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:nur_ifadloh@yahoo.co.id mailto:zahratunnufus129@yahoo.co.id mailto:zahratunnufus129@yahoo.co.id mailto:zahratunnufus129@yahoo.co.id p a g e | 121 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 introduction nowadays, linguists and language researchers have been interested in investigating clause complex. it has been a major topic in english education that an ability to write complex clauses is required for language learners or efl and esl writers. in current context, there are many studies involved with this issue. as proposed by halliday (1994) a sentence can be interpreted as a clause complex: a head clause together with other clauses that modify it. he further states that a combination of clauses related paratactically or hypotactically but not through embedding; the mode of combination is the mode of organization of the logical subtype of the ideational metafunction. in this regard, he attests that for example, clauses combined through coordination form a clause complex. he argues that the notion of „clause complex‟ thus enables us to account in full for the functional organization of sentences (p. 216). further, eggins (2004) defines that the term “clause” itself is called clause complex. based on this notion, clause is considered as a complexion of words. in addition, setia, and sutjaja (2011) state that “clause or clause simplex equals simple sentence in formal grammar and clause complex equals complex sentences” (p. 1). according to halliday (1994) the interrelation between constituent clauses in clause complexes can be interpreted in terms of logical components of the linguistics system: the functional-semantic relations that make up the logic of natural language. there are two systemic dimensions in the organization of the clause complex: one is in the syntactic dimension – the system of interdependency, or taxis system which is general to all complexes, and the other is the semantic dimension – the logico-semantic system, specifically an inter-clausal relationship. these two together provide the functional framework for describing the organization of clause complex. the syntactic dimension – the taxis system the syntactic properties of clause complexes are realized through the interdependency relations between element clauses in the clause complexes, which consist of independency (paratactic) and dependency (hypotactic). parataxis relationship in clause complex is the linking of clauses of equal status. both the initiating and the continuing clauses are free, in the sense that each could stand as a functioning whole. hypotactic relationship is the binding of clauses of unequal status, the dominant clause is free, but the dependent clause is not. p a g e | 122 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 taxis works on a univariate principle: the reiteration of units of the same functional role. taxis thus contrasts with embedding, also called rank-shift. in embedding phenomenon, the embedded clause functions as immediate constituents of what is called the superordinate clause. the embedded clause is a rank-shifted clause, which means it operates in the whole as though they were member of the lower rank. therefore, embedding relation seems to relate more to complementation, not complexion, so it is not considered an interdependency relation. in principle, the paratactic relationship is logically (i) symmetrical and (ii) transitive, thus can be exemplified by the “and” relation. the hypotactic relationship is logically (i) nonsymmetrical and “non-transitive”. the semantic dimension – the logicosemantic relations the system of logico-semantic relationship specifies what its name suggests: the particular kind of logical interconnection. this is, of course, the ultimate source of logic in its formal and symbolic sense; but since such systems of logic are derived from natural language, not the other way round, it is not very profitable to try and interpret naturallanguage logic as an imperfect copy of a logic that has been designed. the basic distinction in the language system, in the logical-semantic relationship in the clause complex, is between the two types: expansion and projection, which function in very different ways. both these types of relationship can be construed between equal and unequal clauses. the nature of projection is quite simple: we use language to talk about phenomena in the world, but one group of phenomena that can be talked about is stretches of language. if we include in our message the wording or the meaning of the original language event, we are not directly representing non-linguistic experience but giving a representation of a linguistic interpretation. the two modes of projection are quoting and reporting. the system of expansion allows us to develop on the experiential meanings of a clause in three main ways: through elaboration, extension and enhancement of its meaning. in clause combining by elaboration, one clause expands another by elaborating on it in greater detail, by exemplifying it or by clarifying it in other words. in clause combining by extension one clause expands another by adding something new, giving an alternative or an exception. in clause combining by enhancement, clauses of time, place, condition, purpose, cause or concession expand the primary clause by contributing these circumstantial features. the relationships of projection and expansion are different in that projection is an essential part of the meaning of the projected clause and therefore the meaning of the p a g e | 123 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 projected clause will change radically if the projection is taken away, whereas typically an expanded clause would not change its meaning radically if the expansion were taken away. therefore, expansion is a macrophenomenon and projection is a metaphenomenon (halliday, 1994, p. 395). this study focuses on the analysis of clause complex in syntactic dimension (parataxis and hypotaxis) and the semantic dimension (logical relations between clauses and between clause complexes – relations) in a transcript of the students‟ conversation. in this regard, a research question was set up to meet the purpose of the study which was to observe the analysis clause complex in syntactic dimension and the semantic dimension of in the transcript of the students‟ conversation. method the data of this study is the transcript of the students‟ conversation during three minutes. the analysis of this data was developed in order to provide for the possibility of findings relating to developments in the students‟ language in spoken style at a more micro level – at the level of the clause and of clause connections. any number of areas of meaning making might usefully and revealingly have been made the focus of analytical attention. it was decided, therefore, to focus on the resources by which speakers establish clause simplex and clause complex, taxis (hypotaxis and parataxis) and “logical” relations between clauses and between clause complexes – relations which halliday has broadly divided into those of “projection” and “expansion”, and, within “expansion”, into “extension”, “elaboration” and “enhancement” (halliday & matthiessen, 2004, chapter 7). more specifically: 1. “projection” (where one clause “projects” another as reported speech or thought), 2. “extension” (where one clause adds to another or provides alternation or a replacement), 3. “elaboration” (where one clause elaborates another via exemplifying or specifying the other clause), 4. “enhancement” (where one clause enhances another by indicating, for example when the process presented in the other clause occurred, or what caused the process, or what its purpose was, and so on.). p a g e | 124 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 findings and discussions the result of the clause complex analysis is shown in the table below: information of the conversation number of words in the conversation 1492 number of sentences in the conversation 175 number of clause simplexes 109 (62.29%) number of clause complexes 66 (37.71%) number of clause complexes of 2 clauses 54 (81.81%) number of clause complexes of 3 clauses 7 (10.61%) number of clause complexes of 4 clauses 2 (3.03%) number of clause complexes of >4 clauses 3 (4.55%) figure 1 clause complex summary of the transcript the table displays that the students produced 1.492 words in three minutes. they also produced 175 sentences which consisted of 109 (62.29%) clause simplexes and 66 (37.71%) clause complexes. from data above, it can be stated that those students produced clause simplex more than clause complex. it was due to the students‟ intention to maintain the conversation run smoothly. since this was casual conversation, maintaining the conversation was very important to create a good conversation. however, the students also tried to develop and explain the conversation in order to make their interlocutors understand their utterances. the deviation between the production of clause simplex (62.29%) and clause complex (37.71%) was high enough. it was due to the students gave short responses to their interlocutors. they often used minor clause to respond their friends‟ speaking. most of clause complexes were created in two sentences (81.81%). however, there are some clause complexes which were created in three (10.61%), four (3.03%) and more than four sentences (4.55%). it indicated that students tried to explain their intention as clear as possible. the system of taxis captures the dependency, or independency, relationship between adjacent clauses. there are two options: parataxis and hypotaxis (eggins, 2004, p. 263). in parataxis, clauses relate to each as equals while in hypotaxis, clauses relate to each other in a modifying or dependency relationship. based on the data above, the taxis found in the conversation can be seen below: taxis conversation hypotaxis projection 3 (7.69%) expansion 36 (92.31%) total 39 (50.65%) parataxis projection 3 (7.89%) expansion 35 (92.11%) total 38 (49.35%) figure 2 taxis in the transcript p a g e | 125 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 based on the result, hypotaxis (50.65%) was produced more than parataxis (49.35%). however, the difference between the number of hypotaxis and the number of parataxis are very low. they produced hypotaxis more since they tried to provide their interlocutors with the central topics of the event. it regards to its use of more hypotaxis than closely to the main sense without much more details. halliday and matthiessen (2014) mention the functions of tactic relations as saying “but the idealized function of the paratactic structure is to represent the wording; whereas with hypotaxis the idealized function is to represent the sense or gist”. hypotaxis requires the interlocutors to pay more attention to comprehend the meaning of the utterances than parataxis. however, the students also produced a lot of parataxis since they wanted to explain their utterances by giving a lot of additional information in order to make their interlocutors understand what they were talking about. regarding the projection and expansion case, both clauses were mostly connected in expansion since the students tried to declare the statements rather than to declare their ideas. the system of logico-semantic relations describes the semantic relations, the ways in which clauses that are either independent or dependent build on the experiential meanings of the clauses they relate to (eggins, 2004, p. 270). the data about the logico-semantic relations in the conversation can be seen in the table below: logico-semantic relations conversation projection locution 4 (57.14%) idea 3 (42.86%) total: projection 7 (7.53%) expansion elaboration 35 (40.70%) extension 30 (34.88%) enhancement 21 (24.42%) total: expansion 86 (92.47%) figure 3 logico-semantic relations in the transcript regarding the sub-categories of projections and expansions, students mostly produced expansion relations (92.47%) rather than projection relation (7.53%). the students produced expansion relation more since they tried to provide the additional information to their interlocutors.in the case of projections, the students produced more locution (57.14%) rather than idea (42.86%). this tendency was used to tell the interlocutors exactly who says to whom to the interlocutors (quoting) and to explain what others say (reporting). in the case of expansion, elaboration (40.70%) was the most frequently used to give additional information. they did it by specifying in greater detail, restatement, exemplification and giving comment to their statements. however, the extension (34.88%) and enhancement (24.42%) were also p a g e | 126 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 used by the students to highlight the sequential and causal relations in the occurrence of the conversation. conclusions and suggestions this study investigated the transcript of the students‟ conversation during three minutes. in this transcript, the clause complex became the main topic which was investigated. as can be seen in the analysis, the students produced clause complexes (37.71%) less than clause simplexes (62.29%). however, regarding the clause complexes, the students produced all subcategories of clause complex in the syntactic dimension (the taxis system) and the semantic dimension (the logico-semantic relations). in the syntactic dimension, the students produced hypotaxis (50.65%) more than parataxis (49.35%) since they tried to provide their interlocutors with the central topics of the event. in hypotaxis, the students produced expansion (92.31%) more than projection (7.69%). it also occurred in parataxis where students also produced expansion (92.11%) more than projection (7.89%). in the logicosemantic dimension, students produced expansion (92.47%) more than projection (7.53%). in the case of projection, locution (57.14%) was produced more than idea (42.86%). further, in the case of expansion, elaboration (40.70%) was the most frequently used by the students. both of extension (34.88%) and enhancement (24.42%) were slightly lower used by the students. it indicated that the students tried to explain deeper information so they used elaboration more in their speaking. based on the result above, the suggestion that can be given is is for future researchers who will take the similar topic to this study. they should be more accurate in evaluating clause complexes broadly because evaluation will be very useful for readers. they may also add some other variables to be compared such as different nationality and educational background. since the current research corpus is relatively small, it does not allow for broad generalisations. thus, it is also suggested for future researchers who are interested in similar topic to analyze deeper and broader in academic context. references eggins, s. (2004). an introduction to systemicfunctional linguistics (2nd edition). london: continuum. halliday, m. a. k. (1994). introduction to functional grammar. london:arnold. p a g e | 127 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 halliday, m. a. k. and c. matthiessen. (2004). an introduction to functional grammar. new york: arnold. setia, e., g. m. sutjaja, et al. (2011). clause complex and experiential realization in court texts (bali bomb case i): a systematic functional linguistics study. retrieved from http://ejournal.unud.ac.id/abstrak/eddy%20setia%20pdf.pdf. p a g e | 128 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 appendix the analysis of cause complex in the students’ casual conversation analysis text i clause simplex (1)hi pras! p clause simplex (2)what are you doing here? i clause simplex (3i)i am clause simplex (3ii)i am expecting for the lecturer ...just like the others. i clause simplex (4)okay, have you done your assignment? p clause simplex (5)which one? i clause simplex (6i)it‟s about um elena, evita. clause simplex (6ii)i mean evita, evita peron. p clause simplex (7)yeah, good. i clause simplex (8)what about you hanhan? clause simplex (9)have you done it? h clause simplex (10i)yeah, clause simplex (10iii) analysis of context i mean context of situation and culture. p clause simplex (11)have you done it hanhan, by the way? a clause simplex (12)i don‟t get an idea. p 1 (13i)actually i have done it +2 (13ii)but i have not completed it i α (14i)okay, someone tells me “β α (14ii)that there is someone error (14iii)who have =β (14iv)who has um the movie. clause simplex (14v)the movie (is) about evita peron. p clause simplex (15)ooh. i clause simplex (16)have you watched it? p 1 (16i)yes, i have watched it. +2 (17)and i have this ...this movie from najib actually. i clause simplex (18)okay, good. clause simplex (19)can you tell me about the story? p clause simplex (20i)so, actually evita is clause simplex (20ii)the full name is um … 1 (20iii)this girl is evita peron. =2 α (21i)evita peron is a second wife of argentina presiden „β (21ii )which is um juan peron. +3 α (22i)and evita peron was a very poor girl error (22ii)which is er error (22iii)who is er =β (22iv)who were live in a very poor country or in hill. +4 (23)and he in short he married juan peron. +5 (24)and juan peron became um president. +6 (25)and after that what um evita became very popular and very powerful girl in the country.. 128ootball woman in the country. p a g e | 129 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 i clause simplex (26)that‟s beautiful story, yeah? p clause simplex (27)yeah. i 1 (28)i guess „2 (29)evita has a main role in juan peron‟s achievement to be president, right? p clause simplex (30)yeah. i 1 (31)so... okay, back to our assignment. x2 (32i)so, we must um take =3 (32i) maybe we must write the content um the context of situation and the context...context of... h clause simplex (33)context of.. i clause simplex (34)culture. clause simplex (35)okay, in the context of situation what elements do we should analyze? p clause simplex (36)situation? 1 (37)there are three elements in a context of situation as like field, tenor and mode of communication. i 1 (38)er, actually, i‟m so interesting with the pras‟s explanation about the movie. +2 (39)and then, er, may be you can describe about the context of situation. p clause simplex (40)context of the situation. 1 (41)first of all is the field. h clause simplex (42)about the field. clause simplex (43)yeah p 1 (44i)the field is ... x2 α (44ii)if i‟m not mistaken xβ (44iii)because it‟s my own understanding. p α (45i)i don‟t know „β (45ii)whether it is correct or not. 1 (46)um, the field is about evita‟s feeling. error (47)so, evita try to. =2 (48)evita tried to express his feeling to the people. error (49)he feels. error (50i)he filled worry error (50ii)and he felt error (50iii)um he felt worry error (50iv)and he felt. i clause simplex (51)she. p clause simplex (52)oh she, sorry sorry sorry. clause simplex (53)she is a woman right? =3 (54i)she felt worry +4 (54ii)and she felt many things. +2 1 (55)and in term of mode i think „2 (56)it is obvious. „3 (57)it is spoken language. clause simplex (58i)what what is your opinion about the mode? i α 1 (58ii)yeah in my opinion, maybe the field of this text, maybe this is about evita peron‟s feeling, =β (58iii)that um loves argentines people much. p a g e | 130 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 x2 α (59i)so, she does every thing =β (59ii)to give argentines people free, freedom, and then welfare, and etc. x3 xβ (60)so about the mode, um... because this is a song. x4 α (61)so maybe we can know about the mode from the title of the song “don‟t cry for me argentina!” α (62i)the... maybe use imperative sentence =β 1 α (62ii)that means there are people talk to someone =2 (62iii)or maybe want to tell someone error (62iv)maybe don‟t to... h =β (63)yeah, um, talking about er the context of situation may be the first one, α 1 (64i)actually.. i.. i‟m still confused =2 1 (64ii)about the what‟s the tenor +2 (64iii)or what‟s the field and mode itself. i clause simplex (65)um… h clause simplex (66)may be you can er tell me about it. i clause simplex (67)yeah. clause simplex (68)in my understanding mood, it is... h clause simplex (69)yeah. p clause simplex (70)mode… mode i clause simplex (71)mode? clause simplex (72)mode or mood? p clause simplex (73)mode. clause simplex (74)m o d e. i α (75i)in my opinion mode is xβ (75ii)how language is used. xβ (73i)maybe in this text, um because this is song, α (73ii)so the language style, it‟s used umspoken style. =β (74i)talking about tenor, α (74ii)actually i‟m still confused about um tenor. clause simplex (75)can you explain it to us? p 1 α (76i)tenor is ... is talking about who error (76ii)who‟s =β (76iii)who speaks to whom. repeated (76iv)who speaks to whom. =2 (77)in this case um evita speaks to the people. x3 α (78)so um it is actually unequal power xβ 1 (79)because evita at that time as i told you “2 1 (80)evita was very powerful very rich and very um famous. +2 (81)and he was first lady of argentina. +3 (82)and and she talked to argentinian people. =4 (83)it means um the power is unequal. +5 (84)and it is. =6 α (85i)it is proved from the the lyric the lyric um “don‟t cry for me argentina” error (85ii)because “don‟t” don‟t means um xβ 1 (85iii)because that sentence using imperative, right? p a g e | 131 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 i clause simplex (86)yeah. p +2 α (87i)and someone who uses imperative is.... =β (87ii)someone who has higher power. i clause simplex (88)higher power? p clause simplex (89)yeah. x7 1 (90i)so it means =2 (90ii)it is unequal. i clause simplex (91)um okay. h clause simplex (92)what is about the movie and the lyric itself? clause simplex (93i)it has er 1 (93ii)i mean =2 α (93iii)it is equal or same er xβ (94iv)when you watch the movie. clause simplex (95)may be you can er tell us about it. clause simplex (96)maybe ifal i clause simplex (97)actually, i do the assignment from the story. clause simplex (98)i am searching in google right now. clause simplex (99)i‟m still processing to do my assignment. clause simplex (100)maybe pras, pras have, clause simplex (101)pras has um done, right? p clause simplex (102)not all of. clause simplex (103)i haven‟t completed it but some part of it. i clause simplex (104)what about the context of culture? p clause simplex (105)context of culture? i clause simplex (106)have you done? p 1 (107i)context of um actually i haven‟t done that part +2 (107ii)but in my understanding it is about the generic structure or the genre. 1 (108i)it is song +2 (108ii)and it should have a genre. +3 α (109i)but i don‟t know =β (109ii)what genre it is. clause simplex (110)what do you think? clause (111)what is the kind of song evita song? h 1 (112i)ooh, yeah, um,actually i don‟t get the idea +2 (112ii1)but er it is so interesting about the talking about argentina itself. i clause simplex (113i)yeah, h clause simplex (113ii)um, may be you can clause simplex (114)i mean discuss about the ... 1 (115i)i mean the football player forargentina +2 (115ii)may be asum like the i mean yeah the biggest α (116i)i mean that has many error (116ii)that have many, =β (116iii)that has many achievements especially in football as like messi. i clause simplex (117)okay, forget it about our assignment first! clause simplex (118)now, it‟s time to talk about football. clause simplex (119)so if we are talking about argentina. p xβ (120i)if we are talking about argentina p a g e | 132 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 α (120ii)directly we related to the to the football and the best player...football player from argentina. clause simplex (121)one of the best football player from argentina is messi right? i clause simplex (122)um yeah, messi. h clause simplex (123)messi and maradona. 1 (124i)maradona is also a wonderful clause simplex (124ii)i mean +2 (124iii) (he) is also famous and very very good player. p α (125i)yeah there are many people =β (125ii)that make them be equal. =γ (126i)that have same, 1 (126ii)i mean same achievement +2 (126iii)but messi er cannot bring his national team to bethe champion. i α 1 (127)but, actually messi and maradone, maybe messi is better than maradona. xβ 1 (127)because you know. h (128)really? i xβ (129)because messi plays 132 ootball in the modern era. “2 α (130i)it is different, very very different with maradona error (130ii)who play =β (130iii)who played in the old era. 1 (131i)maybe there are not many people could play football in um maradona‟s era, +2 α 1 (131ii)but right now there are many people =β (132iii)who played well, +2 α (132iv)but messi can show =β (132vi)that um he becomes one of the best players in the world. p x2 1 (133i)so, actually when we are talking about messi +2 α xβ (133ii)and when we say =β (134iii)that messi is the best player 1 α (134iv)some people may not agree about our argument. +2 α (135i)and in my own um i believe =β (135ii)that messi is the best player nowadays. clause simplex (136)what do you think about um ronaldo or another group player? h clause simplex (137)yeah, um, talking about ronaldo and messi, um… p clause simplex (138)which one is better in your opinion? h 1 (139i)i think “2 (139ii)ronaldo is better [[than messi]]. p clause simplex (140)really? h clause simplex (141)yeah. i clause simplex (142i)oh, yes, clause simplex (142ii)that‟s good. p a g e | 133 nur ifadloh let: linguistics, literature and language teaching journal vol.7 no.2 2017 clause simplex (143)okay, okay, why? why? α (144i)can you give me a reason xβ 1 (144ii)why you umlike ronaldo +2 (144iii)and why you like messi? h clause simplex (145i)um yeah. clause simplex (145ii)what um actually er my point of view um ronaldo and messi itself er i.. i see from the..the characteristic. 1 (146)i mean the personality er in er..in er, in a stadium or in a..in a out of stadium. =2 1 α (147)as like ronaldo that..that who cares er to..to many people =2 (148)as like er in a the ma..the people that be..the be the..that are be the victim x3 xβ (149)and then, although er messi have good achievements especially the ballon d‟or. clause simplex (150)um what is about pras? p clause simplex (151)um it‟s very obvious. 1 (152)messi is the best player in the world. +2 1 (153i)and messi is better than.. clause simplex (153ii)messi is better than ronaldo. =2 α 1 (154)first, messi has more ballon d‟or. =2 (155)ballon d‟or is an achievement. =3 (156i)it‟s a world for the best player in the world. xβ (156ii)while ronaldo has only three. i clause simplex (157i)five, clause simplex (157ii)messi has five. p clause simplex (158)oh, really five? i clause simplex (159)yes, five. p clause simplex (160)yeah five. +4 (161)and ronaldo has only three, right? +5 1 α (162)and messi has brought his team clause simplex (163i)what is it? =β (163ii) barcelona to... to win treble winner +2 (163iii)but ronaldo hasn‟t ever been done the same thing. i clause simplex (164)okay, actually you know right. clause simplex (165)we have class right now. p clause simplex (166)oh really? clause simplex (167)what time is it.... actually? i clause simplex (168it is three ten. p clause simplex (167)oh yeah? clause simplex (168)okay. i clause simplex (169)so? ... so? p α (170)so we have to. xβ (171)because the lecturer will come to the class. i clause simplex (171)okay, yes. clause simplex (172)may be um we can go right now. p clause simplex (173)yeah let‟s go. i clause simplex (174)yeah. h clause simplex (175)okay. ieee paper template in a4 (v1) i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||116-136||2020|| |p-issn: 20869606; e-issn: 25492454| available online at:http://jurnal.uin-antasari.ac.id/index.php the mapping of movement verbs found in the good earth i made juliarta madejuliarta330@gmail.com bali dwipa university of indonesia article history: received: 31st august 2020 accepted: 20th december 2020 this study aimed at focussing the translation of movement verbs in the good earth written by pearl s. buck. the natural semantic metalanguage (nsm) is applied in translation process. the novel the good earth was chosen as data source because it has two texts which have different language types. this study has the purpose to describe the application of translation procedures that is proposed by vinay and darlbener and it is applied to examine the mapping of action verbs by the nsm (natural semantic metalanguage) theory. the analysis was shown as the mapping between indonesian and english action verbs which was presented into the subtype of the verbs based on the classification. this study attempts to apply that theory in solving the problem of the different language. semantic mapping (sm) is a method in statistics for dimensionality reduction that can be used in a set of multidimensional vectors of features to extract a few new features that preserves the main data characteristics. corresponding author: tel.: madejuliarta330@gmail.com keywords: semantic mapping; natural semantic metalanguage; verb; translation; action verb p a g e | 117 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 introduction language can be meant as an important part of human. sometimes, it is found that the difficulty in translating to some people who try getting the message or information from other languages. it is found as there are the differences between the nature of source language and target language, and the abilities of translators in translating from english into indonesian. translation is stated as important as it is needed in indonesia which is known as a developing country. indonesia is known in terrns of education, culture, and technology. translation is very important in various areas which are used to translate from one language into another language. however, it is not all the references written in indonesian as they are coming from different countries and using different languages. as we know that the translation is used in transferring the message from foreign languages into indonesian. translation plays an important role in transferring the information from other countries into indonesian. the intended meaning can play an important role in translation. according to goddard (1997:2), meaning is not reference, because some words don’t have reference and those words which are not meaningless. according to him, teher are relation between meaning and reference as reference made the use of particular expression on a particular situation. this study uses the theory of semantic metalanguage. the nsm itself can represent a set of claimed findings about the language universals which tell about the existance of a speciable set. the nsm can be stated as an object of the study in its own right. it’s stated as an invaluable descirptive tools in the analysis and constrastive study of meaning related in all languages. it is the semantic explication that the formal mode of representing the meaning. however, it depends on the meaning expression. it is said that the meaning is not scientific knowledge because it is the meaning that must be explained in simpler way and more easily understood terms. according to crystal (2008:298), the topic of meaning in the context of language necessitates reference to non-linguistic factors, such as thought, situation, knowledge, intention and use. it is important to know the intended meaning and the cultural background effect. they produce the different translation product. someone’s feeling toward the others or the p a g e | 118 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 environment can be expressed by every lexicon. natural semantic metalanguage is applied to examine data which is taken from the novel. this study attempts to apply that theory in solving the problem of the different language. semantic mapping (sm) is one of a method in statistics for dimensionality reduction that can be used in a set of multidimensional vectors of features to extract few new features that preserves the main data characteristics. semantic mapping performs dimensionality reduction by clustering the original features in semantic clusters and combining features mapped in the same cluster to generate an extracted feature. given a data set, this method constructs a projection matrix that can be used to map a data element from a high-dimensional space into a reduced dimensional space. semantic mapping can be applied in construction of text mining and information retrieval systems, as well as systems managing vectors of high dimensionality. semantic mapping is an alternative to random mapping, principal components analysis and latent semantic indexing methods. it can be seen that there are previous studies that are related to this study. first, the research that is written by suryasa (2016) entitled :ngalap in balinese: a natural semantic metalanguage approach”. this study has the purpose to analyze about the meaning of an action balinese verbs in which this study used qualitative research in discussing “pick up” concept in balinese that is traslated into ngalap. suryasa (2016) in this study, the metalanguage approach analyzed the collected data, meanwhile in this study also analyzed the data using the metalanguage approach. the lexicon of ngalap with their variations can describe semantic structure by using the sub-component “x did something”. the collected data are also analyzed using natural semantic metalanguage theory. this theory also combines the philosophical and logical tradition in the study. second, the research that is written by aulia (2017) entitled “the effectiveness of semantic mapping on student’s vocabulary achievement”. this study analyzes about the technique in vocabulary by using semantic mapping. semantic mapping is stated as a form of graphic organizers, leads learners to design a visual presentation of relationships among words, meanings, and images. this study analyzes that there are some advantages like helping students to remember the new words easily, and p a g e | 119 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 increase student’s motivation to learn new vocabulary. this study has the purpose to increase’s vocabulary knowledge and improve the vocabulary achievement. the third study entitles “enriching students vocabulary through semantic mapping” that is written by siti nur fadilah. it can be seen in this study that this study conducted research at x electro b class at vocational school. this study has the purpose to enriche the student’s vocabulary by using semantic mapping strategy. this study applied a collaborative classroom action research. it is stated the result of this study that there are some improvements in positive responses of teaching-learning process in vocabulary by doing semantic mapping. fourth, the research that is written by aksyah (2017) entitled “the implementation of semantic mapping strategy in mastering english vocabulary”. this study analysis about the improvement of implementation of semantic mapping strategy in teaching vocabulary and also to find out the student’s opinion about the strategy. this study used 40 students in experimental class and controlled class. it is stated in this study that the sampling technique is choosen by using purposive sampling. the data in this study is analysed by using spss. the explications are in form of the intuitive senses for native speakers. the another condition is in the form well-formedness. they must be framed entirely in the semantic primes or molecules in order to conform for the syntax of the natural semantic metalanguage. it is stated that over the 35 years since wierzbicka’s (1972) semantic primitives, the nsm program has improved into new models of semantic explication. as we know that nsm researchers have improved proposals for the structure of few subclasses of physical verbs, such as (a) routine bodily processes, such as eating and drinking, and verbs of locomotion, like walking, running, jumping, (b) verbs of physical contact, like hit, punch, slap, kick, and (c) complex physical activity verbs (typically involving instruments), such as cutting and chopping wierzbicka (2009). this study used a collaborative classroom action research. it can be meant that the result of this study that there are few improvements in positive responses of teaching-learning process in vocabulary by doing semantic mapping. p a g e | 120 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 method the materials in this research were taken from the novel entitled the good earth. these stories can be said as fiction or narrative story. the novel was chosen as these novels performed in two languages which were in the form of indonesian and english. it is important to get the collected data by reading and documenting technique which were considered relating to problems. the data were compiled by reading indonesian and english novel. the qualitative method and library research were used in analyzing data. the appropriate data were analyzed. there are some elimination of the data used in finding the appropriate data. the data that are collected are then analyzed using metalanguage approach. the author only choose the data that were really needed by the author with some requirements in supporting this study. the data were then analyzed by using the theory proposed that is proposed by wierzbicka (1996). a metalanguage is stated as merely another language, in which it is an artificial and not a natural language. wierzbicka (1996) stated that the basic requirement for metalanguage is to get the satisfaction to communicate the meaning from. this can also be the entity, process, result, instruments, and emotional state. givon (1984) stated that the verbs can be divided into three classification, namely: state verb, process verb, and also an action verb. the action verb can come from act by someone. goddard (1997) stated that there is an agreement in which the semantic can give an illuminating account of meaning relation. semantic mapping is stated as the strategy for representing the concepts. a semantic word map can allow the students to explore the knowledge of the new word by mapping it. the semantic map can lead the learners to design a visual representation. crystal (2008:298), stated that the topic of meaning in the context of language necessitates reference to non-linguistic factors, such as thought, situation, knowledge, intention and use. we need to know the intended meaning and the cultural background effect. they can produce the different translation product. someone’s feeling toward the others or the environment can be expressed by every lexicon. natural semantic metalanguage is applied to examine data which is taken from the novel. this study aims at applying that theory in solving the problem of the different language. semantic p a g e | 121 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 mapping (sm) is stated as one of a method in statistics for dimensionality reduction that can be used in a set of multidimensional vectors of features to extract few new features that preserves the main data characteristics. semantic mapping can perform dimensionality reduction by clustering the original features in semantic clusters and combining features mapped in the same cluster to generate an extracted feature. it is state that the validity of nsm explication is tested based on on the two main conditions. in the substitutability in a broad sense, explication can make intuitive sense to native speakers when it is substituted into into the context of use. in well-formedness, they are framed entirely in semantic primes or molecules, in order to conform in a coherence condition. in the syntax properties of sematic primes, are in literally universals of syntax. they can be divided into three types, those are: basic combinatorics, for example that substantive primes and relational substantives and can combine with specifiers in order to form semantic units, those are: this thing, someone else, the same place. nsm analysis is stated as a demanding process. there are two main conditions in the validity of nsm explication. the explications are in the intuitive senses for native speakers. the another condition is in well-formedness. they need to be framed entirely in the semantic primes or molecules in order to conform for the syntax of the natural semantic metalanguage. it is stated that over the 35 years since wierzbicka’s (1972) semantic primitives, the nsm program has been converted into new models of semantic explication. a semantic molecule can be meant as a packet of semantic components which has the meaning of a lexical unit. in semantic molecules, there is a special cognitive significance in that they allow a conceptual chunking which makes it possible to control the concepts of semantic complexity. it should be said that there are some recurrent components that are not in thesemantic molecules, because they are not encapsulated as the meanings of lexical items. it is important to point out the descriptive components of an explication such as they are not intended as an external, objective description of the referents. (wierzbicka 1996a: 344) stated that they are aimed at “capturing what is psychologically real and linguistically relevant (from the point of view of native speakers of english)”. terms for few natural kinds and artifacts p a g e | 122 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 can describe tremendous amounts of cultural knowledge. for example, it can be seen that for cats a full explication will include that they chase, catch, and eat small creatures, that they can climb well and move quietly, that they can see in the dark, and that they often sleep for short periods in the day. it can be seen for animal species with which people have close relationships, like cat (dog, horse, or mouse), the ‘behavior’ and ‘relation with people’ sections can describe to 10–20 lines of semantic text. however, the components are not encyclopedic in the sense of representing objective facts about the class of referents. findings and discussions the data were analysed deeply by using the theory of natural semantic metalanguage (nsm). natural semantic metalanguage (nsm), there are few lexicons that are emotions, speech acts, and causatives. there are some syntactic properties of semantic primes which are literally universals of syntax. there are relational substantives and can combine with specifiers in order to form semantic units: this thing, someone else, the same place. therefore, by applying the mapping process, the meaning of the verbs can be observed. according to givon (1984) in his book entitled syntax: a functional typological introduction, we know that the verb can be classified into a couple of typological classifications which follows the typological classification model. in the discussion part, the appropriate data were analyzed. there are some elimination of the data used in finding the appropriate data. the author only choose the data that were really needed by the author with some requirements in supporting this study. the data are analysed by using the theory proposed that is proposed by wierzbicka (1996). a metalanguage is stated as merely another language, in which it is an artificial and not a natural language. semantic explication is the formal mode of meaning representation in the nsm. the nsm approach can develop a fairly sophisticated suite of theoretical construct. wierzbicka (1996) stated that the basic requirement for metalanguage is to get the satisfaction to communicate the meaning from. as we can see in the action verb; it is said that this type of verb is derived from the p a g e | 123 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 natural meaning; (a) type of utterance, (b) type of the movement, (c) type of action/doing. verb: memutari source language target language he went around the oven to the rear, selecting a handful of the dry grass and stalks standing in the corner of the kitchen ia memutari tungku, melangkah ke ruang belakang untuk memilih segenggam rumput kering dan sejenis batang-batangan yang diletakkan di pojok dapur it can be seen from the data above, went around is translated into memutari. according to the oxford advanced learner’s, went around means to spin or turn. from the data source above, it can be explicated that the cognitive scenario of this lexicon is: went around the explication of went around, can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach another place) x did this in something (land) x did something like this in the above data, it can be seen that the verb went around is translated into memutari. according to kamus besar bahasa indonesia, memutari can be meant menggerakkan supaya berputar. it can be meant as a person who can move to another place. it can be seen from the analysis above that the nsm can be stated as an object of the study in its own right. it’s stated as an invaluable descriptive tools in the analysis and constrastive study of meaning related in all languages. it is the semantic explication that the formal mode of representing the meaning. however, it depends on the meaning expression. it is said that the p a g e | 124 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 meaning is not scientific knowledge because it is the meaning that must be explained in simpler way and more easily understood terms. memutari it can be seen from the characteristic of memutari, here is the explication of memutari as follows: at that time, x did something (on foot) x did this because of something (to reach another place) x did this in some places (land, building) x did this on something (on purpose) x did something like this the translation of went around into memutari is appropriate because they are stated in the same category of movement verb and they have matched each other. verb: menghampirinya source language target language his father drew near again and put his mouth to the crack of the door ayahnya kembali menghampirinya dan meletakkan mulutnya di sela-sela daun pintu yang belum sepenuhnya tertutup itu. it can be seen from the data above, drew had been translated into menghampirinya. according to the oxford advanced learner’s, drew means to move by pulling it or them gently. from the above explanation, it can be explicated that the cognitive scenario of this lexicon is as follows: p a g e | 125 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 drew the explication of “drew” can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach the person) x did this in something (land) x did something like this x did this on something (on purpose/not on purpose) according to kamus besar bahasa indonesia, menghampiri means mendekati; datang mendekat. a person wants to reach another person. menhampiri the configuration of “menghampirinya” can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach the person) x did this in something (ground) x did something like this it can be seen from the translation in data above that drew that is translated into menghampirinya is appropriate because they are in the same category of movement and match each other. the entity of the lexicon above can be stated as the movement verb. it is stated as a movement verb, because the subject moves from one place to another place. the analysis above is stated as the nsm which can be stated as an object of the study in its own right. it’s difined as an invaluable descirptive tools in the analysis and constrastive study of meaning related in all languages. it is the semantic explication that the formal mode of representing the meaning. however, it depends on the meaning expression used. it is said that the meaning is not scientific knowledge because it is the meaning that must be explained in simpler way and more easily understood terms. p a g e | 126 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 verb: melangkah source language target language he went out into the early morning. ia melangkah keluar rumah, menyongsong datangnya pagi. it can be seen from the above translation that went out is translated into melangkah keluar. according to the oxford advanced learner’s, went out means to leave your house to go to a social event. from the above explanation, it can be explicated that the cognitive scenario of this lexicon is: went out the explication of went out, ‘melangkah keluar’ can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach another place) x did this in something (land) x did something like this according to kamus besar bahasa indonesia, melangkah means gerakan kaki (ke depan, ke belakang, ke kiri, ke kanan) waktu berjalan. melangkah keluar is when a person do something to reach another place. wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it is stated that a and b; (a) x did something (b) did something to y. the action verb can come from act done by someone or something in which pick that is included. melangkah keluar the explication of “melangkah keluar” can be seen as follows: at that time, x did something x did this because of something x did this in something x did something like this p a g e | 127 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 we can see from the data above that the translation of went out into melangkah keluar is appropriate because they are in the same category of movement and already match each other. the analysis above can be stated as the nsm of an object of the study in its own right. it’s difined as an invaluable descirptive tools in the analysis and constrastive study of meaning related in all languages. it is the semantic explication that the formal mode of representing the meaning. however, it depends on the meaning expression. it is said that the meaning is not scientific knowledge because it is the meaning that must be explained in simpler way. verb: menyebrangi source language target language she went across the fields ia menyebrangi sawah it can be seen from the above translation that went across is translated into menyebrangi. according to the oxford advanced learner’s, went across means to visit or a place that is near. from data source above that, it can be explicated that the cognitive scenario of this lexicon can be seen as follows: went across the explication of went across, that is translated into ‘menyebrangi’ can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach another place) x did this in something (land) x did something like this according to kamus besar bahasa indonesia, menyebrangi means mengarungi; melintasi; melalui (kali, jalan, dsb), menempuh kesukaran (kesulitan dsb). p a g e | 128 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 menyebrangi it can been that the configuration of ‘menyebrangi’ is as follows: at that time, x did something x did this because of something (to reach the place) x did this in something (land) x did something like this we can see from the translation above that went across is translated into menyebrangi. the translation is appropriate because they are in the same category of movement verb and they match each other. according wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it is stated that a and b; (a) x did something (b) did something to y. the action verb can come from act done by someone or something in which pick that is included. verb: melangkah source language target language then, he went to the door of their room setelah itu, ia melangkah menuju pintu kamar tidur it can be seen from the above translation that went to is translated into melangkah. according to the oxford advanced learner’s, went to means to move or travel from one place to another. from the explanation above, it can be explicated that the cognitive scenario of this lexicon is as follows: went to the explication of went to, that is translated into ‘melangkah’ can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach another place) x did this in something (land) p a g e | 129 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 x did something like this according to kamus besar bahasa indonesia, melangkah means mengayunkan (menggerakkan) kaki (pd waktu berjalan dsb). berangkat; berjalan; melalui; mengarungi: ~ lautan; bertindak; bekerja. melangkah the configuration of ‘melangkah’ can be seen as follows: at that time, x did something x did this because of something (to reach the place) x did this in something (land) x did something like this we can see from the above translation that went to is translated into melangkah. the translation is appropriate because they are in the same category of movement and match each other. verb: menyusuri source language target language it seemed to him as he walked into the sharp sunshine of the dusty street begitu langkahnya kembali menyusuri jalan berdebu yang panas we can see from the above translation process that walked into is translated into menyusurinya. according to the oxford advanced learner’s, walked into means become caught in unpleasant situation, especially because you are careless. from the above explanation, it can be explicated that the cognitive scenario of this lexicon can be seen as follows: walked into the explication of walked into, that is translated into ‘menyusuri’ can be seen as follows: p a g e | 130 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 at that time, x did something (on foot) x did this because of something (to reach another place) x did this in something (land) x did something like this according to kamus besar bahasa indonesia, ‘menyusuri’ means menuruti bagian tepi; menelusuri: mengikuti (jejak, kehidupan, dsb). menyusuri the configuration of ‘menyusuri’ can be seen as follows: at that time, x did something x did this because of something (to reach the place) x did this in something (land) x did something like this we can see from the above translation that walked into is translated into menyusuri. the translation is appropriate because they are in the same category of movement and match each other. according wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it can be seen from the data above that a and b; (a) x did something (b) did something to y. the action verb can come from act done by someone or something in which pick that is included. verb: berjalan source language target language he walked among his fellows ia berjalan di tengah-tengah kawankawannya it can be seen from the above translation process that walked is translated into berjalan. according to the oxford advanced learner’s, walked means to move or go somewhere by putting one foot in front of the other on the ground, but p a g e | 131 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 without running. from the above explanation, it can be explicated that the cognitive scenario of this lexicon can be seen as follows: walked the explication of walked, that is translated into ‘berjalan’ can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach another place) x did this in something (land) x did something like this according to kamus besar bahasa indonesia, ‘berjalan’ means melangkahkan kaki bergerak maju, bergerak maju dr suatu titik (tempat) ke titik (tempat) lain, menggelinding atau berputar (sesuatu yg bundar spt roda). berjalan the configuration of ‘berjalan’ can be seen as follows: at that time, x did something x did this because of something (to reach the place) x did this in something (land) x did something like this we can see from the translation above that walked is translated into berjalan. the translation is appropriate because they are in the same category of movement and match each other. according wierzbicka (1996) stating that the predicate in the data above is stated as the action predicate. it can be seen from the data above that a and b; (a) x did something (b) did something to y. the action verb can come from act done by someone or something in which pick that is included. p a g e | 132 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 verb: melangkah pergi source language target language and he went away sesudah itu ia melangkah pergi we can see from the translation process above that went away is translated into melangkah pergi. according to the oxford advanced learner’s, went away means to leave a person or place; to leave home for a period of time, especially for a holiday/vacation; or to disappear. from the explanation above, it can be explicated that the cognitive scenario of this lexicon is: the explication of “went away” that is translated into can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach the person) x did this in something (land) x did something like this x did this on something (on purpose/not on purpose) according to kamus besar bahasa indonesia, melangkah pergi means mengayunkan (menggerakkan) kaki (pada waktu berjalan dsb) berangkat; berjalan; melalui; mengarungi: bertindak; bekerja. wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it is stated that a and b; (a) x did something (b) did something to y. the action verb can come from act done by someone or something in which pick that is included. melangkah pergi the configuration of “melangkah pergi” can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach the person) x did this in something (ground) x did something like this p a g e | 133 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 it can be seen from the above translation that the translation of went away into melangkah pergi is appropriate because they are in the same category of movement and match each other. we can see from the data above that the data were analysed using the theory of natural semantic metalanguage (nsm). therefore, it can said that the meaning of the verbs can be observed by using the mapping process. wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it is stated that a and b; (a) x did something (b) did something to y. the action verb comes from act done by someone or something in which pick that is included. verb: merangkak source language target language the children clambered about the sight of the food anak-anak merangkak ke atas tangga rumah it can be seen from the above translation process that clambered is translated into merangkak. according to the oxford advanced learner’s, clambered means to climb or move with difficulty or a lot of effort, using your hands and feet. from the explanation above, it can be explicated that the cognitive scenario of this lexicon is: the explication of “clamber” can be seen as follows: at that time, x did something (on foot) x did this because of something (to reach up position) x did this in something (land) x did something like this x did this on something (on purpose/not on purpose) according to kamus besar bahasa indonesia, merangkak means bergerak dng bertumpu pd tangan dan lutut; bergerak lamban tidak pesat kemajuannya. p a g e | 134 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 merangkak it can be seen that the configuration of “merangkak” as follows : at that time, x did something (on foot) x did this because of something (to reach up position) x did this in something (ground) x did something like this it can be seen from the above translation that the translation of clambered into merangkak is appropriate because they are in the same category of movement and it can be said to be match each other. it can be seen from the data above that the data were analysed deeply using the theory of natural semantic metalanguage (nsm). therefore, the meaning of the verbs can be observed by applying the mapping process. wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it is stated that a and b; (a) x did something (b) did something to y. the action verb can come from act done by someone or something in which pick that is included. conclusions and suggestions this study has the purpose to focuss on the translation of movement verbs in the good earth that was written by pearl s. buck. the natural semantic metalanguage (nsm) is applied in the translation process. the novel the good earth was chosen as data source because it has two texts which have different language types. this study aims at describing the application of translation procedures that is proposed by vinay and darlbener and it is applied to examine the mapping of action verbs by the nsm (natural semantic metalanguage) theory. the analysis was shown as the mapping between indonesian and english action verbs which was presented into the subtype of the verbs based on the classification. this study attempts to apply that theory in solving the problem of the different language. semantic mapping (sm) is a method in statistics for dimensionality reduction that can be used in a set of multidimensional vectors of features to extract a few new features that preserves p a g e | 135 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 the main data characteristics. translation is very important in various areas which are used to translate from one language into another language. however, it is not all the references written in indonesian as they are coming from different countries and use different languages. the data were analyzed deeply by using the theory of natural semantic metalanguage (nsm). therefore, by applying the mapping process, the meaning of the verbs can be observed. according to givon (1984) in his book entitled syntax: a functional typological introduction, verb can be classified into a couple of typological classification which follow the typological classification model. action verb; it is said that this type of verb is derived from the natural meaning; (a) type of utterance, (b) type of the movement, (c) type of action/doing. provide a statement that what is expected, as stated in the "introduction" chapter can ultimately result in "results and discussion" chapter, so there is compatibility. moreover, it can also be added the prospect of the development of research results and application prospects of further studies into the next (based on result and discussion). the materials in this research were taken from the novel entitled the good earth. it can be seen from the data source in the novel that the story is stated to be fiction or narrative story. the novel was chosen by the author as these novels were performed in two languages which were in the form of indonesian and english. it is important to get the collected data by reading and documenting technique which was considered that is related to problems. we can see that the data were then compiled by reading indonesian and english novel. the qualitative method and library research were used in analysing data in this article. the appropriate data were then analysed in order to get deeply research. there are some eliminations of the data used in finding the appropriate data in analyzing the data. the author only choose the data that were really needed by the author with some requirements used in supporting this study. the data were then analysed by using the theory that is proposed by wierzbicka (1996). this studi used the theory proposed by wierzbicka (1996) stated that the predicate in the data above is stated as the action predicate. it is stated that a and b; (a) x did something (b) did something to y. the action verb comes from act done by someone or something p a g e | 136 i made juliarta let: linguistics, literature and language teaching journal vol. 10 no.2 2020 in which pick that is included. the explications are in the intuitive senses for native speakers. the another condition is in well-formedness. they need to be framed entirely in the semantic primes or molecules in order to conform for the syntax of the natural semantic metalanguage. it is stated that over the 35 years since wierzbicka’s (1972) semantic primitives, the nsm program has been converted into new models of semantic explication. the analysis in the results and discussion can be stated as the nsm of an object of the study in its own right. it can be stated as an invaluable descirptive tools in the analysis and constrastive study of meaning related in all languages. it is stated as the semantic explication that the formal mode of representing the meaning. however, it depends on the meaning of expression. it can be meant that the meaning is not scientific knowledge because it is the meaning that must be explained in simpler way. references bassnett, susan. 1991. translation studies. london: routledge bassnett, susan. 2011. topic in translation: reflections on translation. bristol: multilingual matters bell, r.t. 1991. translation and translating: theory and practice. london: longman dwijati, ida ayu kade. 2015. a methodology for translation of figurative senses in ‘makhluk di belakang rumah’ and in ‘creatures behind houses’ hornby, mary snell et al. 1992. translation studies: an interdiscipline. philadelphia: john benjamin publishing company larson, mildred.l. 1998. meaning based translation. maryland: university press of america. newmark, peter. 1988. a textbook of translation. hertfordshire: prentice hall international (uk) ltd nida, eugene a & charles r. taber. 1974. the theory and practice of translation. leiden: e.j. brill nida, eugene a. 1975. language structure and translation. california: stanford university press pratami, ni wayan cintya surya. 2015. a methodology for translation of figurative senses in ‘tanpa kemudian’ and in ‘no resolution’ venuti, lawrence. 2000. the translation studies reader. london: routledge ieee paper template in a4 (v1) septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 let: linguistics, literature and english teaching journal ||volume||9||issue||2||pages||112-132|2019|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the analysis of difficulties in writing narrative text septha muliani museptha@gmail.com maida norahmi maida.norahmi12@edu.upr.ac.id natalina asi natalina@edu.upr.ac.id university of palangka raya, indonesia article history: received: 18th november 2019 accepted: 14th december 2019 the objective of this research was to analyze the difficulties in writing narrative text faced by the ninth grade students of smp negeri 11 palangka raya in the academic year 2018/2019 in using the generic structure and language features of the text. the research involved 20 students as the research participants. the method used in this research was descriptive research in which the research described and explained the actual data by conducting a writing test and analysing the results. the results showed that 40% of the participants faced some difficulties in constructing the generic structure of the texts i.e. they failed in completing the generic structures of the texts and, mostly, missed one of the parts. furthermore, there were 50% of the participants faced some difficulties in using the language features of narrative text, such as using past tenses, nouns, pronouns, verbal processes, and direct speech. corresponding author: tel.: maida.norahmi12@edu.upr.ac.id keywords: analysis; generic structure; language feature; narrative text; writing difficulties http://jurnal.uin-antasari.ac.id/index.php mailto:museptha@gmail.com mailto:maida.norahmi12@edu.upr.ac.id mailto:natalina@edu.upr.ac.id mailto:maida.norahmi12@edu.upr.ac.id p a g e | 245 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 introduction language has an essential role in human communication and interaction. the ability to use language as a tool to express ideas and emotions is a fundamental need regarding its function in human social life. in other words, the language is used to show feelings, desires, opinions, and attentions to create social engagement throughout the differences of identities and personal background. the language becomes one of the main determining factors to connect all people around the world and to make some collaborations (lieberman & miller, 2011). to reach wider network of communication, there should be one universal language to build the bridge of international collaboration and interaction. that is why an international language is needed as a tool to unite people and to have more people involved in sharing experiences (klimova, 2014). following the raising need for international communication, english becomes so popular to be taught and learned by those want to participate in wider interaction. in maintaining a social life and being social media users, people have been treating english as the most used language. to be able to cope with globalization and the development of technology, english is a necessary tool for those who want to get along with global issues (sharma, 2008; ur, 2010). according to simons and fennig (2018), there are 7.097 living languages used in the world and they are the ultimate sources of information. the record data show that english is mostly used in communication media. based on the data, it can be concluded that the role of english is getting important to help people be connected to wider society. it means the urgency and the demand for being able to use english should be put under consideration. therefore, english has to be taught as intensive as possible in order to provide some exposures to make people familiar with the language in their daily interactions. the need to learn english leads to the idea of teaching english formally and intensively as a school subject, so the students can learn english from schools. many non-speaking countries have treated english as a compulsory subject to learn. indonesia is one of many countries that uses english as important subject in the educational field from the elementary schools up to the universities. in primary p a g e | 246 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 schools, the teaching of english is inserted in a local content subject. it means that the process of english teaching and learning is based on the policies made by the schools. in secondary and tertiary schools, english is included in compulsory subjects and is tested in the national examination. for university students, english is treated as one of the compulsory general courses that every student has to take and pass the course. differently from the english for junior and senior high schools, english is taught as english for specific purposes (esp) subject in the university (brajac 2014; javid, 2015). in other words, the content of learning must be related to the specific departments or programs taken by the students. in the process of learning english, the students must learn four skills, i.e. listening, speaking, reading and writing. in the new modern world, morse (2016) proposed idea to have additional skills. he stated that people would be required to have six skills to live in a time when the technology is rapidly changing and shape how they communicate and interact each other. the six new skills are listening, speaking, reading, writing, viewing and representing. viewing and representing are the newest skills that are needed in this era. many of the comprehension processes involved in reading, such as previewing, predicting, and making inferences, may also be used in viewing. representing enables students to communicate information and ideas through a variety of media, such as video presentations, posters, diagrams, charts, symbols, visual art, drama, mime, and models. among all of the language skills, writing is the one skill that realized in written form which is necessary for the academic field (morse, 2016). writing is a highly complex process that requires the ability to create ideas and to display the ideas in a well-structured piece of writing. before a writer writes something, he or she should check out some aspects. the writer should formulate ideas, organize, and sequence points in logical order, select vocabulary, check for grammatical correctness, spell words correctly, punctuate, and write clearly. as being stated by fry (2012), before and after writing process, a writer should check their paper. the purpose of checking is to ensure that the writing has good structures to be read and comprehended by the readers. according to oshima and hogue (1998), writing is not easy, it takes to study and practice to develop this skill for both native speakers and new learners of p a g e | 247 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 english. writing is different from other language skills. in listening and reading, the students receive message that is formulated by another. whereas in speaking, the students communicate using their own ideas and feeling. from the explanation above, it can be concluded that writing is important and also different from other skills. it is a complex skill that needs some of process inside it, such as putting learners’ ideas with grammatical, vocabulary, and punctuation into a written form. however, writing is not only an activity of arranging words, sentences, and paragraphs, but also thinking about how to express and organize them with creativity. according to the english syllabus of school-based 2013 curriculum of ninth grade of smp negeri 11, the students are taught to be able to write various genres of text, such as descriptive texts, recount texts, procedure texts, and narrative texts. writing narrative text is no easy task for tenth-grade students in palangka raya because to write a task the students have to know about the generic structures and language features. normally, narrative text can be categorized into fictional or imaginary narrative and nonfictional narrative. the fictional narrative presents an imaginary story that happened in an imaginary world. such as fairy tales, folktales, short stories, fables, legends, myths, novels, and comics. meanwhile, a nonfictional narrative presents a story of person’s real-life. the examples of narrative nonfiction include news and magazine articles, essays, diaries, biographies, personal narratives and textbooks that tell about history. from the definition, it can be concluded that narrative is retelling stories that occurred in the past by using chronological order and sequence of events to amuse or entertain the readers. in line with this, sudarwati and grace (2017) stated that narrative text has a social function to entertain the reader with a story that deals with complications or problematic events that lead to a crisis and in turn find a resolution. in other words, it is to amuse, to entertain and to deal with actual or vicarious experience in different ways. in writing the texts, the writer must follow the generic structure of narrative texts since different texts will require different generic structure. the generic structure of narrative text consists of 4 aspects, they are orientation, complication, resolution, and re-orientation. the writer should be able to explain the background of the story including the setting of place and time as well as the introduction of the p a g e | 248 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 characters (orientation). after setting the background of the story, the writer has to provide the readers with the problems faced by the main character to lead the reader into the climax of the story (complication). further information to provide is telling the readers whether the problems are solved happily or tragically (resolution). finally, the story should give the readers any valuable messages that can impact the readers’ personalities or perspectives to live in society (re-orientation). the four aspects mentioned cannot be ignored when the students create their own piece of narrative texts. another important point in writing narrative texts is how the students should utilize language features or significant grammatical features to support the flow of the story. it deals with the grammatical features such as noun, pronoun, tenses, phrase, and any structure that support the body of the story. there are some specific grammatical aspects that have to be used in narrative texts, such as the nouns (forest, house, train), pronouns (they, she, it), noun phrases (old man, red apple), time connectives/ conjunctions (one day, after, before), adverbs/ adverbial phrases (in the place, there), action verbs (walked, smiled), and the past tense (she walked slowly). these features can be very problematic for the students since they have to generate ideas and put the ideas incorrect grammatical structures. regarding the researcher’s experiences of teaching in smp negeri 11 palangka raya, she found that some students got difficulties in the process of writing a text, especially narrative text. some of the students got problems in developing the ideas. the students put so many ideas without organizing them into good sentences and paragraphs. on the other side, some students, sometimes, had no idea what they would write and they only wrote a sentence or even they did not write anything on their paper. moreover, some of students had difficulties in generic structure and language features. some of them did not understand how to apply generic structure and language features in writing narrative text. for example was sentence structure, some of them did not know how to use tenses in the right way. in a text that was actually used past tense such as narrative text, they used present tense. another example, some of them also had limited vocabulary range. they could not build their ideas to write on their papers because they did not have enough vocabulary in english. p a g e | 249 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 based on the fact above, the researcher was interested in analyzing students’ difficulties in writing narrative text at the ninth grade of smp negeri 11 palangka raya in the academic year 2018/2019. the ability in writing narrative text is one of the objectives in teaching english that has to be achieved in the ninth grade. based on the problem explained above, the objective of this research was to analyze the difficulties in writing narrative text faced by the ninth grade students of smp negeri 11 palangka raya in academic year 2018/2019, especially in constructing the generic structure and using language features of the text. method in this research, the kind of research used was descriptive research. there are three main purposes of research: describing, explaining, and validating the findings. description emerges following creative exploration, and serves to organize the findings in order to fit them with explanations, and then test or validate those explanations. the descriptive method is a research methodology concentrated on the actual matters when the data are firstly collected in the method, describes and analyzes the actual matters that observed in this research were the students’ difficulties in writing narrative text. in this research, the subjects were 20 students of class ix-c of smp negeri 11 palangka raya in the academic year 2018/2019. in order to collect the data, the researcher used writing test. the test was designed and used as an instrument to evaluate and record the students’ difficulties. the time allocation given to write a narrative text was 60 minutes. the test administration was monitored by the main researcher and the teacher. the instrument that the researcher developed in this research was a writing test. in the writing test, the students were assigned to write a fiction-based narrative text that was retelling about the fairy tale, legend, or fables such as malin kundang or the story of mouse deer (cerita si kancil) in students’ own version. the researchers also gave the original story to the students. this test was conducted to find out the difficulties of the students in writing narrative text. in this research, the aspects identified were generic structures and language features. p a g e | 250 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 before the instrument used to collect the data, firstly, the researcher did the try-out for the test to the ninth grade students of smpn 11 palangka raya. there were 19 students from ix-b as the respondents of the try-out test. they had to complete the test, consisting of the writing test in 60 minutes. based on the try-out result, there was no problem with the test. the try-out test was 100% was acceptable for the respondents. they followed the instruction to write a narrative text and it meant that the instruction was understandable for them. none of them wrote the wrong text. then, they also did not have complaints with the allocation time. the researchers concluded that 60 minutes was enough for the students to write a narrative text. in conclusion, the instrument was ready to be used and to be administered to the subjects of the research. the extent to which a data collection process really measures what it is designed to measure is the concept of the validity of data collection processes. it could be said that the concept of validity refers to what the test or measurement strategy measures and how well it does so. the instrument validity that used in this research were content validity and face validity. content validity refers to the extent to which a data collection process measures a representative sample of the subject matter or behavior that should be encompassed by the operational definition. it means that the test will be suitable for content validity if it is also suitable the course objective as stated in syllabus. in this test, content validity was the students were expected to be able to write narrative text. for that reason, the researcher gave the students the writing instruction to make a text-based on fiction type that retelling about fairy tales, fables, or legends by students’ own version. face validity measures the extent to which a test appears to measure what it is intended to measure. it is concerned about the relevance of a test as it appears to the subjects. in other words, the writing test constructed was able to make the students write as it was told. in this research, the researcher did try-out test before conducting the writing test to the subjects to check the face validity. face validity in this research was concerned about the writing test instruction and the time allocation to write a narrative text. p a g e | 251 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 following the data collection process proposed by cresswel (2012), the researchers used five steps to collect the data. at the beginning of the process, the researchers discussed and selected the place of the research and subjects of the research. it was conducted by reviewing the documents and asking the school administrators. secondly, the researchers visited smp negeri 11 palangka raya and had an informal interview with the teacher. the result of the interview gave the researchers additional information dealing with the characteristics of the students and the lessons have been taught. next, after the permission was given and the analysis of interview was discussed, the researchers decided the schedule and prepared the test and the topic, and the writing sheets. fourthly, the researchers came to the class, met the research subjects, and explained the instructions to accomplish the test. the researcher gave 60 minutes to the students to write narrative texts based on the topic chosen. finally, the researcher collected the students’ writing sheets and prepared them to be analysed based on the decided parameter or rubric for the data analysis process. the rubric constructed included the assessment indicator on generic structure and the language features. the next step was to analyze the narrative texts written by the students. in processing the data, the researchers, firstly, did a checking process in which the researchers checked the number of students, the number of students’ worksheets and the content of students’ worksheets. the researchers also ensured that the worksheets were complete as the number of students. coding was the second process in analyzing the data. the researcher coded the students’ names in order to protect the students’ privacy and avoid researchers’ subjectivity by giving some codes such as x1, x2, x3, etc. the next process was to evaluate the narrative texts based on the provided rubric. the researchers read the texts and identified the difficulties in writing narrative text that was made by the students based on the scoring system on writing. the last step was to tabulate the students’ scores. the researcher arranged the data into a table after the difficulties were being identified. the data was clearly seen through the table after they were being analyzed. p a g e | 252 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 findings and discussions the test was administered in smpn 11 palangka raya and was given to twenty students of the ninth grade. after obtaining and analyzing the students’ scores in writing narrative text, the researcher calculated the percentage. the calculation was based on the scales and their indicators in the scoring rubric. there were four scales to analyze and assess the generic structure. the scale 4 showed the highest quality of the generic structure. it showed that the narrative texts consisted of orientation, complication, resolution, and re-orientation. the scale 3 showed that the narrative texts missed one of the four parts of generic structure. the scale 2 was given to the narrative texts which missed two of the four parts of generic structure. the last, scale 1 represented that the narrative texts only consisted orientation, without complication, resolution, and re-orientation. in assessing the language features, the researchers implemented a five-point scale. the language features assessment was focused on the use of past tense. scale 5 represented that the narrative texts had no error in the use of past tense. the scale 4 showed that the narrative texts had 1-4 errors in the use of past tense. if there were 5-8 errors in the use of past tense, scale 3 was given. responding to 9-11 errors in the use of past tense, the narrative texts were given scale 2. the least quality was to give the scale 1 to the texts that had more than 12 errors in the use of past tense. table 1 the percentage and total score of students’ difficulties in each score in writing narrative text aspect score 4 3 2 1 generic structure 7 (35%) 5 (25%) 6 (30%) 2 (10%) score 5 4 3 2 1 p a g e | 253 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 language features 1 (5%) 9 (45%) 5 (25%) 3 (15%) 2 (10%) figure 1 the percentage of students’ difficulties in generic structure figure 2. the percentage of students’ difficulties in language features the students who got scale 1 and 2 in generic structure and get scale 1, 2, and 3 in language features were categorized as having difficulties. for generic structure, there were 8 (40%) students had difficulties. the students had difficulties in formulating the orientation, complication, and resolution. there were 6 students (30%) who got the scale of 2 since they did not write complete major parts in generic structure. the narrative texts contained only 2 parts of the generic structure (orientation and complication or orientation and resolution). next, there were 2 students (10%) who got the scale of 1 did not contain 3 major 10% 30% 25% 35% 1 2 3 4 10% 15% 25% 45% 5% 1 2 3 4 5 p a g e | 254 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 parts of generic structure. to be more specific, there was only orientation part in their narrative texts. for language features, there were 10 (50%) students had difficulties. the students had difficulties in using grammar, especially in using past tense. firstly, there were 5 students (25%) who got the scale of 3 since they had 58 grammatical errors in the use of past tense. secondly, there were 3 students (15%) who got the scale of 2 since the narrative texts had 9-12 errors in the use of past tense. the last, there were 2 students (10%) who got the scale of 1 since there were more than 12 errors in the use of past tense. generic structure on the difficulties in generic structure, it could be seen from the previous explanation that in the generic structure was 40% of students’ difficulties in writing narrative text. there were 4 types of students’ difficulties in generic structure of writing narrative text. firstly, some of students only wrote orientation and complication without resolution that contained ending of the story. secondly, some of students only wrote complications and resolutions without orientation that told the main character of the story. thirdly, some of students only wrote orientation, they did not write complication and resolution. fourthly, some of students only wrote resolution without orientation and complication. susanti (2017) said that orientation was an element of narrative text that told introduction of the story to the reader. orientation consisted one or more sentences, or usually in one short paragraph that told the reader who the character was, where it happened, and when it happened. the students of type 2 and 4 did not write the orientation in their story, so the story was not complete. the reader would be confused because there was a jump to the complication or the resolution without knowing the characters, the background of time and of place of the story. according to nuzhatun (2016), complication was a period when a crisis or problem turned out. the complication made story more interesting because the character was prevented to reach what he or she wanted. in other words, it was the middle of the story when the problem faced by the character. longknife and sullivan (2012) also said that complications added interest in the story. the reader had to picture, so they were more engaged in the story. p a g e | 255 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 table 2 the description of students’ difficulties in the generic structure no. students’ code generic structure difficulties in orientation, complication, resolution, re-orientation (optional) 1. x1 x1 did not write 3 major parts of generic structure that were orientation, complication or resolution. he/she did not write who was cinderella and also did not write clearly what was the major complication. he/she did not write the resolution that contained end of the story, either in happy or sad ending. 2. x2 x2 had difficulties in writing the complication and the resolution. he/she did not write clearly what was the major complication. he/she also did not write the resolution that contained end of the story, either in happy or sad ending. 3. x3 x3 had difficulties in writing the complication and the resolution. he/she did not write clearly what was the major complication. he/she also did not write the resolution that contained end of the story, either in happy or sad ending. 4. x5 x5 did not write 3 major parts of generic structure that were orientation, complication or resolution. he/she did not write who was the main character in the orientation and also did not write clearly what was the major complication. he/she did not write the resolution clearly. 5. x6 x6 had difficulties in writing the orientation and the complication. he/she did not write who was cideralla and also did not write what was the major complication. p a g e | 256 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 he/she just wrote the resolution that contained a happy ending for the main character. 6. x7 x7 had difficulties in writing the complication and the resolution. he/she did not write clearly what was the major complication. he/she also did not write the resolution that contained end of the story, either in happy or sad ending. 7. x11 x11 had difficulties in writing the complication and the resolution. he/she did not write clearly what was the major complication. he/she also did not write the resolution that contained end of the story, either in happy or sad ending. 8. x19 x19 had difficulties in writing the complication and the resolution. he/she did not write clearly what was the major complication and did not write the resolution write the resolution clearly. the students of type 3 and 4 did not write the complication. some of them only wrote the orientation and some of them only wrote the resolution without the complication. based on susanti (2017), resolution was an element of the narrative text where the character found out the solution about the problem in the complication. longknife and sullivan (2012) also stated that the resolution was the last part when the main character cleaned up the problem. in other words, resolution told the end of the story, either in a happy ending or in a sad ending. the students type 1 and 3 did not write the resolution. some of students only wrote the orientation and the complication and some of them only wrote the orientation. the story was not complete and clear without the resolution that had a function to tell the end of the complication. based on explanation above, the students had difficulties wrote with generic structure. the difficulties were on how the students could write orientation, complication, and resolution. another difficulty that the researcher found was generating idea. many students were lack of vocabulary when they wrote p a g e | 257 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 narrative text. some of them only wrote less than a paragraph and also they thought the time was very short to write. language features on the difficulties of language features on grammar, it could be seen from the previous explanation that there were 50% of students faced problems in language features of writing the narrative texts. it seemed that most of students had difficulties in using past tenses, nouns, pronouns, verbal processes, and direct speech. byrne in fareed, et. al. (2016) stated that writing difficulties were linked to three categories. they were psychological, linguistic, and cognitive problems. in this research, the data showed that the difficulty in linguistic factors was the main problem for the students. table 3 the description of students’ difficulties in the language features no . students’ code language features difficulties in grammar and the use of past tense students’ words/ sentences corrected words/ sentences 1. x3 x3 had difficulties writing with past tense and direct speech. x3 wrote : a mouse deer walking in the forest it should be : a mouse deer was walking in the forest then, he/she did not use quotation marks (“ “) for direct speech : oh all right said mouse deer it should be : “oh all right” said the mouse deer he/she also wrote they should be the mouse deer and the tiger. p a g e | 258 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 mouse deer and tiger as nouns without determiner “the”. 2. x4 x4 had difficulties in writing past tense. he/she wrote : cinderella forget her mother it should be : cinderalla forgot her mother then, he/she wrote : malin kundang waiting it should be : malin kundang was waiting he/she also did not write the pronoun and the right adverbial phrase in a sentence : her mother was very sad and cursed to stone. it should be : her mother was very sad and cursed her into a stone. 3. x7 x7 had difficulties in writing past tense. he/she wrotem: pick up wake up the words should be : picked up woke up then, he/she also had difficulties in pronouns. he/she wrote : he pick up the and winded it the tiger . it should be : he picked the snake up and winded him to the tiger. 4. x9 x7 had difficulties in writing past tense. he/she wrote : is, feels, turns and dies. the words should be : was, felt, turned and dead. p a g e | 259 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 5. x11 x11 had difficulties in writing nouns and verbs. he/she wrote : mouse beer sanake the nouns should be : the mouse deer the snake then, he/she wrote rin, wander, lell, and sleping. the verbs should be : ran, wanted, fell and sleeping. he/she also wrote modifiers “a big black...” without a noun. it should be : a big black snake 6. x12 x12 had difficulties in writing past tense. he/she wrote : is, feels, turns and dies. the words should be : was, felt, turned and dead. he/she also had difficulties in writing direct speech and verbal process. he/she did not use quotation marks (“ “) for direct speech in some of sentences. he/she also did not write verbal processes/saying words before or after quotation marks (“ “). the king of the forest gave you a tribute hurry up the sentences should be : “the king of the forest give you a tribute” he said. “hurry up” he said. p a g e | 260 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 7. x13 x13 had difficulties in writing past tense. he/she wrote : is, feels, turns and see. the words should be : was, felt, turned and saw. he/she also had difficulties in writing direct speech and verbal process. he/she did not use quotation marks (“ “) for direct speech in some of sentences. he/she also did not write verbal processes/saying words before or after quotation marks (“ “). the king of the forest give you a tribute hurry up the sentences should be : “the king of the forest give you a tribute” he said. “hurry up” he said. 8. x14 x14 had difficulties in writing nouns, material processes, and verbal processes. he/she wrote : the thre it should be : the tree then, he/she wrote : beeged it should be : begged p a g e | 261 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 he/she did not write only once but the words were written several times. 9. x18 x18 had difficulties in writing nouns and conjunctions. he/she wrote : the deer the der it should be : the mouse deer he/she also wrote “that” as conjuction in several sentences. the deer looked for various ways that the tiger could realease it. it should be “then” or “so”. the mouse deer looked for various ways so the tiger could realease him. 10. x19 x18 had difficulties in writing pronouns, conjunctions, and to be (past tense). he/she wrote “her brothers”. one day, two step sister received to the ball. cinderela felt sad when her brother’s brother left. it should be “her sisters” because in the first sentence said “two step sisters”. one day, cinderella’s two step sisters received to the ball. cinderela felt sad when her sisters left. and then, he/she wrote “he” he met the prince. it should be “she” because cinderella is a girl. she met the prince. p a g e | 262 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 he/she also wrote : finally cinderella or prince alive the setence should be : finally, cinderella and prince were alive. the data displayed that the errors made by the students were connected to grammar, vocabulary and language use in writing skills. in this research, most students had difficulties in using past tenses. they did not pay attention to changing of verb in past tense and past continuous. the errors in the verb changing were so dilemmatic. actually, the students were taught to use the past form of the verb when they wrote the past tense, but the errors still happened so frequently. the inferring factor could be the structure of the students’ mother tongue since they did not have any verb changing in stating the past events (fadilah, 2019). the absence of such structure would impact the students’ understanding of past tense. conclusions and suggestions there were 8 students (40%) of 20 students had difficulties in constructing the generic structure of narrative texts. the researcher found 4 types of students’ difficulties in the generic structure of writing narrative text. firstly, some of students only wrote orientation and complication without resolution that contained ending of the story. secondly, some of students only wrote complications and resolutions without orientation that told the main character of the story. thirdly, some of students only wrote orientation, they did not write complication and resolution. fourth, some of students only wrote orientation without complication and resolution. furthermore, there were 10 students (50%) of 20 students who had difficulties in using language features of narrative texts. it seemed that most of students had difficulties in using past tenses, especially the problems in verb changing. in writing the past tenses, it was hard for the students to differentiate between verb in the present form (verb 1) and verb in the past form (verb 2). most of the students used present tense in their narrative texts. this research was concluded to find the difficulties in writing narrative text faced by the ninth grade students of smp negeri 11 palangka raya. based on the p a g e | 263 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 conclusion data above, the students had difficulties in generic structure and language features in writing narrative text. however, language features had more difficulties than generic structure, especially in using the past tense. it was not easy for the students to follow all the rules of past tense due to the absence of the same structure in their mother tongue. references bracaj, m. m. (2014). teaching english for specific purposes and teacher training. european scientific journal, 10(2), 40-49. cresswell, j. w. 2012. educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson education. fadilah. (2019). an analysis of error on the use of simple past tense in writing narrative text of 42 state smk in jakarta. wanastra, 11(1), 15–24. fareed, m., ashraf, a., & bilal, m. 2016. esl learners writing skills: problems, factors, and suggestions. journal of education and social sciences, 4(2), 81-92. fry, r. 2012. how to study. usa: course technology ptr. https://studylib.net/doc/18664215/beyond-the-4-skills--looking-at-21stcentury-skills javid, c.z. (2015). english for specific purposes: role of learners, teachers and teaching methodologies. european scientific journal, 11(20), 17-34. klimova, b.f. (2014). pedagogical approaches and principles to the teaching of english for academic purposes. discourse and interaction, 7(1), 19-32. doi: 10.5817/di2014-1-19 lieberman, a. & miller, l. 2011. learning communities. learning forwards, 32(4): 4-17. longknife, a. & sullivan, k. d. 2012. essay writing skill step-by-step. new york: mcgraw-hill. morse, s. 2016. beyond the 4 skills: looking at 21st century skills. retrieved from nuzhatun, l. 2016. an analysis of students’ problems in writing narrative text: a case study at second grade students of smkn 1 praya tengah in academic year 2015/2016. unpublished thesis. medan: universitas mataram. oshima, a. and hogue, a. 1998. writing academic english, thrid edition. new york: addition wesley longman. sharma, b.k. (2008). world englishes, english as a lingua franca, and english pedagogy. journal of nelta, 13(1), 121-130. p a g e | 264 septha muliani let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 simons, g. f. & fennig, c. d. 2018. ethnologue: languages of the world, twentyfirst edition. texas: sil international. sudarwati, t. m. & grace, e. 2017. pathway to english 2. jakarta: erlangga. susanti, p. m. 2017. an error analysis on the use of past tense in narrative text. unpublished thesis. medan: universitas negeri medan ur, p. (2010). english as a lingua franca: a teacher’s perspective. cadernos de letras (urfj) 27, 85–91. http://www.letras.ufrj.br/anglo_germanicas/ cadernos/numeros/122010/textos/cl301220100penny.pdf. kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||1-19||2021|| |p-issn: 20869606 ; e-issn:25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php exploring teachers’ resilience in indonesian efl learning contexts kristian florensio wijaya kristianw611@gmail.com sanata dharma university of yogyakarta, indonesia article history: received: 15 march 2021 accepted: 20 june 2021 this present study attempted to explore teachers’ resilience in indonesian efl learning contexts. the prior studies of indonesian efl teachers’ professional development merely accentuated on professional identities without taking resilience as one of the important accounts in shaping the work tenacity. concerning this matter, this qualitative study was run in the light of a narrative inquiry approach to obtain more in-depth depictions regarding the degree of indonesian efl teachers’ resilience while working in varied educational contexts. the research results revealed that indonesian efl teachers exhibited a higher degree of resilience when engaging with laborious educational working settings due to the higher commitment they determined previously. this study will about promote a small piece of enlightenment with regard to the significance of resilience in future indonesian efl learning contexts. keywords: efl teachers; resilience; indonesian efl learning contexts introduction it is of critical importance for efl teachers to sustainably expand their professionalism, teaching qualities, and laudable attitude to bring about holistic influences for their specific language learning circumstances. wright (2010) believes that by proliferating more expansive dissemination of ongoing efl teachers’ qualities, school institutions will reap fruitful educational outcomes as well. reversely, it is worth emphasizing here that during the second language processes, efl teachers frequently encounter serious impediments occurred in their http://jurnal.uin-antasari.ac.id/index.php mailto:kristianw611@gmail.com p a g e | 2 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 classroom learning vicinities since they are commissioned to be good role models for their learners to foster their target language competencies to the utmost. this contention is in accord with the finding discovered in sencio's and magallanes' (2020) study of challenges in second language learning acquisition in which he mentioned that the majority of efl teachers were vulnerable to stress and burnout due to the higher demands of second language learning dynamics they should shoulder and excessive working hours leading them to a higher degree of frustration. for this reason, teacher resilience played an indispensable role in establishing, reforming, and maintaining their professionalism amid adverse situations found in both teaching-learning and working ventures. concerning a vast array of hurdles potentially obstructing efl teachers’ ongoing professional development, teaching qualities, commitment, and attrition rates, teacher resilience can enable them to induce a more positive lens toward varied adverse educational conditions. in a similar verse, it can also be accentuating here that efl teachers infusing a more robust establishment of resilience will be able to continue their painstaking and energy-draining educational journeys accompanied with the emergence of perseverance and positivity toward these inevitable enterprises. all of these conceptions are inextricably interlinked with the benefits of teacher resilience propounded by beltman (2020) adducing that efl teachers heeding their profound concerns on nurturing their resilience will be capable of surviving and thriving in their laborious working situations. without addressing a substantial number of efl teachers’ professional development training programs underscoring resilience, educational realms, particularly elt enterprises will suffer from a great loss regarding a greater percentage of teacher attrition continually increasing annually. gu and day (2013) revealed that a considerable number of senior efl teachers outnumbered teachers who were still engaging in their training programs at the commencement of their professional careers. in line with this globalized educational issue, efl teachers may leave their teaching vocation earlier due to their lower or absence of resilience while confronting various educational barriers such as learners’ non-compliant behaviors, unsupportive working colleagues, extensive suppression derived from school institutions, and current job p a g e | 3 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 dissatisfaction. all of these aforementioned arduous educational matters are in agreement with the major finding of efl teachers attrition study plied by papastylianou et al., (2009) revealed that the emergence of accelerating educational shifts forced efl teachers to impart renewable significant contributions to their professional working dynamics frequently leading them to experience constant emotional exhaustion, burnout, and dissatisfaction. as a corollary, they are more liable to abandon their current vocation in advance. in the same vein, garner (2017) also found that efl teachers who were constrained with inimical classroom learning vicinities could easily experience excessive stress, burnout, and depersonalization resulted in the degradation of teaching-learning qualities along with educational outcomes. all of these unintended educational thorny issues are exacerbated with the minimum or even the devoid of external professional and affective supports from school institutions. it indicates that a substantive professional along with affective supports should be addressed permanently in the form of resilience intensive training to enable efl teachers to elude themselves from various decadence hindering their dedication, commitment, and perseverance in an attempt to induce exhaustive impacts on their educational fields. thus, school institutions should nourish efl teachers’ resilience at the commencement of their professional careers to preserve their commitment, dedication, motivation, perseverance, and job satisfaction in a long-term trajectory. in a similar tone, gu and li (2013) expound that efl teachers possessing robust establishment of resilience will tend to lend more positive real-time supports from internal and external components eventually allowing them to showcase wellbeing, commitment, dedication, and persistence in responding to their challenging educational enterprises. furthermore, mansfield et al., (2012) devised four major streams of teacher resilience comprising of professional, emotional, social, and motivational components. for a brief overview, the professional aspect refers to teachers’ capabilities in conducting qualified teaching-learning enterprises consistently. through emotional aspects, teachers have to be capable of displaying a higher degree of confidence, motivation, and persistence in dealing with ample p a g e | 4 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 working issues. lodari et al., (2018) state that the social aspect denotes teachers’ interpersonal skills in doing help-seeking, collaborative networking, and continual professional development. lastly, the personal stream deals mostly with the integration of self-efficacy, internal, and external competencies in reformulating both teaching-learning success and resilience concurrently. as noted previously, the robust establishment of resilience will transform efl teachers to be more professional, dedicated, motivated, and persistent educators who are always willing to impart various rewarding impacts for their educational learning ventures. gu et al., (2015) assert that the inducement of a stronger sense of resilience can potentially guide efl teachers to be more professional and compassionate educators supportive for their learners’ learning progression. on the contrary, it is also worth highlighting here that the erection of a firmer degree of resilience should not merely activate while confronting a specific array of difficult issues. rather, it should be nurtured, reinforced, and cultivated through an efl teachers’ daily basis consistently to yield high-quality educators possessing multiple arrays of educational perspectives rewarding for their educational learning ventures and professional development. merz (2017) further suggested efl teachers constantly nurture their resilience on their daily basis to be more, effective problem-solvers, supportive learning facilitators, proactive knowledge disseminators in the presence of diverse learners. in accord with this conception, it is also vitally important to underscore here that resilience is not only closely interlinked with people’s constructions while facing adverse situations but also there is a mutual collective interplay play among these constructs. this line of argument is in line with the theory of resilience postulated by parsi (2019) mentioning that resilience, in nature, is also closely associated with social constructions useful to provide personal assistance for people to renew their possessed resilience levels into more robust growth. in conformance with this broader definition of resilience, valieva (2016) clustered three major strategies of constructing a solid form of teacher resilience namely keeping in touch with various external significant others like family members, work colleagues, school staff p a g e | 5 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 members, and parents, having self-capacities along with self-determination to accomplish their targeted educational objectives, and believing in their capabilities together with competencies while handling particular working obstacles. related to all of these three main streams of strategies of constructing more powerful and longlasting resilience within efl teachers, it should be noticed as well that the full deployment of resilience will also be contagious to learners’ current language learning progression. simply put, by observing the commitment, dedication, and persistence continually showcased by their teachers, learners will potentially imitate and internalize all of these positive attitudes into their ongoing learning endeavor. this argument is resonated well with the theory of collective resilience proposed by le et al., (2021) declaring that efl learners continuously emulate the tangible deployment of their teachers’ resilience will more likely transform into more proficient future academicians. therefore, it should be a profound concern for all school institutions to embark on ingraining high-quality educators possessing a higher level of resilience for the tangible effects of its development will provide further significant betterment for any kinds of educational learning enterprises. this belief is in concordance with the particular benefits of teacher resilience propounded by kim et al., (2017) believing that efl teachers inculcating greater personal self-development through continuous internal and external supports underpinning their professionalism will have more tendency to be self-initiators capable of offering varied constructive teaching-learning strategies beneficial to overcome the upcoming drawbacks discovered in both present and future teachinglearning dynamics. ultimately, reciting about teacher resilience theory in a vast array of educational, particularly elt practices cannot be detached from selfdeterminant theory since it acts as a powerful encouragement for efl teachers to continuously commit to fulfilling their educational objectivities through various interrelated actions useful in assisting them to achieve those desired goals. this argument is in line with the self-determination theory advocated by tan (2014) stating that self-determination refers to people’s commitment and persistence in complying with specific determined goals in their lives by performing a set of supportive tangible actions respectively. again, to sustainably sustain efl p a g e | 6 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 teachers’ resilience development, school institutions are advised to provide external supports which do not strictly suppress teachers to follow all of the imposing regulations potentially deteriorating their professionalism and resilience. nevertheless, teachers should be provided with ample and flexible opportunities to corroborate their resilience along with professionalism by asking them to deliberately select a bunch of teaching-learning activities suitable for their current learning contexts to promote holistic educational ventures wherein both teachers and learners are flourishing altogether. lacaba et al., (2020) in their study of efl teachers’ resilience, commitment, and teaching effectiveness suggested educational institutions juxtaposing the equilibrium between internal and external supports imparted to efl teachers to help them develop their professionalism along with resilience eventually resulted in the fulfillment of the desired teaching-learning objectives and outcomes. specifically, there were five prior studies mutually associated with the major theme of this study. the first study was conducted by doney (2013). this researcher revealed that the majority of globalized efl teachers were lack professional development supports resulted in the recurring low-quality second language learning processes. in the second study, murtiana (2012) found that the majority of pre-service efl teachers engaging in micro teaching class completely valued the utilization of critical self-reflection dealing with their professional development. as a result, their teaching motivation and resilience were increased gradually. further, sunggingwati (2018) discovered that most pre-service efl teachers in teaching training and education faculties encountered serious impediments in managing their classrooms, activating learners’ learning engagement, and selecting a set of learning materials contextual for their current teaching novelties. hence, it is suggested for educational trainees and experts to induce more intensive training on efl teachers’ professional development closely interconnected with pedagogical and classroom management competencies. in an identical study, garner (2017) suggested the globalized educational institutions to conducting more intensive professional development heeding more exhaustive p a g e | 7 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 attention to elevate efl teachers’ resilience levels to produce more qualified educationalists significantly impacting future generations’ lives. in the last study, budiraharjo (2015) also advised higher educational institutions in indonesia to ingrain humanistic and holistic educational values for all learners wherein they feel fully accepted, appreciated, and appraised for teachers to habitually establish a higher degree of trust among learning community members beneficial for the incorporation of transformative education. the main strength of this prior works showcased the significance of nurturing indonesian efl teachers’ resilience in the light of diverse l2 wide-ranging classroom contexts. however, the main shortcoming engendered by the results of these five previous studies was the devoid identification with regard to the extent indonesian efl teachers’ resilience establish, nourish, and elevate their resilience in a wide array of multiverse elt contexts. thus, the major objectivity of conducting this present qualitative study is to overtly portray the degree of indonesian efl teachers’ resilience working on distinctive levels of elt settings in order to inform all educational experts, practitioners, and policy makers in concert to the critical importance of proliferating these educationalists resilience levels benefit the further significant advancement of future indonesian elt enterprises. one particular research problem was formulated in this present study namely: (1) how do efl teachers maintain their resilience while facing varied adverse working situations? method data collection this qualitative study was conducted qualitatively to obtain obvious portrayals out of the specific phenomena experienced by human beings. deveci and onder (2013) state that the main aim of qualitative research is to help the researchers to gain more profound insights based on the events told by the participants. further, this qualitative study also lent support from narrative inquiry to gather more in-depth data from the participants through the sharing of particular experiences undergone by the research participants. mckay and barton (2018) argue that through the utilization of narrative inquiry, the particular events derived p a g e | 8 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 from the participants will be attained more clearly by the researchers. to fulfill all of these objectivities, this study also harnessed one particular research instrument namely open-ended interview questions probing teacher resilience. research participants specifically, eight inquiries would be asked to two invited efl teachers working in handayani pre-school, kupang, nusa tenggara timur province, and sanata dharma university, yogyakarta province respectively. specifically, all of these questions were administered online through the whatsapp application due to the widespread covid-19 pandemic. the major reason why the researcher opted to select these two specific private school institutions as his research sites was due to the profound investigation of two invited efl teachers’ resilience sustained development while handling a vast array of second language learning challenges in their particular classroom circumstances. as a concise overview, these two private school institutions aimed at breeding future academicians who are excellent in knowledge, characters, and faith. without any doubt, the embodiment of these laudable figures is widely expected by their targeted societies along with working fields to bring about gigantic influences for others, particularly those who are marginalized due to the lower social-economic status. in consonance with the above-mentioned schools’ vision and missions, it is interesting to be delved whether these two invited efl teachers were capable of materializing all of these holistic school values fully besides fulfilling learners with extensive knowledge. all teachers’ names were written by using a pseudonym to ascertain the confidentiality of their data. data analysis for the data analysis process, the researcher analysed the data by utilizing argumentative explications to potentially yield more generalizable, reliable, and robust data depictions for the worldwide readers. to fulfil this major objectivity, the researcher subsumed the often-mentioned research findings obtained from the research participants into some specific major themes in order to enable readers to p a g e | 9 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 discern the significance of cultivating the robust construction of resilience at the commencement of indonesian efl teachers’ careers. finding and discussion this section attempts to portray and delineate two major themes regarding personal strategies internalized by two invited efl teachers in preserving their resilience amid laborious, stressful, and adverse working conditions. in line with the aforementioned objectivity, further explications regarding those two main themes can be observed in these following lines. theme 1: the inducement of enjoyable learning environments (a story from miss. luna). miss. luna is one of the well-known, tenacious, and attractive english teachers working in handayani pre-school, kupang, nusa tenggara timur province. this school was established to expose young efl learners to the target language, english, and educate them to possess laudable characters beneficial for their future outlooks. specifically, miss. luna has been working in this school institution for a short time, approximately 5-6 months before determining to continue her master's study in english education department. during these shortterm teaching experiences, she repudiated that there were varied challenges that resided in the teaching-learning dynamics, particularly while teaching children ranged from 4-7 ages. in her perspective, teaching 15 children in one particular second language vicinity requires a higher degree of compassionate heart, patience, and tenacity from the teacher unless the learning breakdown will emerge as the tangible consequence for not being emphatic enough in teaching those children. relying on all of these teaching environmental facts adduced by miss. luna, it is of critical importance to correlate these findings in the view of gu and day (2013) exclaiming that to be considered resilient and compassionate educators, efl teachers should be able to balance their emotions, feelings, and stress accordingly to be more adaptable responding to various unpredictable teaching-learning events recurring in their classroom circumstances. in a like manner, lacaba et al., (2020) p a g e | 10 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 in their study of efl teachers’ emotions and resilience unearthed that efl teachers possessing a higher level of resilience were prone to induce more positive learning nuance in the presence of diverse learners since they were capable of dealing with varied adverse, taxing, and unpleasant situations discovered in their career journeys. the main similarity between the existing and above-mentioned prior research findings of efl teachers’ resilience is educational institutions constantly nurturing their educators’ resilience growth will potentially promote more fruitful learning outcomes for whole learners due to the higher degree of commitment, perseverance, and insistent effortful actions internalized by teachers. coupled with these facts, theoretical constructs, and findings, the interview excerpt is taken from the first efl teacher evinced the indispensable role of resilience in elt enterprises as follow: [teacher 1: i tried to connect with the life around the students. to prevent boredom during the class, we studied english by singing, dancing, or playing games. i love teaching children and i enjoyed my works.] another paramount value worth emphasizing in this line of argument is the teacher’s satisfaction toward their teaching vocation. through the establishment of personal satisfaction, it is fairly stated that efl teachers will be able to promote more significant academic contributions for their school institutions as evidenced by learners’ learning improvements, positive teaching-learning vicinities, and better classroom management. this set of perspectives are resonated well with prior findings of efl teachers’ resilience study conducted by demirkol et al., (2019). they revealed that efl teachers who are frequently exposed to a higher level of stressful working conditions strive harder in creating more enjoyable learning environments, tackling some noncompliant learners’ behaviors, and fostering their learners’ learning achievements. concerning this issue, they suggested educational institutions arming efl teachers with continual resilience training as a part of their professional development to allow them to be proactive self-starters, attentive counselors, and supportive learning facilitators in the presence of distinctive learners’ learning backgrounds. helker et al., (2018) also state that efl teachers p a g e | 11 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 who are flair in coping with various difficult teaching-learning conditions, utilizing varied teaching-learning solutions appropriate with their classroom vicinities, and experiencing robust personal satisfaction throughout their career trajectories are those having infused a stronger sense of resilience. these aforementioned findings had identical similarities with the degree of resilience levels experienced by the first teacher since she was the one and only english teacher in her school institution, her robust resilience establishment enabled her to shoulder all responsibility sincerely resulted in long-life working spirit to consistently dedicate her very best work for educating the future generations. this evidence can be seen in this following line. [teacher 1: i did not specifically carry out a particular responsibility in the institution, but specifically i was fully responsible for the learning and the development of the students' english skills at the school.] lastly, the first teacher also recalled that the full incorporation of resilience in efl teachers is also inextricably interlinked with glorified teaching-learning achievements attained by their learners. this kind of achievement is deemed as more long-lasting lifeblood in endorsing efl teachers’ resilience since their higher degree of teaching enthusiasm, commitment, and confidence will be increased dramatically. this perspective is in harmony with indonesian efl teachers’ resilience study prevailed by rizqi (2017) suggesting that educational institutions need to be fully supportive in cultivating efl teachers’ resilience derived from internal and external streams to bolster their resilience levels into the utmost. similarly, karavas (2020) also believe that efl teachers who are frequently exposed to gratifying learning achievements showcased by their learners are more liable to annihilate stress, negative feelings, and perturbation due to the robust inducement of their resilience. since these external factors are deemed as one of the propelling force mitigating efl teachers’ stress. the major similarity between the above-mentioned research findings with the first teacher’s experience is the eventual happiness of educating young generations is to see them grow continuously in knowledge, character, and educational achievements leading them p a g e | 12 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 to achieve more gratifying future life success in their life. the further evidence can be discerned as follow. [teacher 1: it is not about my achievements but it is the students’ achievements that make me feel good. from my experiences, i learn that the happiest moment to be a teacher is seeing the positive progress of our students. when they started to understand some words, when they started to speak english words well, and when they could relate what they learn to their real life.] theme 2: the presence of compassionate educationalists (a story of mr. nino) mr. nino had possessed a large range of elt enterprises for 3 years when he was voluntarily teaching undergraduate students of the english language education department, sanata dharma university, yogyakarta. during this longlengthy teaching voyage, he traversed into enjoyable, memorable, and unforgettable moments experienced altogether with his learners. in his view, through these ups and downs, he learned a lot that to be a passionate and compassionate educator requires more than just a collection of knowledge regarding the subject-specific matters but also resilience. in partnership with this assertion, doney (2013) believes that efl teachers utilizing protective factors manifested in positive social rapports and emotions with significant others will be capable of dealing with a vast array of obstacles since their resilience is reinforced as well. the main similarity between these two perspectives is the second efl teacher had progressively transfigured into more compassionate educators after establishing more mutual rapports with his fellow learners. this compassionate educating spirit is contagious with the teaching commitment infused by the second efl teacher since he persistently worked out through all arduous teaching impediments to lead his learners to reap more rewarding learning outcomes beneficial for their future lives. as the second efl teacher could be considered as a successful figure who had fully transplanted emotionally-supportive language learning circumstances through his greater resilience progression, it is also worthwhile to be recited here that the second teacher also confessed that there was one particular strategy he p a g e | 13 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 consistently harnessed when he was crammed with laborious teaching and working situations namely taking a break for certain moments to reflect more profoundly on the ongoing teaching-learning dynamics regarding either the learning events went well or did not run well in his classroom. this is an important action that should not be belittled by efl teachers attempting to amplify their resilience growth since it drives them to be more mindful, judicious, and meticulous in stipulating specific teaching-learning enterprises suitable for their classroom learning needs. this contention is resonated well with the major finding of previous efl teachers’ resilience and self-reflection study conducted by shirazizadeh and tajik (2019) revealed that educational institutions needed to commission iranian efl teachers to conduct more exhaustive self-reflections after conducting particular teachinglearning processes to downgrade their stress and burnout levels, enable them to be effective decision-makers, and foster their resilience levels. in another coincident study, siswanto and kuswandono (2020) also discovered that through selfreflection, efl teachers’ teaching-learning ventures would be empowered fully in terms of getting more sensible notions to conduct more meaningful learning activities and improve their professional areas concurrently. the major identical similarity between the existent and prior research findings concerning efl teachers’ resilience is critical self-reflection and prudent emotional controls not merely just allow the second efl teacher to promote more meaningful teachinglearning activities for his learners but also make more meaning throughout all challenging teaching venture transforming him into more qualified and compassionate educators. the interview excerpt also concurred this perspective. [teacher 2: the strategy that i usually harness is to take a break. to be calm at a moment and reflect on what is going on, it is able to help me in controlling myself and the situation around me. further, reflection also makes me know what i should improve in my future teaching-learning enterprises.] despite unfavorable working and teaching conditions inevitably confronted by the second efl teacher, he also accentuated more profoundly regarding two potent external factors keeping him to survive and thrive in his teaching vocation p a g e | 14 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 namely striking learners’ academic achievements and continual supports derived from colleagues as well as lecturers. to restate, by observing significant learning achievements experienced fully by learners, efl teachers may more likely to continue their pain-staking and energy-draining career journeys since they assume that their energy, efforts, perseverance, and commitment are not merely futile but successfully met the targeted objectivities of the educational realm; enhancing learners’ learning achievements and outcomes. such arguments are in line with etherington et al., (2020) main finding on efl teachers’ pathways to be more resilient educators. they unearthed that the majority of efl teachers discovering the gigantic learning progression within their learners would tend to awaken a sense of self-satisfaction, pride, and enjoyment eventually leading them to adhere to their current teaching vocation. the similarity between the obtained finding with the aforementioned research results is learners can also be one of the sources of enjoyment and stronger reason for the second efl teacher to dedicate his heart to teaching career since the apparent valuation of successful educators highly emphasized on their successfulness in generating qualified future academicians contributing to their nations’ advancement as global citizens. with the presence of supportive working colleagues, the second efl teacher can also broaden each other’s teaching perspectives through meaningful sharing, direct pedagogical practices, and verbal supports. consented to all of these paradigms, four specific prior investigations scientifically proved that external supports are indispensably needed by efl teachers to stay on their right teaching tracks and develop their resilience more effectively. valieva (2016) found out that efl teachers who are catered by supportive working environments prone to exhibit a higher level of personal satisfaction and well-being toward their teaching vocation. further, a study of iranian efl teachers’ resilience development held by entesari et al., (2020) revealed that external social supports are urgently needed by novice efl teachers to better cope with varied teaching-learning challenges, barriers, and adversity. the similarity between these above-explained findings with the second efl teacher’s experience is through supportive working environments, he was capable of reconstructing his resilience level more efficiently since the continual moral support p a g e | 15 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 is constantly addressed by these significant others contributing to his amounting working spirit ethics. this proof can be observed in this following line. [teacher 2: i feel happy and satisfied with the achievements of my students. when they are successful in overcoming their limitations in learning, i feel blessed.] [teacher 2: people who inspire me a lot are my lecturers and my colleagues. i have learned a lot from them. they shared their experiences in dealing with many challenges during their teaching.] in his last remark, the second efl teacher overtly suggested every school institution providing all teachers a considerable number of professional development training worthwhile for their further resilience development both at the commencement of their early and eventual teaching careers. it is worth emphasizing that without preparing efl teachers’ resilience in greater depth and contextual professional development training, it is preposterous to expect that holistic educational values and betterment of its qualities will be improved dramatically due to the globalized society’s propensity mostly demanding future academicians, workers, and experts who are completely adept in their specific working fields. gu (2014) concur that educational leaders, practitioners, and experts worldwide to impart efl teachers with a plethora of professional development training programs and school organizational bodies benefit their early career pathway along with resilience growth. the similarity between the previous and existing research findings is that by imparting plenty of external moral supports for efl teachers, all of the human civilization streams will obtain further benefits from this practice since they are all mutually interconnected to move forward human beings’ overall life sectors. the second efl teacher also assented with this interpretation. [teacher 2: i suggest every school institution to give such training to the educators on how to deal with challenges in the classroom. i believe that by sharing experiences, educators will be equipped with wisdom to overcome any obstacles found in the classroom.] p a g e | 16 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 conclusions and suggestions to summarize, both internal and external impetus triggering the proliferation of efl teachers’ resilience growth should be incorporated at the commencement of their career pathways to breed more qualified, tenacious, persistent, committed, passionate, and compassionate educators who are sustainably longing to impart their utmost efforts for the further advancement of educational reformation and learners’ learning progression. these major research results strongly motivated indonesian elt experts, practitioners, and policymakers to design more intensive teacher professional development program focusing more profoundly on forging efl teachers’ resilience in order to greatly produce more committed, tenacious, innovative, and creative second language educators fully promoting significant advancement for future elt enterprises taking place in this archipelago. furthermore, this present study is not free from some specific limitations. since it only involved two efl teachers possessing a vast array of teaching perspectives and experiences, the interpretations along with the delineations of each collected data cannot be generalized and claimed to be decisively accurate with indonesian efl learning contexts. thus, the results generated from this small-scale investigation only act as a sound basic foundation for future studies attempting to profoundly investigate more complex personal and contextual strategies harnessed by a considerable number of indonesian efl teachers to establish, preserve, and cultivate their resilience levels through the ongoing teaching-learning trajectories. considering those aforementioned limitations, future researchers are advocated to conduct a more exhaustive investigation regarding the mutual interplays among efl teachers’ professional development, agency, identities, and resilience to better locate these findings into specific indonesian efl teaching-learning contexts accordingly. most importantly, a considerable number of indonesian efl teachers need to be invited to those upcoming research projects to proffer more robust data portrayals out of the factors heavily affecting their resilience development. p a g e | 17 kristian florensio wijaya let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 references beltman, s. 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(2010). second language teacher education: review of recent research on practice. in language teaching (vol. 43, issue 3). https://doi.org/10.1017/s0261444810000030 microsoft word 0ed3-cc6c-1a7a-7b6f nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||44-70||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php positive connection of extensive reading and writing fluency in efl learning nor fitriansyah norfitriansyah20@gmail.com iain palangka raya, indonesia m. zaini miftah m.zaini.miftah@iain-palangkaraya.ac.id iain palangka raya, indonesia article history: received: 15th september 2020 accepted: 20th november 2020 extensive reading and writing fluency in language learning get connected each other. the benefits include gains in reading and writing competence and skills. however, how far they get connected in efl learning has not been discussed so far. this study examined connection of extensive reading and writing fluency of the thirty-two students of the english education department at a university in palangka raya kalimantan tengah indonesia. the correlational design was applied in this study. the online extensive reading test (ert) developed by extensive reading foundation was used to get the students' extensive reading scores. to gain the students' writing fluency scores, a writing fluency test (wft) was applied. for the data analysis, it used pearson product moment correlation. results show that there is a moderate positive correlation of the students' extensive reading and writing fluency. it is indicated with rxy = 0.408 > rtable = 0.340 at 5%. in short, the extensive reading activities have positive connection to writing fluency of the students in language learning. therefore, extensive reading activities should always be integrated with writing activities in the context of indonesian efl learning. corresponding author: tel.: m.zaini.miftah@iainpalangkaraya.ac.id keywords: extensive reading; writing fluency; language learning; efl learning introduction in indonesia, english considered as a foreign language, is taught at every level of education begening from the primary to higher level of education. in p a g e | 45 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 teaching english as a foreign language (efl), the four skills to be taught are listening, speaking, reading, and writing. listening and speaking are recognized as the receptive skills, and reading and writing are known as the productive skills (fatimah & suharto, 2017). however, reading and writing are assumed as the skills that got connected each other in indonesian efl learning context. in efl learning, reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning and the goal of reading is comprehension (ahmed, 2016; nunan, 2003). it means that reading activities becomes very simple in collecting information from a text combined with background knowledge to achieve an understanding. brown (2003) divided reading as four types of reading: perceptive reading, selective reading, interactive reading and ex tensive reading. in the reading comprehension, it needs extensive reading to reading comprehension practice. in extensive reading it involves long texts and that exposes learners to "large quantities of material within their linguistic competence" (grabe & stoller, 2002). in its place, reading has always been regarded as an important skill in teaching and learning efl. in other words, learners should be exposed to lengthy texts that they are able to comprehend. according to nunan (2003), the goal of reading is comprehension in which fluent process of readers combines information from a text and their own background knowledge to build meaning. readers can read at a much higher level of comprehension, learning new conceptual information from texts, synthesizing new information from multiple texts, critiquing information in texts, and using their comprehension skills to reinterpret texts. for the reading comprehension experience in the teaching and learning, it needs the reading process: pre-reading, whilst reading and post reading activities (miftah, 2013). therefore, reading comprehension is something important in reading activities to understand and comprehend the text. to improve reading comprehension skill, readers need practice and the reading strategy use such as extensive reading. grabe and stoller (2002) suggested to use extensive reading that involves long texts and that exposes p a g e | 46 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 learners to "large quantities of material within their linguistic competence". extensive reading is a ‘learn to read’ not ‘read to leran’. it practices the skill of reading by reading for information – reading story book for example with the aim of enjoying the reading without consciously knowing they are learning. one of the ways to assist students have reading comprehension skill, it should provide them with extensive reading activities, but it can be combined with intensive reading activities (miftah, 2013). the benefits of extensive reading are to build reading fluency-not necessarily to learn new things, to deepen their knowledge of already met language items, and to get a better sense of how these fits together communicatively (karimpour & aidinlou (2016). karimpour and aidinlou (2016) demonstrates that extensive reading raises vocabulary knowledge. it might not be unexpected that it aids students get better readers. research in both l1 and l2 explains that we” learn to read by reading”. in short, the more language users read the better reader they will be, and readers have good extensive reading level will be good readers. to assess reading, brown (2003) mentions that reading assessment can be based on reading types of performance: perceptive, selective, interactive, and extensive readings. perceptive reading tasks involve attending to the components of larger stretches of discourse: letters, words, punctuation, and other graphemic, symbols, bottom-up processing is implied. in selective reading, in order to ascertain one’s reading recognition of lexical, grammatical, or discourse features or language within a very short stretch or language, certain typical tasks are used: picture-cued tasks, matching, true/false, multiple choice, etc. a combination of bottom-up an top-down processing may be used. next, interactive reading activities focus on reading as a process of negotiating meaning; the readers bring to the text a set of schemata for understanding it, and inactive reading are anecdotes, short naratives and descriptions, excerpts from longer texts, questionnaires, memos, announcements, directions, recipes, and the limke (brown, 2003). it focuses on an interactive task is to identify relevant features (lexical, symbolic, grammatical, and discourse) p a g e | 47 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 within texts of moderately short length with the objective of reataining the information that is processed. top-down processing is typical of such tasks, although some instances of bottom-up performance may be necessary. last, extensive reading applies to texts of more than a page, up to and including profesional articles, essays, technical reports, short stories, and books. it should be noted that reading research commonly refers to “extensive reading” as longer stretches of discourse, such as long articles and books that are usually read outside a classroom hour (brown, 2003). meanwhile in term of writing in efl learning, writing is the mental of work of inventing ideas, thinking about how to express them, and organizing them into statements and paraghraph that will be clear to a reader (nunan, 2003). writing is more than a medium of communication. it means that writing is not just the way to communicate to each other but also as means of ideas and emotional expression. moreover, writing takes study and practice to develop (oshima & hogue, 2006). in other word, writing is a process not a product and it is a progressive activity. therefore, when people write something for the first time, they have already been thinking about what they are going to say it and how they are going to say it. in writing activities, a writing fluency is considered as the skill level that produces writen language rapidly, appropriately, creatively, and coherently and using linguistics structures to achieve rhetorical and social purpose (harmer, 2004; latif, 2012). therefore, writing fluency is the top level in writing skill because it fulfills various aspects such as creativity, speed, coherently, appropriately, and also the structure of language. nunan (2003) stated that writing is the mental of work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. based on nunan’s (2003) statement of writing, writing it is not just about as simple as writers write something on the paper but it is more complex so the reseacher are able to express what they want to express and make it clear to reader. to write means to act in both a physical and a mental action. at the most basic level, writing is the physical act of p a g e | 48 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 committing words or ideas. on the other hand, writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. in writing activities, writers should apply the writing process: planning, drafting, editing (reflecting and revising), and final version (harmer, 2004; miftah, 2015). in planning stage, experienced writers plan what they are going to write. before starting to write or type, they try and decide what they are going to say. for some writers this may involve making details notes (harmer, 2004). when planning, writers have to think about three main issues: to consider the purpose of their writing since this will influence the language they use and the information they choose to include, to consider the audience they are writing for, this will influence the choice of language – whether, for example, it is formal or informal in tone, and to consider the content structure of the piece that is, how best to sequence the facts, ideas, or argument which they have decided to include. in drafting stage, writers are going to write the we have to draft, the text may be done in the first attempt but we have to assumpt that it will be amended later. as the writing process proceeds into editing, a number of drafts may be produced on the way to the fina version (harmer, 2004). in additing stage, it is reflecting and revising the draft. after writing a draft, writers have to read through what we have written to see whre is works and where it does not. perhaps the information is not clear, the way something reason is ambiguous or confusing, after we see what that does not work perfectly then we have to change it, revise it, that is what we called editing. the last stage is writing final version. once writers have edited our draft, making the changes they consider to be necessary, they produce the final version (harmer, 2004). for the writing development, a skill of writing particularly writing fluency should be applied and continuously developed to have better skill in writing. writing fluency includes producing written language rapidly, appropriately, creatively, and coherently and using linguistic structures to achieve rhetorical and social purposes (latif, 2012). on the other hand, some researchers adopting process-based definitions of writing fluency view it as the richness of writers’ p a g e | 49 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 processes and ability to organize composing strategies, and the speed of lexical retrieval while writing. it can be argued that assessing writing fluency has been greatly influenced by speaking fluency measurement since that time (latif, 2012). to assess writing, nodoushan (2014) suggests three categories such as holistic, analytic and trait-based. in writing fluency assessment, it uses trait-based to assess writing fluency both analytic and holistic scoring were a priori in that they assumed a pre-determined set of criteria which could distinguish good writing from poor writing, and according to which each piece of writing could be evaluated. writing fluency puts how writers should write rapidly, appropriately, creatively, and coherently. to assess writing fluency, stapleton (2001) suggests to use two scoring rubrics: the first rubric is to measure students’ writing in term of ‘context’ called as (quality), and the second one is to measure students writing fluency ‘time’ as (quantity). in the context of efl learning in indonesia, it is assumed that extensive reading and writing are very relevant because learners often combine these two skills into life, starting when they were kids learning to read and they definitely try to write to make them faster in understanding text. learners are learning for an exam by trying to write down what they have read and learning to know whether they understand the text comprehensively and they can remember it clearly. research investigated relationship between reading and writing skills in the context of esl/efl have been conducted (ahmadi, 2012; atilgan, 2013; bahrani, 2011; kirin, 2010; miftah, 2013; sakurai, 2017). some research which foccus on investigating extensive reading and writing in the context of studies of l1, esl and efl were conducted by kirin (2010) and ahmadi (2012). kirin (2010) reported that the high reading group the reading comprehension ability was proved to be statistically enhanced which did not facilitate writing skills. meanwhile, a study result by ahmadi (2012) showed positive effect extensive reading on grammatical accuracy and writing fluency in improving writing ability. research about extensive reading and the language competence development was conducted by bahrani (2011) and miftah (2013). bahrani (2011) claimed that learners can develop more specialized competence by spending more hours p a g e | 50 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 behind their reading activities, and miftah (2013) reported that extensive reading strategy as an important in the english learning can improve learners’ reading comprehension. also, atilgan (2003) and sakurai (2017) did research investigate the role of extensive reading on writing in terms of vocabulary building. atilgan (2003) claimed that extensive reading is effective for the contribution to students’ writing performance in term of vocabulary development, while sakurai (2017) reported that extensive reading influences some sub-skills of writing such as vocabulary and grammar. in short, in the context of efl learning, extensive and writing are interrelated each other due to the contribution to the english skills development. the research in the context of esl/efl learning conducted by ahmadi (2012), atilgan (2013), bahrani (2011), kirin (2010), miftah (2013), and sakurai (2017) are similar to the present research. a few researchers focused on investigating the connection of extensive reading and the sub skills of writing such as writing fluency in the context of efl learning. there have been limited studies concerned on investigating extensive reading and writing fluency. therefore, this research intends to focus on correlating the extensive reading and writing fluency. the objective of this research is to examine connection of extensive reading and writing fluency of the thirty-two students of the english department at a university in palangka raya kalimantan tengah indonesia. method research design the type of this research is quantitative research following creswell (2014), an inquiry approach useful for describing trends and explaining the relationship among variables found in the literature. to conduct this inquiry, the researchers specify narrow question, locates or develops instrument to gather data to answer questions, and analyzes numbers from the instrument using statistics. to conduct this research, it was used correlation design with a statistical test to determaine the tendency or pattern for two data of the extensive reading and writing fluency to vary consistenly (creswell, 2014). there is no manipulation of the variables in this kind of research (ary et al, 2010). this study p a g e | 51 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 consists of two continuous variables extensive reading (x) and writing fluency (y). the correlation is indicated by correlation coefficient represent with numbers from 0 to 1 showing the degree of relationship, and the direction of the correlation indicate with (-) show negative correlation and (+) showing the positive correlation. there are two possible results of a correlation study (ary et al, 2010). positive correlation: two variable increase or decrease at the same time. a correlation coefficient close to +1.00 indicates a strong positive correlation. negative correlation: indicate that the amount of one variable increases, the other decreases ( and vice versa ). a correlation coefficient close to -1.00 indicate a strong negative correlation. zero correlation: indicate any relationship between the two variables. a correlation coefficient indicates no correlation. in addition, scatterplot illustrates the direction of the relationship between the variables. a scatterplot with dots as shown in figure 1 go from lower left to upper right indicate a positive correlation and one with dots go from upper left to lower right indicate a negative correlation. figure 1. the scatterplots participants the research participants are the sixth semester students of the english education department at a university in palangka raya kalimantan tengah indonesia as the research population. the research samples were the thirty-two students taken by using purposive sampling technique. research instruments p a g e | 52 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the are two kinds of research instruments; extensive reading test (ert) and writing fluency test (wft). to get information about students’ extensive reading activity the researcher adapted a questionnaire develoved by ahmed (2016). the questionnaire used to collect data on the point of view of students about their extensive reading activity. the questionaire of six items close-ended questions related to students extensive reading activity as shown in table 1. table 1. specification of test items no part quantity items number 1 pre-question 4 1-4 2 text (1) true/false question 10 5-14 questionnaire 4 15-18 3 text (2) true/false question 10 1928 questionnaire 4 29-32 4 text (3) true/false question 10 33-42 questionnaire 4 43-46 source : extensive reading foundation to get information about students’s extensive reading level, researcher used instrument test from extensive reading foundation. (https://erfpt.ealps.shinshu-u.ac.jp/top/english). table 2 shows 16 levels in extensive reading. p a g e | 53 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 2. the level of extensive reading based on erf level 1 beginner level 2 level 3 level 4 level 5 elementary level 6 level 7 level 8 intermediate level 9 level 10 level 11 upper-intermediate level 12 level 13 level 14 advanced level 15 level 16 source : extensive reading foundation to get information about student’s writing fluency, researcher also did a test to the sample and gave them an order to write an argumentative writing with minimum words is 500 and maximum time is 100 minutes, they should make a text rapidly, appropriately, creatively, and coherently and using linguistics structures. the score of the writing fluency were divided into two: the quality of the argumentative text and the writing quantity/fluency. the quality of the argumentative text were measured by a scoring rubric adapted from stapleton (2001) as shown in table 3, the quantity of the argumentative text were measured by a scoring rubric adapted from stapleton (2001) as shown in table 4. p a g e | 54 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 3. scoring rubric for writing quality elements of critical thinking assessment 1 2 3 4 assess ment scale (1 to 4) argument quality of the arguments with the appropriate type of claim concerning the given topic state an unclear argume nt and with no evidenc e state a clear argument but with no evidence state a clear argument with evidence but not relate state a clear argume nt with evidenc e and its relate evidence quality of the evidence and appropriacy of its type there is no evidenc e there is evidence but not relate to argument there is appropri ate evidence there is appropr iate, strong and valid evidenc e. refutation quality of refutation supported by appropriate reason there is no refutatti on there is refutatio n but not counter the main argument there is appropri ate refutatio n but with no appropri ate evidence there is appropr iate refutati on with appropr iate evidenc e to counter the main argume nt. p a g e | 55 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 rebuttal quality of rebuttal supported by reason and evidence there is no rebuttal there is rebutal but with no evidence there is rebutal with evidence but not counter the refutatio n there is rebutak and evidenc e to counter the refutati on structure of langauge quality of structure of language are correct structur e of languag e are use incorre ctly structure of language are use sporadic and mostly not cirrect structure of language are use frequentl y and mostly correct but in consisten ly structur e of languag e use frequen tly, correctl y and consiste nly. conclusion quality of the conclusion without involving any logical fallacies state un clear conclus ion state a clear conclusi on but not relate to the topic state a clear conclusi on relate to the topic but not make a strong statemen t to so provide the main argument state a clear conclus ion relate to the topic and make a strong stateme nt to propide the main argime nt total score p a g e | 56 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 4. scoring rubric for writing quantity 12 words per minute 20pts 12-13 words per minute 30pts 14-15 words per minute. 40pts 16 or more words per minute 50pts words minutes data collection to get information about students’s extensive reading level, it was used instrument test from extensive reading foundation. (https://erfpt.ealps.shinshuu.ac.jp/top/english). meanwhile to get information about student’s writing fluency, researcher also did a test to the sample for an argumentative writing with minimum words are 500 words in and maximum time 100 minutes. they should write an argumentative paragraph rapidly, appropriately, creatively, and coherently in linguistics structures. the score of the writing fluency were divided into two; the quality of the argumentative text and the writing quantity. so there were 3 kinds of scores: the first was extensive reading score with 100 as a maximum score, the second was writing quality score with 50 as maximum score, and the last is writing quantity score with 50 as a maximum score. then the score of writing quality and witing quantity were combined into a writing fluency score with 100 as a maximum score. data analysis for the next research method, the collected data were then analyzed to find out the correlation between extensive reading and writing fluency. to analyze the collected data, it was through the steps: calculating the extensive reading score by using an online site from extensive reading foundation, finding scores of students writing fluency test by applying the inter-raters technique (nodoushan, 2014) (first rater was the first researcher, and the second rater was the english lecture of the university), and finding out the correlation coefficient between p a g e | 57 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 extensive reading and writing fluency by using a formula of the pearson product moment and calculating them by using spss 20.0 program. findings and discussion extensive reading students’ leisure time activities results of analysis of the students’ extensive reading activities were gained from a questionnaire develoved by ahmed (2016) through their leisure time activities, amount of time spent on extensive reading per day, types of reading material, preferred language for extensive reading, hours spent on internet and frequency of reading as mentioned in table 5 showed that the leisure time activities were 14 students of surf net, 14 students of watching television, 8 students of sports, 13 students of computer games, 12 students of study, and 14 students of extensive reading. based on this result the reaseraher found that were only 14 students did the extensive reading in their leisure time,and which mean only (39% students). however, 22 students or 61% students did not do the extensive reading. table 5. leisure time activities questionnaire items leisure time activities total students percentage (%) surf net 14 39 watching television 14 39 sports, 8 22 computer games 13 36 study 12 33 extensive reading 14 39 table 5 illustrates the distribution of five types of leisure time activities with options: surf net, watching television, sports, computer games, study and p a g e | 58 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 extensive reading. in this part of questionnaire students were allowed to chose more than one activities. amount of time spent on extensive reading results of analysis in this term showed that there were only 14 students did the extensive reading, and they had different amount of time spent on extensive reading. majority students spent 1-2 hours (19%). it is followed by less than 1 hour (11%) and 2-3 hours (8%). for the rest 22 students, they not do the extensive reading, or none amount time spent on extensive reading per day (61%). this result is shown in table 6. table 6. amount of time spent on extensive reading per day questionnaire items amount of time spent on extensive reading per day total students percentage (%) none 22 61 less than 1 hour 4 11 1 – 2 hours 7 19 2 – 3 hours 3 8 table 6 illustrates the distribution of amount spent on extensive reading by students who do the extensive reading in their leisure time based on the result of leisure time activity questionnaire. reading materials table 7 illustrates the distribution of types of reading materials by the students. they were able to choose more than 1 type. the result showed that most of students (22 students) chose comic/novel as reading materials, 18 students used e-book as reading materials, 16 students used articles as their source for reading activities, and 9 students chose magazine/newspaper as their reading materials. p a g e | 59 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 7. types of reading materials items types of reading materials total students percentage (%) e-book 18 50 comic/novel 22 61 magazine/newspaper 9 25 article 16 44 for the preferred language as shown in table 8, 16 students (44% students) preferred both languages (bahasa indonesia and english) (44%), 12 students (33% students preferred bahasa indonesia, and the rest 8 students (22% students) preferred english as the language of their reading materials. table 8. preferred language of the reading materials items preferred language total students percentage (%) bahasa indonesia 12 33 english 8 22 both bahasa indonesia and english 16 44 for particularly their spending time on surf net, as shown in table 9, most of students spent more than 4 hours to surf on net for 16 students (44% students), 1-2 hours for 7 students (19% students), 2-3 hours for 7 students (19% students), 3-4 hours for 4 students (11% students), and less than 1 hour for 3 students (6% students). p a g e | 60 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 9. time spent on surf net items time spent on surf net total students percentage (%) less than 1 hour 3 6 1-2 hours 7 19 2-3 hours 7 19 3-4 hours 4 11 more than 4 hours 16 44 meanwhile, reading frequency of a book that the students have already read as shown in table 10, it showed most of students 83% of them (30 students) already have read at least 1 book last year, meanwhile the others 17% of them (6 students) have not read at least a book. table 10. reading frequency of a book in a year items reading frequency of a book total students percentage (%) yes 30 83 no 6 17 students’ extensive reading scores result of the analysis of the extensive reading test adapted from extensive reading foundation showed that the lowest score in extensive reading test was 6 and the highest score was 68. to decide it, from 46 questions, there was in the forms of levels: elementary, beginner, intermediate, and upper-intermediate. they are 16 levels, and then they converted to the level into a numeric score. the students extensive reading score are shown in table 11. p a g e | 61 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 11. extensive reading scores students’ code extensive reading level score s-1 4 beginner 25 s-2 5 elementary 31 s-3 5 elementary 31 s-4 9 intermediate 56 s-5 3 beginner 18 s-6 3 beginner 18 s-7 4 beginner 25 s-8 8 intermediate 50 s-9 1 beginner 6 s-10 11 upper-intermediate 68 s-11 1 beginner 6 s-12 8 intermediate 50 s-13 2 beginner 12 s-14 1 beginner 6 s-15 11 upper-intermediate 68 s-16 7 elementary 43 s-17 9 intermediate 56 s-18 10 intermediate 62 s-19 1 beginner 6 s-20 10 intermediate 62 s-21 2 beginer 12 s-22 11 upper-intermediate 68 p a g e | 62 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 s-23 4 beginner 25 s-24 3 beginner 18 s-25 8 intermediate 50 s-26 6 elementary 37 s-27 9 intermediate 56 s-28 1 beginner 6 s-29 11 upper-intermediate 68 s-30 10 intermediate 62 s-31 4 beginner 25 s-32 9 intermediate 56 writing fluency students’ writing fluency scores result of the analysis of the writing fluency test showed that there were two main parts: the quality and the quantity scores. both score from quality and quantity were combined to get the final writing fluency score. the students’ total scores of writing fluency are shown in table 12. table 12. writing fluency score student code writing fluency quality quantity total s-1 25 10 35 s-2 29 10 39 s-3 25 10 35 s-4 21 10 31 s-5 19 10 29 s-6 12 10 22 s-7 39 10 49 p a g e | 63 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 s-8 50 10 60 s-9 19 10 29 s-10 21 10 31 s-11 48 10 58 s-12 23 10 33 s-13 19 10 29 s-14 12 10 22 s-15 12 23 35 s-16 37 10 47 s-17 37 10 47 s-18 29 20 49 s-19 50 20 70 s-20 50 40 90 s-21 19 10 29 s-22 37 50 87 s-23 35 30 65 s-24 23 10 33 s-25 23 10 33 s-26 44 10 54 s-27 40 10 50 s-28 33 10 43 s-29 35 10 45 s-30 50 50 100 s-31 19 10 29 s-32 48 50 98 p a g e | 64 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 correlation between extensive reading and writing fluency result of normality test the normality test was used to know whether the data were normal or not. the result of normality test from the calculation using spss 20.0 is shown in table 13. table 13. result of normality test kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. extensive reading .158 32 .041 .897 32 .172 writing fluncy .180 32 .010 .854 32 .053 a. lilliefors significance correction table 9 shows that the level significance of extensive reading score in shapiro-wilk’s table was 0.172 > 0.05. it means that the data were normal distribution. meanwhile, the level significance of writing fluency score was 0.053 > 0.05. it means that the data in normal distribution. to summarize, the data from students’ extensive reading and writing fluency scores were normal. result of linearity test the linearity test was used to know whether the data were linear or not. the result of linearity test from the calculation using spss 20.0 is shown in table 14. table 14. result linearity test sum of squares df mean square f sig. writing fluncy * extensive between groups (combined ) 4773.435 10 477.344 1.373 .259 p a g e | 65 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 in table 14, the significance value showed the data value was 0.556 and it was higher than 0.05, which means there was a significant linear relationship between students’ extensive reading scores and students’ writing fluency scores. result of homogeneity test to know whether the data were homogen or not, it used the homogeneity test. the result of homogeneity test from the calculation using spss 20.0 is shown in table 15. table 15. result of homogeneity test test of homogeneity of variances extensive reading writing fluency levene statistic df1 df2 sig. 1.653 8 21 .169 table 15 shows that the value of variable significant of extensive reading score (x) and writing fluency score (y) = 0.169 > 0.05. it can be concluded that the variable data of extensive reading score (x) and writing fluency score (y) were same variant. students’ extensive reading and writing fluency result of the analysis of the correlation between students’ extensive reading and writing fluency scores was gained from the calculation of the reading linearity 2010.889 1 2010.889 5.783 .025 deviation from linearity 2762.546 9 306.950 .883 .556 within groups 7302.033 21 3471.716 total 12075.469 31 p a g e | 66 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 correlation pearson product moment formula using spss 20.0. the result is shown in table 16. table 16. result of the analysis of the correlation between students’ extensive reading and writing fluency scores table 16 shows that the coefficient correlation was 0.408 and the siginificant was 0.020. however, to prove it, the value of “r” based on the calculation degree of freedom was known that df = n-nr =, n = 32, nr = 2, df = 32 – 2 = 30 and the rtable was 0.3494. the result showed that the robserve 0.408 is higher than rtable 0.3494 at 5%. it can be concluded that the alternative hyphothesis (ha) was accepted and the null hyphothesis (ho) was rejected. the robserve was 0.408. so, there was a positive moderate correlation between extensive reading and writing fluency. the result of this correlation can also be described in figure 2. extensive reading writing fluency extensive reading pearson correlation 1 .408* sig. (2-tailed) .020 n 32 32 writing fluency pearson correlation .408* 1 sig. (2-tailed) .020 n 32 32 *. correlation is significant at the 0.05 level (2-tailed). p a g e | 67 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 figure 2. the correlation between extensive reading and writing fluency scatterplot figure 2 shows that the dots were spread in line, so it can be concluded that there was correlation between students’ extensive reading score (x) and students’ writing fluency score (y). based on the table 16 and figure 2, it can be concluded that students’ extensive reading gave a contribution 16.64 % to students writing fluency of the sixth semester students of the english education department at a university in palangka raya kalimantan tengah indonesia. the better students’ extensive reading, the better their writing fluency. from the results of the current research, there was a positive moderate correlation between extensive reading and writing fluency. the same result also was found in a study by sakurai (2017). it was found that the extensive reading influences some sub-skills of writing, but the effect is not remarkable enough to affect the total. the previous study concluded that the extensive reading just had a low correlation to the writing performance. it was rarely found a high or very high correlation between those variables. on the other hand, a study conducted by kirin (2010) was different from the present study results. the study found that according to the coefficient values, relationships between extensive reading and writing abbiity rarely existed and the result was correlated at a moderate level (r = p a g e | 68 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 0.543). the result of this study was at a moderate it is simillar level and it is still prove that there was a positive correlation between extensive reading and writing fluency. in addition, the study which was different result from the present study. it was a study done by poorsoti and asl (2016). this study was an experimantal study and it reported that extensive reading did not have any significant effect on the efl learners' writing accuracy. to summarize, the result of the current study is more focused in the context of efl learning in indonesia. however, it is different from the other context of efl learning in other countries. moreover, there was also different from the other context of esl learning. conclusion the current research focuses on investigating the correlation between students’ extensive reading and their writing fluency in the english learning particularly in the context of indonesian efl learning. the research findings show that there is a moderate positive correlation between students' extensive reading and and their writing fluency in english learning activities. from this research, in efl learning, it is suggested to apply more extensive reading because of its importance for the development of reading comprehension and to keep writing skill practice for the higher level of writing fluency. english teachers should guide and encourage their students to be engaged in extensive reading activities and writing practices for both skills better. also, future researchers are suggested to analyze not only the correlation between extensive reading and writing fluency, but also the factors that could affect both variables with larger samples. references ahmadi, r. (2010). an investigation of the effects of extensive reading on the writing ability of efl students: the effect of group work. retrieved from https://www.questia.com/.../an-investigation-of-the-effects-of-extensive. ahmed, s. (2016). reading habits and attitudes of umskal undergraduets. international journal of applied linguistics and english literature, 5(2), 189-201. http://dx.doi.org/10.7575/aiac.ijalel.v.5n.2p.189 ary, d, et. al. (2010). intoduction to research in education. wadsworth: cengage learning. p a g e | 69 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 atilgan, a. b. (2013). effects of extensive reading on writing in terms of vocabulary. itj, 10 (1), 53-63. bahrani, t. (2011). the correlation between the numbers of hours spent on reading and language competence gained. mediterranean journal of social sciences, 2(3), 169-173. retrieved from http://www.richtmann.org/journal/index.php/mjss/article/view/10830 brown, h. d. (2003). language assessment. atlanta: pearson education longman. creswell, j. w. (2014). educational research: planning, conducting, and evaluating quantitative and qualitative research. new jersey: pearson education, inc. fatimah, s., & suharto, g. (2017). using peer feedback technique to improve students’ writing skills: a quasi experimental study among secondary students. journal of english language and language teaching, 1(2), 4048. http://dx.doi.org/10.36597/jellt.v1i2.1870 grabe, w., & stoller, f. (2002). teaching and researching reading. london: pearson education longman. harmer, j. (2004). how to teach writing. edinburg: pearson education longman. karimpour, m., & aidinlou, n. a. (2016). the effect of extensive reading on iranian efl learners’ vocabulary learning. journal of applied linguistics and language research, 3(4), 71-78. kirin, w. (2010)., effects of extensive reading on students’ writing ability in an efl class. the journal of asia tefl, 7(1), 285-308. latif, m. m. (2012). writing fluency and how can it be validly measured. applied linguistics, 34(1), 99-105. miftah, m. z. (2013). implementation of intensive-extensive reading strategy to improve reading comprejence. journal on english as a foreign language, 3(1). 21-30. https://doi.org/10.23971/jefl.v3i1.59 miftah, m. z. (2015). enhancing writing skill through writing process approach. journal on english as a foreign language, 5(1). 9-24. https://doi.org/10.23971/jefl.v5i1.88 nodoushan, m. a. s (2014). assessing writing: a review of the main trends. studies in english language and education (siele), 1(2), 128-138. https://doi.org/10.24815/siele.v1i2.1831 nunan, d. (2003). practical english language teaching. singapore: mc graw hill. oshima, a., & hogue, a. (2006). writing academic english. uk: cambridge university. porsooti, s., & asl, h. d. (2016). effect of extensive reading on gramatical accuracy. journal of applied linguistics and language research, 3(2), 188-201. p a g e | 70 nor fitriansyah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 sakurai, n. (2017). the relationship between the amount of extensive reading and the writing performance. the reading matrix:an international online journal, 17(2), 142-164. stapleton, p. (2001). assessing critical thinking in the writing of japanese university students. sage publications, 18(4), 506-548. ieee paper template in a4 (v1) noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 let: linguistics, literature and english teaching journal ||volume||7||issue||2||pages||154-169||2017|| |p-issn: 20869606 ; e-issn: 25492454| investigating efl students’ listening anxiety: a survey at uin antasari banjarmasin noor maulidiyah lidiyah15@yahoo.com a lecturer of english education department at tarbiyah and teachers training faculty of antasari state islamic university article history: received: 18 th oct 2017 accepted: 5 th nov 2017 abstract listening anxiety is an influential factor that obstructs the efl learners’ listening comprehension. this research is conducted to find out the levels of listening anxiety of the third semester students of english department at tarbiyah and teachers training faculty of antasari state islamic university. the research aims to answer two research questions: (1) do the students who have sufficient and low ability in listening experience listening anxiety? and (2) which item measured in the foreign language listening anxiety scale do efl learners face the most and least anxiety? this descriptive quantitative research took 88 students as participants in this research. the researcher used questionnaire for collecting the data. the findings show that the students do experience high level of listening anxiety. the students responded to 16 items which indicted high level of listening anxiety. the item that indicated the highest level of listening anxiety was included in background knowledge component and the item that indicated the lowest level of listening anxiety was included in listening text and strategies component. however, among three themes of items, most of students responded to items indicating high level of listening anxiety were in listening text and strategies component. corresponding author: tel.: .............................. keywords: listening anxiety; listening comprehension; efl; foreign language learners; listening ability introduction listening is one of the english language skills that should be mastered and it is considered as the first skill that is learned by human beings. however, listening can become a difficult skill due to different factors that may affect students’ ability and achievement in listening. as stated by dornyei and skehan (2003) that individual difference variables such available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:lidiyah15@yahoo.com p a g e | 155 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 as aptitude, motivation, emotion and learning strategies are known to influence the l2 learning process. anxiety is part of the emotion. anxiety is believed as one of the important factors that influence learning especially language. (fang, 2011) asserted that anxiety is the affective factor that most extensively complicates the learning process. fang continued saying that anxiety is associated with negative feelings such uneasiness, frustration, selfdoubt, apprehension and tension. according to kimura (2008) in (tahsildar &yusoff, 2014), the impact of anxiety has long been considered by language researchers. anxiety has been studies in relation with speaking, reading, writing skills, and also listening skill. the present study investigates the anxiety level in listening. in terms of listening skill, young (1992) in (tahsildar &yusoff, 2014) stated that listening comprehension is highly anxiety provoking, for example, when the text is not comprehensible to the learner. therefore, research on listening anxiety is essential for the effective and successful teaching of listening especially for foreign language learners. this study aims to add to the number of research on anxiety especially in listening comprehension. the present research seeks to answer two research questions: (1) do the students who have sufficient and low ability in listening experience listening anxiety? and (2) which item measured in the foreign language listening anxiety scale do efl learners face the most and least anxiety? method participants the participants in this research were 88 students of the third semester who were taking listening ii subject at the english department of tarbiyah and teachers training faculty at antasari state islamic university banjarmasin in the academic year of 2017/2018. they were chosen based on their listening ii middle test and final test scores. the researcher took the students whose scores ranged between 69 to less than the standard passing score 60. in fact, the total number of the third semester students is 162. since this research aims to find out whether the students who have low ability in listening comprehension have high anxiety in listening or not, only 88 students were taken. there are five classes of the third semester students. the number of participants from each class can be seen in the following table. table1. number of participants classes number of students in each class number of participants taken class a 36 21 class b 35 17 class c 33 15 class d 36 22 class e 22 13 total number 162 88 data collection instrument the researcher used a questionnaire for the data collection. the questionnaire was adopted from the foreign language listening anxiety scale (fllas) developed by kim (2000). the aims of the questionnaire were to find out whether the third semester students of english education department experience listening anxiety or not, whether they have high, moderate, or low level of anxiety, and to find out which of the components measured in the fllas the students face the most anxiety. the questionnaire included three (3) sections and 29 likert-scale items. the first section of items was on listening anxiety related to background knowledge. it comprised eight (8) items that included questions related to students’ background knowledge such as types of vocabulary and dealing with familiar and unfamiliar words as well as new information. the second section of items was on listening anxiety related to listening text and strategies. it consisted of eight (8) items that included the type of passage, pronunciation, and the way the passage was read by the speaker and heard by the listener. the third and last section of items was on listening anxiety related to listeners’ characteristics. it included thirteen (13) items of questions asking about students’ characteristics, for example students’ concentration as well as feelings of confidence, fear, tense, and nervousness. to answer the questionnaire, the students were asked to give their responses by ticking (√) a box representing their choice. the questionnaire is a 5-point likert scale ranging from 5 (strongly agree) to 1 (strongly disagree). there are five different responses offered to the students; strongly agree (sa), agree (a), neutral (n), disagree (d) and strongly disagree (sd). the participants’ low, moderate and high levels of anxiety were measured through their choices in response to the likert-scale items. scale 5 is considered as the highest level of anxiety while scale 1 is considered as the lowest level of anxiety except for three items. p a g e | 157 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 these are items 3, 18, and 24. in these items, scale 5 is considered as low level of anxiety while scale 1 is considered as high level of anxiety. besides the questionnaire on listening anxiety, the researcher also adopted the background information questionnaire from (zhai, 2015). this questionnaire was used to elicit specific information about the participants’ self-reported anxiety level, interest in listening and self-reported factors hindering listening comprehension. data analysis procedure after all of the data were collected and processed, the researcher analyzed the data by using descriptive quantitative method. the researcher used descriptive statistics. these descriptive statistics such as the frequency and percentage were obtained to see the overall level of anxiety. the researcher used the following formula to calculate the percentage based sudijono (2001): p = f x 100% n p = percentage f = frequency n = total number of respondents findings and discussions findings background information before presenting the data related to the students’ listening anxiety level and components of listening anxiety, the data related to the participants’ self-reported anxiety level, interest in listening and self-reported factors hindering listening comprehension were presented. the first question asked the students to self-report their listening ability. there were 82 out of 88 students have answered this question. table 1 below shows the information. table 1. students’ listening ability (self-report) n frequency and percentage (%) excellent good sufficient poor very poor 82 1 17 33 25 6 table 1 shows that most of the students reported themselves having sufficient ability in listening 33 (40.2%). there were 25 students (30.4%) who reported having poor ability. the second question in the background information questionnaire (biq) required the students to respond related to their level of anxiety. there were 83 out of 88 students have answered this question. the information is shown in table 2. table 2. students’ english listening anxiety level n frequency and percentage (%) very high high medium low zero 83 0 6 (7.2 %) 51 (61.4%) 24 (29%) 2 (2.4%) table 2 shows that most of the students 51 (61.4%) reported having medium level of anxiety. twenty four (24) students (29%) have reported having low level of anxiety. the third question asked the students whether they have interest in listening. there were 83 students have answered this questions. the data can be seen in table 3. table 3. students’ interest in listening n frequency and percentage (%) very high high just so so low no interest 83 13 (15.6%) 23 (27.7 %) 42 (50.6%) 5 (6%) 0 based on table 3, it is seen that almost half of the total number of students had moderate interest in listening 42 (50.5%). there were some students 23 (27.7%) had high interest in listening. the last section in the background information questionnaire (biq) required the students to determine factors that affect their listening ability. the researcher has provided eight factors that may affect students’ ability in listening. these factors are (1) poor (1.2%) (21 %) (40.2%) (30.4%) (7.3%) p a g e | 159 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 pronunciation; (2) small vocabulary; (3) unfamiliar listening materials; (4) fast speaking speed; (5) poor memory; (6) separate memory of word pronunciation, spelling and meaning; (7) inappropriate use of listening strategies; and (8) anxiety, stress, and other psychological factors. the researcher has also provided a blank option in order for the students to write their own factor that may affect their listening. there were 83 students out of 88 students who have answered this part of question. table 4 below shows the information. table 4. factors that affect students’ ability in listening factor frequency percentage a. poor pronunciation 35 42.1 % b. small vocabulary 61 73.4 % c. unfamiliar listening materials 34 40.9 % d. fast speaking speed 59 71 % e. poor memory 25 30.1 % f. separate memory of word pronunciation, spelling and grammar 25 30.1 % g. inappropriate use of listening strategies 17 20.4 % h. anxiety, stress and other psychological factors 26 31.1 % i. students’ own factor 3 3.6 % based on table 4, it is shown that the majority of students 61 (73.4 %) responded that small vocabulary was the factor that affect their listening ability the most. on the other hand, there were 17 (20.4 %) students reported that inappropriate use of listening strategies was the factor that affect their listening ability the least. related to anxiety, there were 26 students (31.1%) who reported that anxiety and stress affect their listening ability. there were also 3 students (3.6 %) gave their own factors that are related to low concentration, difficulty to focus, and nervousness. foreign language listening anxiety scale foreign language listening anxiety scale (fllas) is used to collect data on students’ listening anxiety level. as stated earlier, this research aims to answer two research questions: (1) do the students who have sufficient and low ability in listening experience listening anxiety? and (2) which item measured in the foreign language listening anxiety scale do efl learners face the most and least anxiety? efl learners’ listening anxiety to answer the first research question, the three different levels of anxiety: high, moderate, and low levels were calculated. high level of anxiety was calculated when most of students responded with agree or strongly agree to the items in the questionnaire, while for low level of anxiety it was calculated when the majority of students answered disagree or strongly disagree. the moderate level of anxiety was concluded when the participant chose neutral answer in the questionnaire. the frequency and percentage were calculated to find out the level of anxiety faced by the students for each item. the following table illustrates and summarizes the three different levels of listening anxiety. table 5. summary of the three different levels of listening anxiety listening anxiety levels number of items total number of items chosen percentage high 1, 4, 5, 6, 8, 9, 10, 11, 16, 21, 22, 23, 25, 26, 27, 28 16 48.2 % moderate 2, 3, 12, 13, 14, 17, 18, 19, 20, 24, 29 11 44.8 % low 7, 15 2 7 % total 29 100 % table 5 shows that the students have chosen strongly agree (sa) and agree (a) for 16 items (48.2%) of the fllas items which suggested a high level of anxiety. the students have chosen neutral (n) for 11 items (44.8%) of the fllas items which indicated moderate level of anxiety. three of these items were items 3, 18, and 24 whose scale 1 is considered as high level of listening anxiety and its scale 5 is considered as low level of anxiety. however, the students showed a low level of anxiety for only 2 items (7%). they answered with disagree (d) and strongly disagree (sd). therefore, it can be concluded that the participants have high level of listening anxiety because they have chosen 14 items with strongly agree (sa) and agree (a) options. however, there was a slight difference between the students who have high level and moderate level of anxiety in listening with only 3.4 %. p a g e | 161 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 components of listening anxiety the second research question was: which of the components measured in the foreign language listening anxiety scale do efl learners face the most anxiety? to answer this question, the data collected were grouped into three themes which were background knowledge, listening text and strategies, and listeners’ characteristics. the data on each theme are demonstrated in separate tables. table 6 below illustrates the result from the first theme that is listening anxiety related to background knowledge. the items related to this theme were presented in items 1 to 8 of the fllas questionnaire. table 6. students’ listening anxiety related to background knowledge no. statements n frequency and percentage (%) level of anxiety sd d n a sa 1. when listening to english, i tend to get stuck with one or two unknown words 88 0 9 (10.2%) 24 (27.2%) 43 (48.8%) 12 (13.6%) 55 (62.5%) high 2. i am nervous if i am not familiar with the topic when i am listening to english 88 5 (5.6%) 17 (19.3%) 34 (38.6%) 27 (30.6%) 5 (5.6%) 34 (38.6%) neutral 3. it is easy to guess about the parts that i miss while listening to english 88 10 (11.3%) 25 (28.4%) 41 (46.5%) 11 (12.5%) 1 (1.1%) 41 (46.5%) neutral 4. if i let my mind drift even a little bit while listening to english, i worry that i will miss important ideas 88 4 (4.5%) 3 (3.4%) 0 34 (38.6%) 47 (53.4%) 81 (92%) high 5. during english listening test, i get nervous and confused when i do not understand every word 88 9 (10.2%) 7 (7.9%) 27 (30.6%) 35 (39.7%) 10 (11.3%) 45 (51.1%) high 6. i fear when i have inadequate background knowledge of some 88 5 10 34 33 6 39 topics when listening in english (5.6%) (11.3%) (38.6%) (37.5% (6.8%) (44.3%) high 7. listening to new information in english makes me uneasy 88 21 (23.8%) 30 (34.09%) 23 (26.1%) 12 (13.6%) 2 (2.2%) 51 (57.9%) low 8. i get annoyed when i come across words that i do not understand while listening to english 88 4 (4.5%) 17 (19.3%) 22 (25%) 34 (38.6%) 11 (12.5%) 45 (51.1%) high table 6 shows that for the background knowledge component, the items in which the students showed a high level of anxiety were item 4, 81 (92%), followed by item 1, 55 (62.5%). items 5 and 8 have the same percentage showing high level of anxiety that is 45 (51.1%), followed by item 6, 39 (44.3%). for items 3 and 2, the participants demonstrated a moderate level of anxiety: item 3, 41 (46.5%), and item 2, 34 (38.6%). there was only 1 item that was chosen by the participants which shows a low level of anxiety that was item 7, 51 (57.9%). thus, it can be concluded that the highest percentage that demonstrates the highest level of anxiety was for item 4 and the lowest level of anxiety shown was for item 7. next, table 7 below demonstrates the result from the second theme that is listening anxiety related to listening text and strategies. the items related to this theme were presented in items 9 to 16 of the fllas questionnaire. table 7. listening anxiety related to listening text and strategies no . statements n frequency and percentage (%) level of anxiety sd d n a sa 9. i get nervous if a listening passage is read only once during listening tests 88 0 9 (10.2%) 12 (13.6%) 35 (39.7%) 32 (36.3%) 67 (76.1%) high 10. when someone pronounce words differently from the way i pronounce them, i find it difficult to understand 88 2 (2.2%) 8 (9.09%) 24 (27.2%) 41 (46.5%) 13 (14.7%) 54 (61.3%) high p a g e | 163 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 11. when a person speaks english very fast, i worry that i might not understand all of it 88 2 (2.2%) 2 (2.2%) 16 (18.1%) 35 (39.7%) 33 (37.5%) 68 (77.2%) high 12. when i am listening to english, i am worried when i cannot watch the lips or facial expressions of the person who is speaking 88 6 (6.8%) 24 (27.2%) 41 (46.5%) 10 (11.3%) 7 (7.9%) 41 (46.5%) neutral 13. when listening to english, it is difficult to differentiate the words from one another 88 3 (3.4%) 17 (19.3%) 44 (50%) 18 (20.4%) 6 (6.8%) 44 (50%) neutral 14. i feel uncomfortable in class when listening to english without the written text 88 4 (4.5%) 20 (22.7%) 48 (54.5%) 13 (14.7%) 3 (3.4%) 48 (54.5%) neutral 15. when listening to english, i usually end up translating word by word without understanding the contents 87 4 (4.5%) 36 (41.3%) 27 (31.03%) 18 (20.6%) 2 (2.2%) 40 (45.9%) low 16. when listening to english, i often understand the words but still cannot quite understand what the speaker means 87 2 (2.2%) 12 (13.7%) 25 (28.7%) 40 (45.9%) 8 (9.1%) 48 (55.1%) high table 7 illustrates that for the listening text and strategies component, the items in which the students showed a high level of anxiety were item 11, 68 (77.2%), followed by item 9, 67 (76.1%), item 10, 54 (61.3%), and item 16, 48 (55.1%). for item 14, 48 (54.5%), item 13, 44 (50%), and item 12, 41 (46.5%), the participants demonstrated a medium level of anxiety. then, there was only 1 item that was chosen by the participants which shows a low level of anxiety that was item 15, 40 (45.9%). in short, the highest percentage that shows the highest level of anxiety was for item 11 and the lowest level of anxiety shown was for item 15. the next table is table 8 below which illustrates the result from the third and last theme that is listening anxiety related to listeners’ characteristics. the items related to this theme were presented in items 17 to 29 of the fllas questionnaire. table 8. listening anxiety related to listeners’ characteristics no . statements n frequency and percentage (%) level of anxiety sd d n a sa 17. i have difficulty understanding oral instructions given to me in english 8 8 4 (4.5%) 26 (29.5%) 33 (37.5%) 23 (26.1% ) 2 (2.2%) 33 (37.5%) neutral 18. i feel confident when i am listening in english 8 7 5 (5.7%) 12 (13.7%) 40 (45.9%) 23 (26.4% ) 7 (8.04%) 40 (45.9%) neutral 19. when i am listening to english, i often get so confused i cannot remember what i have heard 8 7 2 (2.2%) 15 (17.2%) 36 (41.3%) 24 (27.5% ) 10 (11.4%) 36 (41.3%) neutral 20. my thoughts become jumbled and confused when listening to important information in english 8 8 5 (5.6%) 23 (26.1%) 36 (40.9%) 21 (23.8% ) 3 (3.4%) 36 (40.9%) neutral 21. i get worried when i have little time to think about what i hear in english 8 8 0 7 (7.9%) 26 (29.5%) 44 (50%) 11 (12.5%) 55 (62.5%) high 22. i get worried when i cannot listen to english at my own pace 8 8 1 (1.1%) 8 (9.09%) 19 (21.5%) 44 (50%) 16 (18.1%) 60 (68.1%) high 23. it is difficult for me to listen to english when there is even a little bit of background noise 8 8 1 (1.1%) 5 (5.6%) 22 (25%) 43 (48.8% ) 17 (19.3%) 60 (68.1%) high 24. english stress and intonation seem familiar to me 8 7 8 (9.1%) 17 (19.5%) 46 (52.8%) 12 (13.7% ) 4 (4.5%) 46 (52.8%) neutral 25. it frightens me when i cannot catch a key word of an english 8 8 1 11 18 39 (44.3% 19 58 p a g e | 165 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 listening passage (1.1%) (12.5%) (20.4%) ) (21.5%) (65.9%) high 26. i am worried about answering questions in listening class because if my answer is wrong, i would feel embarrassed 8 8 9 (10.2%) 13 (14.7%) 31 (35.2%) 25 (28.4% ) 10 (11.3%) 35 (39.7%) high 27. if i cannot answer questions in listening class, i am afraid that the teacher would give me a low evaluation 8 7 4 (4.5%) 13 (14.9%) 27 (31.03%) 30 (34.4% ) 13 (14.9%) 43 (49.4%) high 28. i am afraid my listening comprehension will suffer as i am not good at grammar 8 8 5 (5.6%) 17 (19.3%) 19 (21.5%) 40 (45.4% ) 7 (7.9%) 47 (53.4%) high 29. i feel more worried if the listening exercise is subjective like completion and short answers questions 8 8 2 (2.2%) 7 (7.9%) 51 (57.9%) 19 (21.5% ) 9 (10.2%) 51 (57.9%) neutral based on table 8, it is seen that for the listeners’ characteristics component, items 22 and 23 showed the same percentage which indicated high level of anxiety: items 22 and 23, 60 (68.1%). this followed by item 25, 58 (65.9%), item 21, 55 (62.5%), item 28, 47 (53.4%), item 27, 43 (49.4%), and item 26, 35 (39.7%). for the rest of the items, the participants portrayed a moderate level of anxiety: item 29, 51 (57,9%), item 24, 46 (52.8%), item 18, 40 (45.9%), items 19, 36 (41.3%), item 20, 36 (40.9%), and the last is item 17, 33 (37.5%). therefore, it is concluded that the highest percentage that shows the highest level of anxiety were for items 22 and 23. no item was found to indicate low level of anxiety in this component. discussion in the first part of the questionnaire that was background information questionnaire, the participants were asked to self-report their ability in listening. the majority of students answered that they had sufficient ability, 33 (40.2%) then poor ability, 25 (30.4%). according to their scores in listening middle and final tests, the participants were actually had sufficient and poor listening scores. next, the participants were asked to report their own listening anxiety level. based on the result, most of the students see themselves as having moderate level of anxiety, 51 (61.4%), and 24 students (29%) see themselves as having low level of anxiety. there were only 6 students (7.2%) who reported that they have high anxiety level. however, based on the result of the foreign language listening anxiety scale, the majority of students showed high level of anxiety since they chose the responses of “strongly agree” and “agree” the most. this might be because the participants did not know what the components of anxiety are. the third part of the background information questionnaire asked the students related to their interest in listening. most of the students showed a moderate interest in listening, 42 (50.6%), and 23 students (27.7%) reported that they had high interest in listening. the fourth part of the (biq) is related to the factors that may affect students’ listening ability. based on the result, the factors of small vocabulary and fast speaking speed had the highest percentage, (73.4%) and (71%) respectively. in relation with the students’ listening anxiety level, the participants were asked to respond on the foreign language listening anxiety level. it was found that among the 29 items in the questionnaire, there were 16 items that were chosen by the respondents indicating high level of anxiety in listening, 11 items were chosen showing moderate level of anxiety in listening, and only 2 items were chosen by the students that demonstrate low level of anxiety in listening. this is in line with the previous study of tahsildar and yusoff (2014). the first item that was chosen by the students showing highest level of anxiety was item 4, 81 (92%). this item was related to worrying to miss important ideas. the students seemed that they tried their best to focus and concentrate on the listening passage. they worried a lot if they lose concentration. if they let their mind strays, they will miss important ideas from the listening text. this is the point that made the students have high level of anxiety. the second item that was chosen by the participants showing high level of anxiety was item 11, 68(77.2%). this item was about fast speaking speed. fast speaking speed makes the students anxious. this is in line with the result of the self-report of the factors that may influence the students’ listening ability. the point of fast speaking speed was chosen by the students as the second highest factor that influences their listening after small vocabulary factor, 59 (71%). the third item that was chosen by the students that portrays high level of anxiety was item 9, 67 students (76.1%). this item is related to playing the listening passage only once. this point makes the students worried and anxious in listening exams. the next items that show the students’ high level of anxiety were items 22 and 23 with the same number of students who chose the items and same percentage that is 60 students p a g e | 167 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 (68.1%). these two items were related to the previous items discussed. item 22 was similar to items 11 and 9. the students get worried when they cannot listen to english listening passage at their own pace or speed. in other words, they get anxious when they cannot control the speed of the listening passage and listen to it several times. for item 23, the students become worried when they listen with a lot of background noises. the next item that was chosen by the participants demonstrating their high level of anxiety was item 25, 58 (65.9%). this item showed that the students were anxious when they cannot catch the key word of an english listening passage. the next item were item 1, 55 (62.5%) and item 21, 55 (62.5%). item 1 was about having small vocabulary. when the students listen to unknown words, they tend to get stuck and become worried and anxious. similar items that were related to small vocabulary were item 5, 45 (51.1%) and item 8, 45 (51.1%). the following item that showed students’ high level of anxiety was item 10, 54 (61.3%) related to words and the pronunciation of words. the next item was item 16, 48 (55.1%) that was related to comprehending the listening passage. sometimes the students do know the words but they do not understand the general meaning of the listening passage. inadequate background knowledge of some topics also makes the students become frighten and anxious. this point is seen in item 6, 39 (44.3%). the participants also showed a high level of anxiety as they responded “strongly agree” and “agree” the most to item 26, 35 (39.7%), item 27, 43 (49.4%), and item 28, 47 (53.4%). the students showed less confidence, embarrassment, and fear when answering listening questions. the items that were chosen by the students that indicated their low level of anxiety were only two items. the first item was item 7, 51 (57.9%). this item was related to whether they were worried of listening to new information in english or not. the majority of students responded that this will not make them anxious. the second item that demonstrated the students’ low level of anxiety was item 15, 40 (45.9%). this item was related to the strategy they use when listening that is translating word by word without understanding the content. this point does not make them anxious or worried. these results illustrated that the students’ anxiety was mostly caused by their lack of background knowledge particularly lack of new vocabulary and new information in the listening text, lack of repetition when listening to the english text, unfamiliar english pronunciation, speech speed and low level of self-confidence. the findings of the present study are in line with other previous studies such as the research of tahsildar and yusoff (2014) and also kim (2000). both research found that unfamiliar words, unfamiliar pronunciation and speed of delivery were primary concerns of foreign language listeners together with lack of background knowledge and learners’ low level of confidence. the findings of this research are also in line with fang (2011) research results. his study also found similar results and emphasized that nature of speech, level of difficulty and lack of repetition are the major sources of listening anxiety. thus, the findings of this research add on to the research findings that foreign language learners do experience listening anxiety. conclusions and suggestions this research aims to answer two research questions. the first research question was: (1) do the students who have sufficient and low ability in listening experience listening anxiety? and (2) which of the item measured in the foreign language listening anxiety scale do efl learners face the most and least anxiety? based on the result of the questionnaire, it can be concluded the following: 1. the third semester students who participated in this research, who have low ability in listening shown by their score in listening middle and final tests, do experience high level of anxiety. most of the students have chosen 14 items out of 29 items that indicated high level of anxiety, while there were 13 items chosen that indicated moderate level of anxiety, and only 2 items that were chosen that indicate low level of anxiety. 2. among the three themes of fllas questionnaire, the theme of listening anxiety related to background knowledge has the item which demonstrates the highest level of anxiety that the students face that is item 4, 81 (92%). this item was related to worrying about missing important ideas when the students let their mind and attention drift or stray a little bit while listening to english. on the other hand, the theme of listening anxiety related to listening text and strategies has the item that shows the students’ lowest level of anxiety which is item 15, 40 (45.9%). this item is related to translating the listening text word by word when the students do not understand the content. in terms of the most number chosen for high level of listening anxiety was in the listening text and strategies component. suggestion based on the result of this research, the writer proposes the following suggestion: p a g e | 169 noor maulidiyah let: linguistics, literature and language teaching journal vol.7 no.2 2017 1. teachers and lecturers should find out and use effective and appropriate methods, techniques and strategies in teaching listening to decrease the students’ level of anxiety in listening. 2. students themselves should practice listening more. they should learn more vocabularies and listen to various accents of english in different speed. these help learners to reduce their level of anxiety in listening. references fang, x. (2011). anxiety in efl listening comprehension. theory and practice in language studies, 1-3. kim, j. (2000). foreign language listening anxiety: a study of korean students learning english. austin: university of texas. sudijono. (2001). pengantar statistik pendidikan. jakarta: pt. raja grafindo persada. yusoff, m. n. (1014). investigating l2 students’ listening anxiety: a survey at a malaysian university. international journal of applied linguistics (ijleal), 1, 45-55. dornyei, z. & skehan, p. (2003). individual differences in second language learning. in c.d. long (ed.), the handbook of second language acquisition (pp. 589-630). oxford: blackwell. zhai, l. (2015). influence of anxiety on english listening comprehension: an investigation based on the freshman of english majors. studies in literature and language, 11 (6), 40-47. ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages|352-373||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php enhancing language awareness of student teachers through lesson plan creation ratih suci syahidah suci.syahidah7@gmail.com nani hizriani nanihizriani@gmail.com hidayah nor hidayahnor@uin-antasari.ac.id antasari state islamic university of banjarmasin, indonesia article history: received: 11 october 2022 accepted: 14 november 2022 this research aimed to explore the challenges faced by student teachers during teaching practice ii and examine their strategies for developing language awareness through lesson plan creation. the study employed documentation and interviews as data collection techniques, employing a qualitative case study approach for analysis. the findings revealed several challenges encountered by the students while creating their lesson plans. firstly, in the effective domain, students faced difficulties in writing comprehensive lesson plans and expressed apprehension about making mistakes. secondly, within the power domain, students displayed a lack of interest in identifying indicators and objectives within their lesson plans. furthermore, in the cognitive domain, students encountered challenges in utilizing bloom's taxonomy vocabulary effectively. lastly, within the performance domain, students encountered issues in structuring sentences correctly and made grammatical errors in their corresponding author: hidayahnortbiuin@gmail.com keywords: lesson plan; language awareness; student teachers http://jurnal.uin-antasari.ac.id/index.php mailto:suci.syahidah7@gmail.com mailto:nanihizriani@gmail.com mailto:hidayahnor@uin-antasari.ac.id page | 353 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 indicators and objectives. to develop language awareness and create appropriate lesson plans, the researchers identified five strategies employed by the students. firstly, students needed to cultivate an awareness of natural english usage. secondly, seeking guidance and consultation from their supervisors or teaching trainers proved beneficial. thirdly, familiarizing themselves with the lesson plan format at the beginning of teaching practice ii was essential. additionally, students should revise their lesson plans based on feedback received from supervisors and teaching trainers. finally, developing the ability to identify the taxonomies within bloom's taxonomy was crucial. introduction language awareness has gained significant attention in the field of education, particularly in the context of creating lesson plans. according to the curriculum, a language-aware teacher serves as a role model for language usage and teaches subject-specific language. however, as teachers encounter students from diverse language backgrounds, it is crucial to ensure that lesson concepts are presented in a manner that promotes comprehension for all students. research has shown that language-aware teachers benefit students irrespective of their linguistic backgrounds. in recent years, various dimensions of language awareness have been proposed. these include the linguistic-systematic, cultural-political, and sociocultural dimensions. the linguistic-systematic dimension focuses on the structure, contrasts, and regularities of language. the cultural-political dimension highlights the power dynamics and control embedded in language, including language learning ideologies and policies. the socio-cultural dimension centers on learners' and teachers' beliefs, attitudes, and views regarding language and language learning. page | 354 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 language awareness should not be considered an alternative to language learning but rather a complementary process. it offers benefits across five domains: effective, social, power, cognitive, and performance. the effective domain recognizes the importance of stimulating curiosity about language and learning. in the english as a foreign language context, language awareness activities can improve language performance and foster a connection between the effective domain and language proficiency. the social domain of language awareness is particularly relevant in multicultural settings, as it aims to foster better relations among ethnic groups by increasing students' awareness of their own language, dialects, and their place within the broader map of languages and dialects worldwide. the power domain of language awareness raises students' awareness of language as a tool for manipulation, empowering them to use language effectively. the cognitive domain focuses on developing students' awareness of language patterns, contrasts, systems, units, categories, and rules in use, facilitating reflection and understanding. lastly, the performance domain highlights how language awareness enhances students' analytical knowledge, expanding their language resources and mastery. in the process of english writing, a strong vocabulary is essential. however, many students struggle with using vocabulary effectively, lacking language awareness and sufficient training. developing language awareness requires a longterm accumulation process through acquisition and learning. the aim of the language aware project is to explore and deepen the understanding of language in the context of creating lesson plans. the project emphasizes that when teaching is language aware, every student has the opportunity to succeed. by making teachers' "tacit knowledge" visible, the project aims to enhance pedagogical practices and teacher identities. this research focuses on the use of lesson plan creation to develop language awareness among students during teaching practice ii. the study addresses the difficulties students face when creating lesson plans, particularly regarding language usage. students often realize that their language in the lesson plans is page | 355 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 incorrect but struggle to correct it without consulting their supervisors. the research aims to uncover the students' language awareness in creating lesson plans, an area that has received limited attention. it also seeks to explore how students perceive themselves as language-aware teachers. to ensure the success of the teaching practice ii program, teachers must prepare learning and teaching materials, including lesson plans. lesson plans serve as a reference for teachers in delivering the curriculum and helping students achieve their learning goals. this research focuses on teaching practice ii as students create lesson plans during this phase and receive corrections and guidance from their supervisors and trainers. the challenges faced by students in creating lesson plans and the strategies they employ to develop language awareness are explored. in conclusion, this study acknowledges the difficulties faced by students in developing their language awareness during teaching practice ii, particularly in relation to creating lesson plans. by investigating the challenges and strategies employed by students in this process, the research aims to provide valuable insights into enhancing language awareness in teacher education programs. ultimately, the findings of this study can inform the development of effective approaches to support students in creating language-aware lesson plans and contribute to the professional development of future teachers. method this research focuses on exploring the language awareness of student teachers in creating lesson plans at the english department of tarbiyah and teachers training faculty of uin antasari banjarmasin. it adopts a qualitative descriptive approach using a case study methodology, which allows for a direct examination of events and processes related to the research object. various data collection procedures, including documentation and interviews, are employed to gather comprehensive information within the specified timeframe. data analysis follows the case study data analysis stage proposed by creswell. page | 356 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the subjects of this research are the 2016 students of the english department who have created lesson plans for eight subjects: cmd, instructional design, tefl i, tefl ii, language teaching media, language learning assessment, teaching practice i, and teaching practice ii. the total number of students across five classes (a, b, c, d, and e) is 140. for sampling purposes, a simple random sampling technique is employed, where sample members are selected randomly from the population without considering their level in the population. in this case, the researcher selects 20 individuals, with four students randomly chosen from each class, representing approximately 15% of the 2016 student population. the selected students are then interviewed and their data analyzed. two main data collection techniques are utilized: documentation and interviews. documentation involves collecting data from documents such as pre and post-revision lesson plans during the middle and final stages of teaching practice ii. interviews are conducted with students who have taken the aforementioned courses and have created lesson plans. the interviews, conducted outside the classroom, are structured and based on a predetermined list of questions related to language awareness. twelve questions are included in the interview process. once the data is collected through documentation and interviews, it is analyzed using a simplified process that aims to present the data in an easily understandable form. the analysis follows a case study approach based on creswell's guidelines. the analysis process involves several stages: gathering categories, direct interpretation, forming patterns, and drawing conclusions. researchers identify categories of language problems in the lesson plans created by students during teaching practice ii based on the data collected through interviews. direct interpretation is conducted to derive meaning from the case study examples without seeking further examples. patterns are then formed by examining the language categories and the students' interview responses, looking for correspondences and connections. finally, conclusions are drawn based on the categorized language problems identified and the patterns that have emerged. page | 357 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 in summary, this research investigates the language awareness of student teachers in creating lesson plans. through a case study approach, the study examines the challenges faced by students and the strategies they employ to enhance their language awareness during teaching practice ii. the findings of this research contribute to the understanding of language awareness development in teacher education programs and offer insights for improving language instruction and lesson plan creation in the future. findings and discussions the researcher selected a total of 20 students as the objects of the study, employing a random sampling technique to choose four students from each class. following the interviews conducted with these students, the researcher proceeded to analyze the data obtained from the interviews. the analysis process involved four steps, which were structured based on the five domains of language awareness. the students challenges faced to develop their language awareness in creating lesson plan for teaching practice ii during the first step of the analysis, the researcher identified five categories based on the challenges faced by students in creating lesson plans, focusing on the five domains of language awareness. these categories shed light on the specific difficulties encountered by the students in each domain. the first category, the effective domain, involved assessing the students' thinking ability to become aware of language. within this category, the researcher compared the identified problems with the students' cognitive processes and their capacity to recognize and address language-related issues effectively. the second category, the social domain, examined the students' ability to direct their awareness towards their own language. this category emphasized the students' understanding of language variations, registers, and the appropriate use of language in different social contexts. the third category, the power domain, aimed to empower the students to use language correctly based on their awareness. this involved analyzing the students' page | 358 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 grasp of grammar, vocabulary, and the application of language structures in their lesson plans. the fourth category, the cognitive domain, focused on the students' development of grammatical correctness and their understanding of the functions and processes of language. challenges related to language accuracy and proficiency were explored within this category. lastly, the fifth category, the performance domain, aimed to enhance students' motivation and elevate their language usage. this category emphasized the students' ability to demonstrate their language skills effectively and engage with the lesson content in a compelling manner. based on the results of the interviews conducted, the researcher identified several challenges that students predominantly faced when creating lesson plans during teaching practice ii. these challenges were categorized within the five domains of language awareness. the specific challenges varied for each student, but they encompassed difficulties related to thinking processes, sociolinguistic awareness, language proficiency, grammatical accuracy, and performance motivation. by examining these challenges within the framework of the five domains, the researcher gained a comprehensive understanding of the language awareness obstacles encountered by the students during their lesson plan creation process. this analysis provided valuable insights into the specific areas where students required support and guidance to enhance their language awareness and improve their overall proficiency in creating effective lesson plans. the effective domain difficulties in creating lesson plan in relation language awareness one of the identified challenges falls under the category of ability, indicating that students' understanding of language is not yet optimal when creating lesson plans. to overcome this challenge and develop their language awareness, students can seek guidance and consultation from their supervisors or teaching trainers. by page | 359 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 engaging in discussions with experienced educators, students can receive valuable feedback and learn how to use language appropriately in their lesson plans. it is crucial for teachers to provide detailed explanations on the correct usage of language before expecting students to apply it effectively. despite efforts to address this challenge, the effective domain of language awareness still presents difficulties for students. this domain encompasses various aspects of language usage and understanding, and it appears that students continue to struggle in this area despite their extensive practice with language. this indicates the need for further support and guidance to enhance students' awareness and proficiency in using language effectively when creating their lesson plans. by acknowledging and addressing these challenges within the effective domain, educators can help students develop the necessary language skills and improve their overall competence in constructing comprehensive and linguistically accurate lesson plans. afraid of making mistake in creating lesson plan in relation language awareness the challenges faced by students in using language correctly can be categorized as a problem related to their ability. it appears that students still struggle in understanding the language, leading to difficulties in determining appropriate materials for their lesson plans. despite the availability of language resources, students' limited language awareness hinders their ability to effectively utilize these sources. this lack of language mastery and curiosity contributes to the categorization of this challenge as an ability-related issue. however, it is important to note that this challenge also falls within the effective domain of language awareness. within this domain, students have the potential to describe and envision how to use language effectively. the goal of this domain is to encourage students to overcome their fear and hesitation in utilizing language. by developing their awareness and confidence in using language, students can gradually improve their proficiency and become more skilled in creating comprehensive and linguistically accurate lesson plans. page | 360 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 addressing this challenge requires providing students with guidance and support to enhance their language skills and boost their curiosity and confidence. teachers should create an environment that fosters active participation and encourages students to engage with the language. additionally, incorporating various language learning strategies and providing ample opportunities for practice can help students overcome their language-related difficulties and develop a strong foundation in language awareness. the power domain not interested to find the difficult words between indicators and objectives the challenge faced by students in identifying difficult words in their lesson plans falls under the ability category. this difficulty arises due to their lack of interest in exploring and analyzing language procedures within the lesson plan. to overcome this challenge, students need to adopt a diligent study approach and actively seek out examples of lesson plans to analyze. additionally, it would be beneficial for teaching trainers or supervisors to provide clear instructions and guidance on how to identify difficult words in a well-structured lesson plan, aligning with the applicable guidelines in indonesia. by implementing these strategies during teaching practice ii, students can effectively address this challenge. this particular challenge aligns with the power domain of language awareness. according to the interview results, students demonstrate an understanding of how to empower their language use within this domain. however, the main obstacle they face is laziness or a lack of motivation. overcoming this obstacle requires students to cultivate a sense of discipline and commitment to actively engage with language learning. by consistently applying themselves and embracing a proactive attitude, students can enhance their language awareness and ultimately improve their ability to identify and utilize appropriate language in their lesson plans. page | 361 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the cognitive domain difficulties of using vocabulary in bloom taxonomy according to the researcher, students often find it challenging to effectively utilize the vocabulary of bloom's taxonomy, especially if they do not have a strong understanding or mastery of it. however, the researcher suggests that students can overcome this challenge by actively seeking additional knowledge about bloom's taxonomy from various sources, including their supervisors or teaching trainers. in order to create lesson plans that incorporate the vocabulary of bloom's taxonomy, students can follow several steps. first, they need to identify the relevant vocabulary within bloom's taxonomy. then, they can consult their supervisor or teaching trainer to ensure they are using the vocabulary correctly. this consultation will not only provide them with accurate information but also motivate them to be more diligent in developing their language awareness when creating lesson plans. the researcher hopes that through these efforts, students will significantly improve their mastery of creating lesson plans. this improvement is crucial to anticipate and address potential problems that may arise during the implementation of teaching practice ii in schools. the domain of language awareness associated with these challenges is the cognitive domain. students are encouraged to exhibit courage and perseverance as they strive to understand and apply bloom's taxonomy. this domain fosters their awareness of language rules and enables them to reflect on their language use while analyzing bloom's taxonomy. it is essential for students to make consistent efforts to overcome difficulties, as without such efforts, they may struggle to effectively handle the challenges they encounter. the performance domain many mistakes in grammatical features between indicators and objectives based on the researcher's findings, it is recommended that students engage in continuous consultation with their supervisors or teaching trainers to address this page | 362 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 problem. the supervisor or teaching trainer should provide detailed explanations and corrections to ensure that students fully understand the grammatical features required when creating a lesson plan. in order to address this challenge, students should actively seek guidance from their supervisor or teaching trainer. this will help them to accurately incorporate grammatical features into their lesson plans. additionally, the supervisor or teaching trainer can review the students' lesson plans and provide feedback on any grammatical errors that need to be corrected. this feedback will enable students to learn from their mistakes and improve their language proficiency. this challenge falls under the performance domain of language awareness. by engaging in this domain, students can enhance their language proficiency. recognizing and rectifying their mistakes will enable students to feel more confident in determining the appropriate language to use. this domain also fosters increased awareness and improvement in language skills. it is important for students to actively participate in the revision process and seek feedback from their supervisor or teaching trainer. this will ultimately lead to a greater understanding of the language and an overall improvement in their language awareness when creating lesson plans. difficulties in arranging the sentences between indicator or objectives the challenges faced by students in arranging sentences in indicators or objectives for their lesson plans fall under the category of teacher's factors. during the interviews conducted, it was found that students have some understanding of this aspect, but they tend to exhibit laziness in searching for relevant sources and feel nervous when seeking consultation on their lesson plans. this challenge can be attributed to teacher's factors, specifically laziness and nervousness. the students' lack of motivation and diligence in the learning process contribute to their difficulties. additionally, their nervousness hinders them from fully benefiting from the knowledge they have acquired on creating effective lesson plans. page | 363 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 in terms of language awareness domains, this challenge aligns with the performance domain. by applying this domain, students can overcome their confusion in determining the appropriate language to use. it provides them with more language resources and enhances their overall language mastery. in the following explanation, the researcher will elaborate on the common approaches taken by students when encountering difficulties in creating lesson plans during teaching practice ii. the ways to develop students’ language awareness in creating lesson plan for teaching practice ii there are various strategies that teacher candidates employ to enhance their language awareness when creating an appropriate lesson plan, taking into consideration the five domains of language awareness. these approaches include: the effective domain be aware of natural english the researcher emphasizes the importance of raising awareness among students about the limitations of relying on google translate when creating a lesson plan. it is advised that students should prioritize developing a natural understanding of english language usage instead of relying solely on translation tools. by being aware of natural english, students can gain a more comprehensive understanding of the language and enhance their overall comprehension. this approach aligns with the effective domain of language awareness. it emphasizes the need for students to actively engage with the language and seek a deeper understanding. by being curious and inquisitive, students can develop their language skills and explore the nuances of natural english usage. this approach also relates to the cognitive domain, which encourages students to move beyond rote grammar knowledge and focus on using the language authentically. by promoting activities that bridge the effective domain with improved language performance, students can cultivate a deeper awareness of language and page | 364 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 enhance their overall language proficiency. it encourages them to go beyond relying on translation tools and develop their ability to use the language naturally and effectively. this approach fosters a more comprehensive understanding of language usage and supports students in becoming more proficient language users. the social domain doing a consultation to supervisor or teaching trainer before/after creating lesson plan. the researcher emphasizes the importance of coordination among teaching trainers and supervisors in explaining the lesson plan to students. it is recommended that there should be a standardized pattern for explaining the lesson plan in order to facilitate students' understanding and avoid confusion caused by different patterns. without coordination, students may encounter conflicting information and approaches when they are conducting teaching practice ii and creating lesson plans. however, it is acknowledged that the implementation of lesson plans may vary in different school contexts. nevertheless, the researcher asserts that this approach to creating a standardized lesson plan can benefit students by providing them with a consistent framework and promoting their knowledge and motivation in using appropriate language when creating lesson plans. students can gain a deeper understanding of the procedures and requirements involved, and this can motivate them to be more diligent in developing their language skills for creating effective lesson plans. this approach aligns with the social domain of language awareness. it recognizes the importance of fostering positive relationships and effective communication between teaching trainers and supervisors. by establishing clear and consistent procedures in explaining the lesson plan, students can build better understanding and rapport with their trainers and supervisors. this domain highlights the significance of collaborative efforts and creating a supportive environment for students to enhance their understanding and skills in creating lesson plans. page | 365 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 producing an introduction to create lesson plan in the beginning of teaching practice ii. student teachers acknowledged that following the guidance and rules provided by the teaching trainer has helped improve their ability to create lesson plans. however, they also recognize that relying solely on this guidance is not sufficient for mastering lesson planning without ongoing support from the teaching trainer or supervisor. the initial meeting before starting teaching practice ii provides some guidance, but continuous guidance and feedback are necessary for the students to fully grasp and apply lesson planning effectively. this approach aligns with the social domain of language awareness as it emphasizes the importance of the relationship between students, teaching trainers, and supervisors during teaching practice ii. effective communication and collaboration among all parties involved contribute to better language awareness in creating lesson plans. by maintaining open lines of communication and seeking guidance from teaching trainers and supervisors, students can obtain the correct language usage and improve their lesson planning skills. in addition to the guidance provided by teaching trainers and supervisors, it is crucial for students to seek additional information and understanding from various sources. by actively seeking out information on how to create lesson plans correctly, students can enhance their knowledge and ensure that their lesson plans align with established standards. this proactive approach allows students to further refine their understanding and application of lesson planning principles. overall, a combination of guidance from teaching trainers and supervisors, along with independent research and exploration, contributes to the students' language awareness and proficiency in creating lesson plans. it involves a social aspect where effective communication and collaboration are vital, as well as a cognitive aspect where students actively seek knowledge and apply it to their lesson planning practices. page | 366 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 revising the lesson plan by gathering a feedback from supervisor or teaching trainer. according to the interview findings, it is recommended that students revise their lesson plans based on the corrections and feedback provided by teaching trainers or supervisors. the feedback serves as a valuable source of guidance for the students to improve their lesson plans. however, one challenge that arises is the students' occasional laziness in actively seeking and gathering feedback from their supervisors or teaching trainers during meetings. this approach aligns with the social domain of language awareness. the social domain plays a crucial role in addressing this challenge by emphasizing the importance of effective communication and collaboration in a multicultural context. through active engagement with supervisors and teaching trainers, students can stimulate their language awareness and benefit from the social harmonization that occurs during the feedback process. by actively incorporating the feedback into their revisions, students can refine and enhance their lesson plans. it is essential for students to overcome any laziness or reluctance in seeking feedback and view it as a valuable opportunity for growth and improvement. the social domain provides a framework for students to engage in meaningful interactions with supervisors and teaching trainers, fostering their language awareness and proficiency in creating effective lesson plans. in summary, students are encouraged to actively participate in the feedback process, revising their lesson plans based on the guidance provided by supervisors or teaching trainers. overcoming any laziness or reluctance to gather feedback is crucial for leveraging the benefits of the social domain, which promotes effective communication and social harmonization in multicultural contexts. by embracing this domain, students can enhance their language awareness and create more impactful lesson plans. page | 367 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the cognitive domain identifying taxonomies bloom while creating lesson plan based on the interview results, it is evident that students face challenges when it comes to using the correct language in their lesson plans. this difficulty is particularly influenced by the indicators or objectives they need to meet. the language used in the lesson plans should be coherent and interconnected. bloom's taxonomy plays a crucial role in this process, although analyzing and understanding it can be challenging. since these students will become future teachers and will implement bloom's taxonomy in their lesson plans, it is essential for them to be guided and master it. they should also have the motivation to learn and master the tefl material, as it is vital for their teaching careers. teaching trainers or supervisors should provide detailed explanations on how to use bloom's taxonomy effectively to ensure students' full comprehension. this approach falls under the cognitive domain of language awareness, where students can develop their awareness of language patterns, systems, and rules. however, the understanding of bloom's taxonomy in relation to language ability is still not optimal within this domain. nevertheless, this cognitive domain offers opportunities for students to enhance their awareness of language usage through recognizing and utilizing these patterns, systems, and rules. it is important to note that students not only need to be independent in their learning but also require guidance in mastering bloom's taxonomy. they should be motivated to learn and understand it fully, given the crucial role of tefl material in their future teaching careers. teaching trainers or supervisors should provide detailed explanations and guidance on how to use bloom's taxonomy effectively. by doing so, they can support students in developing a comprehensive understanding of its application. in summary, the challenges faced by students in using the correct language in their lesson plans can be addressed through the cognitive domain of language awareness. by providing guidance and motivation, teaching trainers or supervisors page | 368 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 can assist students in mastering bloom's taxonomy and developing their awareness of language patterns, systems, and rules. the researcher utilized five domains of language awareness to explore the challenges faced by students and the methods they employ to develop their language awareness through creating lesson plans. these domains are the effective domain, social domain, power domain, cognitive domain, and performance domain. among the challenges students encounter when developing their language awareness, the dominant domains are the effective domain and the performance domain. in the effective domain, students become aware of the language they use and practice to improve their ability to use appropriate language in their lesson plans. additionally, in the performance domain, students are able to overcome limitations in language structure and understanding, thus empowering themselves to master language usage. based on these explanations, it is evident that students who are still learning to create lesson plans using appropriate language require guidance from an experienced figure. the feedback provided by supervisors or teaching trainers plays a crucial role in helping students develop their knowledge and language awareness. however, when it comes to addressing the challenges faced by students, one domain stands out as dominant—the social domain. in fact, most students require guidance from a figure in order to effectively use appropriate language. this highlights the importance of the relationship between students and their supervisors or teaching trainers. according to david's research (2013) on awareness in translation, awareness is increasingly emphasized in specialized literature, particularly in the area of translator competence. developing an awareness of the translating process is seen as essential, and comprehensive handbooks can complement this awareness in professional work. similarly, yulianto's research (2016) focuses on grammar instruction in the classroom. the research suggests techniques where students are able to "notice" grammar, especially when it hampers comprehension, during page | 369 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 communicative lessons. this process is referred to as language awareness, wherein learners observe and learn how grammar features work. in summary, the researcher's utilization of the five domains of language awareness sheds light on the challenges faced by students and the approaches they adopt to enhance their language awareness in creating lesson plans. the social domain emerges as the most crucial in terms of students needing guidance from a figure to effectively use appropriate language. the research findings align with previous studies by david and yulianto, which emphasize the importance of awareness in translation and grammar instruction. based on the research conducted by david and yulianto, it is expected that the concept of language awareness can help address the problems identified in this study. the researcher focused on using language awareness to enhance students' ability to create lesson plans using appropriate language. in discussing the results of the research, the researcher expressed satisfaction as almost all students’ demonstrated awareness of the language they used in their lesson plans. this finding indicates that providing direct corrective feedback from supervisors or teaching trainers can help improve students' language awareness in lesson planning. to become a competent teacher candidate capable of creating effective lesson plans using language awareness, certain characteristics need to be developed. these include using appropriate language that aligns with the indicators or objectives, identifying the vocabulary associated with bloom's taxonomy, utilizing proper grammatical features, selecting suitable tenses that convey the intended meaning, and constructing coherent sentences. proficient teachers possess the ability to use language effectively to conduct successful lesson plans. teaching practice ii serves as a valuable opportunity for teacher candidates to enhance their ability to apply language awareness in creating lesson plans. however, the implementation of this practice may encounter challenges as students strive to use language correctly. page | 370 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 despite the challenges faced, there are ways to address them. the researcher suggests that students establish a closer relationship with their supervisors or teaching trainers, as this can help them apply the strategies explained earlier and effectively handle the challenges. by doing so, students will find it less difficult to create lesson plans using appropriate language. the data for this research was collected from the documentation of lesson plans created during teaching practice ii and face-to-face interviews conducted with 20 students. the findings were described as clearly as possible, and the data needs to be analyzed and reported in accordance with the problems introduced earlier in the research. the information obtained from the documentation and interviews supports the explanations provided in this study. supervisors or teaching trainers play a vital role in guiding students. every revision, comment, and advice provided by supervisors or teaching trainers positively influences students' progress. as students encounter various challenges in each meeting, the strategies applied may vary. this fosters students' interest in creating lesson plans using appropriate language, even if not all students fully understand the guidance provided by supervisors or teaching trainers. conclusions and suggestions based on the research results, several challenges have been identified in the development of students' language awareness through lesson planning across the five domains of language awareness. the challenges are as follows: effective domain: difficulties in creating lesson plans that incorporate language awareness and fear of making mistakes in relation to language awareness. power domain: lack of interest in identifying difficult words between indicators and objectives. cognitive domain: difficulties in using vocabulary from bloom's taxonomy. performance domain: making numerous grammatical mistakes in relating indicators and objectives and struggling to arrange sentences appropriately between indicators and objectives. page | 371 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 however, the research also identified five strategies that students employ to develop their language awareness in creating appropriate lesson plans within the five domains of language awareness. these strategies are as follows: effective domain: raising awareness of natural english usage. social domain: seeking consultation from supervisors or teaching trainers, producing introductions for lesson plans at the beginning of teaching practice ii, and revising lesson plans based on feedback received from supervisors and teaching trainers. cognitive domain: identifying the taxonomies of bloom's taxonomy. based on the research findings, discussions, and conclusions outlined above, several suggestions can be made. firstly, students should focus on developing their language awareness skills in creating lesson plans during both teaching practice i and teaching practice ii. they should practice creating effective lesson plans using appropriate language and analyze examples provided by teaching trainers, supervisors, or other sources. for lecturers teaching curriculum material development and instructional design, this research provides valuable insights. as students face challenges predominantly in the effective and performance domains, it is evident that they require guidance and corrections to create lesson plans that incorporate language awareness. therefore, it is recommended that instructors provide more detailed explanations in addition to examples and tasks. not all students can grasp the material quickly and accurately, so comprehensive explanations will facilitate better understanding. lastly, this research has implications for the english education department. it sheds light on the theoretical and practical differences between lesson planning in schools and colleges. the department can utilize this research to enhance their understanding of the disparities and potentially bridge the gap between theory and practice in lesson planning. in summary, the research findings highlight the challenges faced by students in developing language awareness in creating lesson plans and suggest strategies to address these challenges. the recommendations provided aim to improve students' page | 372 ratih suci syahidah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 language awareness skills, support instructors in providing effective guidance, and inform the english education department about the differences between school 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(2004). the ecology and semiotics of language learning: a sociocultural perspective. boston: kluwer academic. ieee paper template in a4 (v1) loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||157-177||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php children language acquisition process loli safitri safitriloli28@gmail.com iain bukittinggi of indonesia article history: received: 15th october 2020 accepted: 29th december 2020 this research discusses a case study of children in acquiring their first language at age 18 months old in bukittinggi. the process deals with some stages namely cooing, babbling, holophrastic, the twoword stage, telegraphic stage, and multiword stage. the purpose of this study is focused on how the children learn the language in the real life. to find out the answer of the problem in this research, the researcher uses the related theories, they are lyons (1981), varshney (2003), chomsky (2009), bolinger (2002), gleason (1998), steinberg (2003), fromkin (1983), bolinger (2002) and steinberg (2003). this research is conducted with descriptive qualitative research where the subject and object are taken from the children at age 18 months old in bukittinggi. the researcher takes the observed baby named azka as the subject and gets the data by observation and video recording. after the data had been collected, the researcher finds out that azka was 18 months old baby who was in holophrastic functions: the one-word utterances stage of language development. finally, parents’ role is important to develop the children language. the parents should build interaction with their child to know their child’s language development. besides that, the researcher suggests the parents to say the right pronunciation to the children. corresponding author: tel.: safitriloli28@gmail.com keywords: children; language; acquisition; learning introduction in the language acquisition process, children learn to produce and comprehend speech. the process started since infants and then continues through some stages until the child can speak or produce a sentence even a complex sentence. prior to uttering speech sounds, infants make a variety of sounds, crying, cooing, gurgling. p a g e | 158 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 infants everywhere seem to make the same variety of sounds, even children who are born deaf (lenneberg, rebelsky, & nichols in steinberg et. al : 2000). the ability and propensity to utter such sounds thus appear to be unlearned (steinberg et. al : 2000). furthermore, it is also influenced by not only innate factor but also environments. according to steven pinker (2011), “learning a first language is something every child does successfully, in a matter of a few years and without the need for formal lessons.” the process of language acquisition is done naturally since an infant is exposed to the language. erika hoff stated, “in the span of just a few years, newborn infants who neither speak nor understand any language become young children who comment, question, and express their ideas in the language of their community.” this change does not occur all at once. steinberg (2000) divides language learning into two psychological processes that are speech production and speech comprehension. the development of speech production is divided into three stages. the first stages from (1) vocalization to babling to speech: vocalization to babbling, babbling to speech, explaining the acquisition order of consonants and vowels, (2) early speech stages: naming, holophrastic, telegraphic and morphemic, (3) later speech stages: rules formation for negatives, questions, relative clauses, passives, and other complex structures. moreover, piaget dan vygotsky (2000) describes phonology acquisition in line with child’s age development. 0 – 5 months age old psycholinguist affirms that this stage is equal with paralinguistic. at this stage, children are unable to produce the utterance. children can communicate through crying, looking away, or smiling because of their inappropriateness articulator. a child is able to breathe and drink which both may work together in order time. that is a primary function of someone’ articulator provided by the nature. besides, speaking is understood as secondary function of child’s articulator provided by the nature which is completely acquired through learning process. but this process relies on sense of hearing: sound repetition produced by external factor p a g e | 159 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 (environment) then imitated by a child highly influenced toward their utterance production. phonology acquisition at this prelinguistic stage can be occurred in some stages. firstly, child speaks by shutting down the cleft in the larynx when breath out; child cries. then he/she vibrates the cleft more calmly; this is called vowel. secondly, babbling by vibrating his/her month which is mostly closed when child produces the utterance; this stage is assumed as babbling, the child imitates the mother tongue in practicing of producing utterances. word can be produced by the child at the end of this prelinguistic stage. 6 – 12 months age old or second babbling stage. this age, a baby can produce more complicated and varied. children produce the utterances by combining between vowel and consonant phonemes which is similarly with syllable, i.e. in indonesian context: ma-ma-ma, ba-ba-ba, pa-pa-pa, da-da-da, etc. these phonemes have the certain meaning and it may not be reused when the child can speak (producing word or phrase). 8 – 12 months age old at this age, child begins and tries producing phonetic segments such as phoneme then producing word. for example in indonesian: utterance “bu” then “bubu” and finally this can be pronounced word “ibu”. other example: “pa”, “empah” then a child may produce word “papa”or “bapak” which means father. at this stage a child has an initiative to communicate. children have their own way to create the interaction with adult. besides, at this stage, children frequently used their gesture; like pointing the certain things. 12 years old or holophrastic stage (first linguistic stage) at this stage, child is able to pronounce one word and this article focuses at this stage. 2 until 3 years old at this stage, children are able to pronounce two words or phrase. in indonesian context child may produce phrase mama masak (mother cooks), adik minum (sister drinks), papa pigi (father goes), baju kakak (brother’s shirt) etc. these utterances, of course incompletely like adult’s utterances. at the beginning pronounce ”di p a g e | 160 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 “ which means adik (sister/brother), then child pauses, and produce “num” which means minum (drink) then finally child is able to pronounce phrase, “adik minum” (sister/brother drinks). 3 s/d 4 years old at this stage, children are able to pronounce the elements of complicated structure such as simple sentence. by understanding phonology acquisition stages above, everyone is highly possible to be interlocutor for children. utterances production and human’s life are inter-dependence. life is nothing if the interlocutor unable to interpret utterances produced by children. burrhus frederic skinner (1957, in the field, 2004:30-31) suggests that language acquisition account first by operant conditioning. his view is that a child acquires language through imitating the utterances of adults. parents provide language model. they also provide reinforcement through the sign of approval, through the implementation of the child or through a desire to recognize, respond to, and produce child's speech. then, noam chomsky explains that the language acquisition obtained through habit or imitation that is generative and theories of language acquisition must take into account the way in which infants acquire the capacity to generate an infinite number of grammatical utterances infinite through the potential development that has taken birth(field, 2004:30-31). children in obtaining first language quite varies, there is a slow, moderate, and some even faster. this is very influenced by several factors, such as natural factors, cognitive development factors, social background factor, and hereditary factors (gender, intelligence, personality/style acquisition) (slobin, 1985:63). a child does not suddenly have a grammar first in the brain (neurology), complete with all the rules. the first language was gained with several stages, and each subsequent stage closer to the grammar of the language of adults. later, the child's language development is not only affected by neurological development, but also by their biological development. according lenneberg (in the dardjowidjojo, 2000:60) the children's language development follows the p a g e | 161 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 biological schedule that cannot be bargained. a child cannot be forced or encouraged to be able to utter something, if his biological ability has not been possible. conversely, when a child is biologically has been able to do something, he will not be able to also prevented from utters it, because there is a linkage between the developments in biology with language skills. therefore, the researcher is interested in conducting an observation about this language learning in speech production that is 18 months old child in acquiring the first language. this paper reports the observation process and the result of the observation of child language acquisition. review of literature language acquisition language acquisition is meant process whereby children achieve a fluent control of their native language (varshney, 2003:307). the ability to get and understand the language is inherited genetically but the particular language that children speak is culturally and environmentally transmitted to them. children all over the world acquire their first language without tutoring. whereas a child exposed to speak to an english speaking community begins to speak english fluently, the other one exposed to a community of indonesian speakers, begins to use indonesia fluently. language acquisition thus appears to be different in kind from the acquisition of other skill such us swimming, dancing, or gymnastics. native language acquisition is much less likely to be affected by mental retardation than the acquisition of other intellectual skill activities. every normal human child learns one or more language unless he is brought up in linguistic isolation, and learns the essentials of his language by a fairly little age, say by six. according to chomsky (2009:101-102) language acquisition is a matter of growth and maturation of relatively fixed capacities, under appropriate external conditions. the form of acquisition and use of language the language that is acquired is largely determined by internal factors; it is because of the fundamental correspondence of all human languages, because of the fact that “human beings are the same, wherever they may be”, that a child can learn any language. the p a g e | 162 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 functioning of the language capacity is, furthermore, optimal at a certain “critical period” of intellectual development. in addition to that, the term „language acquisition‟ is normally used without qualification for the process which results in the knowledge of one‟s native language(or native languages). it is conceivable that the acquisition of a foreign language whether it is learned systematically at school or not, proceeds in a quite different way. indeed, as we have seen, the acquisition of one‟s native language after the alleged „critical age‟ for language acquisition may differ, for neurophysiological reasons, from the normal child‟s acquisition of his native language. (lyons, 1981:252). theories underlying first language acquisition there are some different theories related to the language acquisition. brown (2000:22) states that according to behaviouristic approach, children come into the world with a blank sheet of paper (tabula rasa), a clean state bearing no preconceived notions about the world or about language, and then children are shaped by their environment and slowly conditioned through various schedules of reinforcement. meanwhile, constructivist makes not only the rationalist or cognitivist claim that children come into this world with very specific innate knowledge, predispositions, and biological timetables, but the children learn to function in a language chiefly through interaction and discourse. the following diagram shows three different approaches but complement each other: behavioristic, nativist, and functional approaches. behaviorist nativist functional mediation theory figure 1: the different approaches of behaviorist, nativist and functional -tabula rasa -stimuli: linguistic responses innate predispositions (lad/ug) systemic ruled constructivist social interaction cognition and mediating responses p a g e | 163 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 behavioristic approach behaviorism is a psychological theory of learning which was very influential in the 1940s and 1950s, especially in the us. skinner in brown (2000: 22-23) states that language learning is a kind of behavior similar to other behaviors. language is learnt in much the same way as anything else is learnt. it is believed that language learning is the result of imitation, practice, feedback on success, and habit formation. children imitate the sounds and patterns which they hear around them and receive positive reinforcement for doing so. therefore, it is believed that imitation and practice become the major process in language development and positive reinforcement and corrections play a major role in language acquisition. two important concepts are put forward in supporting this theory, such as stimulus (s), response (r) s r the term stimulus (s) refers to the reinforcement or the environment and response (r) refers to the activity resulting from behaviour changing. it is believed that stimulus such as reinforcement can produce response. the stimulus can be in the form of language input. when a child gets a language input from the environment, he will imitate it and continue to imitate and practice this input (sounds and patterns) until he forms “habits” of correct language use. thus, learning in this case is seen as behaviour change through habit formation, conditioned by the presence of stimuli and strengthened through practices and selective reinforcement. the nativist approach the nativist, also known as innatist, believes that language is not a behavior learned through imitation and conditioning as chomsky and miler (1957) in chaer (2003: 169-170) states that children’s minds are not blank slates to be filled merely by imitating language they hear in the environment. instead, he claims that children are born with special ability to discover for themselves the underlying rules of a language system. goh and silver (2004: 19) also give emphasis that language is rule-based and generative in nature, processed and produced through complicated cognitive processes and mechanism. children are equipped with l.a.d (language p a g e | 164 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 acquisition devices). l.a.d is a series of syntactic universal, structural properties universally found in all languages. these syntactic structures are innate. another assumption of this approach is that language development follows biological and chronological program. just as normal children go through distinct and predictable phases of psychomotor development at different times during their early years, various grammatical features are acquired according to natural order or program. it is supported by lenneberg (1967) who is popular with his critical period hypothesis in which he argues that critical point for language acquisition occurs around puberty. beyond this point, people who try to learn a language will not acquire it fully. functional approach the primary focus of the functional approach which is also popular as interactionist model is how language and cognitive development take place within key contexts of interaction. it means that language development goes along or is dependent on the cognitive development supported by the environment, i.e. contexts of interaction. these contexts include care giving, play and joint adultchild book reading where many communication routines occur. such routines allow adults to provide a rich source of language input in meaningful communicative contexts. these inputs, of course contribute to the language development. another contribution of adult –child interaction is that it provides opportunities for young children to use and experiment with language. just like adults, children use language for particular communicative function, such as requests, refusals etc, for example, “apa ini?” (what’s that), “cucu” asking for milk etc. since the language development is dependent on the child’s cognitive capacity and attempts and the quality of input, environment the child’s experience to live, thus, to enhance the acquisition of language attention to the quality of input is of a very great important. this idea is in line with vygotskyan view of cognitive and language in which it is stated that cultural and social environments and language learning are interrelated. children learn a language in social interactions and use it for social purposes. secondly, cognition is also seen as closely related to language learning. children’s cognition is developed through their interaction with their p a g e | 165 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 parents and other people. adults use language to teach children about their world by talking to them about everyday routines, naming objects together and teaching them about appropriate behaviours. however, the relationship between the cognition and the language learning gradually changes as the child grows older. through language used by themselves and the people around them. children learn to interpret new experiences which further develops their ability to think. for example, children who have some control over their language will initiate questions so as to make sense of things they see or hear; they also enjoy listening to stories and talking about characters in the stories. therefore, by learning to use language, children in turn develop new ways of thinking about their experiences. the changing relationship between cognitive development and language can be shown in the following figure. figure 2: changing relationship between cognitive development and language cognitive theory cognitive theorists believe that language is subordinate part of cognitive development, dependent on the attainment of various concepts (gleason 1998:383). according to this view, children learn about the world first, and then map language onto that prior experience. additionally, cognitive theorists believe that language is just one aspect of human cognition. according to piaget and his followers in interaction with the world and with others cognitive development (thought) language p a g e | 166 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 gleason (1998:384), infants must learn about world around them, which they do through active experimentation and construction. for example, the infant crawls around the floor, observes object from all angels, and slowly develops a sensorimotor (literally, “through the senses and more activity) understanding of the space in which she lives. as bolinger (2002:3) said that, acquiring a language calls for three things: 1. predispositions, as well as physical capacities, developed through countless centuries of natural selection; people have capacities for communicating in a human way uniquely and capacities for acting such as breathing, grasping and crying. 2. a pre-existing language system, any one of the many produced by the cultures of the world; language persists through time and from speaker to speaker. we are not born with an instinct to learn language such as english, indonesian or chinese but we learn a language as members of the society, or we want to understand that society, or to be understood by that speech community. it means that if a language is not used in any society, it dies out. 3. .a competence that comes from applying the predispositions and capacities to the system through the relatively long period during which the child learns both to manipulate the physical elements of the system, such as sounds and words and grammatical rules, and to permeate them with meaning: a child must learn the rules before use the language creatively. stages in first language acquisition when human is born, he does not have suddenly the grammatical of his first language in his brain and completely with its rules. the native language is acquired through some stages, and every stage is passed near to adult’s language. there are six stages in children’s first language acquisition, namely: pre-talking stage / cooing (0-6 months). according to bolinger (2002:283) pre-talking stage or cooing is the vowel-like sound responding to human sounds more definitely, turns head, eyes seem to search for speaker occasionally some chuckling sounds. for example, miles (at the age of 4 months) demonstrating the cooing stage of language acquisition. he is producing p a g e | 167 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 vowel-like sounds (especially, the back vowels [u] and [o])in the sounds of “oh”, “uh”, and “ah”, typical of "cooing".he still finds difficulties in producing the vowel sound [i] except when he is screaming in “hiii”. moreover in producing the consonant sounds like [b], [p], or [m], she is not able to produce them yet. babbling stage (6-8 months) babbling is the sounds which infants produce as consonant-vowel combinations, steinberg (2003:147). the sounds which are produced by infants but not all the speech sounds are same in language of the world such as [ma-ma-ma] or [da-da-da] and [ba-ba-ba] or [na-na-na]. holophrastic stage (9-18 months) fromkin (1983:328) defined holophrastic from holo “complete” or “undivided” plus phrase“phrase” or “sentence”. so holophrastic is the children‟s first single word which represent to a sentence. children using one word to express particular emotional state. for example, debby‟s mother recorded the words she had pronounced during the 8 months after the appearance of her first word at 9 months (this was [adi], used both for her "daddy")during the two weeks from 17 months 17 months and a half, she more than doubled her vocabulary. the two-word stage (18-24 months) two-word stage is the mini sentences with simple semantic relations. as fromkin (1983:329) states that children begin to form actual two-word sentences, with the relations between the two words showing definite syntactic and semantic relations and the intonation contour of the two words extending over the whole utterance rather than being separated by a pause between the two words. the following “dialogue” illustrates the kinds of patterns that are found in the children‟s utterances at this stage. basically, a child at this age is already able to produce the consonant sounds like [j], [p], [b], [d], [t], [m], and [n]. telegraphic stage (24-30 months) telegraphic is merely a descriptive term because the child does not deliberately leave out the non-content words, as does an adult sending a telegram, fromkin (1983:330). when the child begins to produce utterances that ere longer than two p a g e | 168 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 words, these utterances appear to be “sentence-like”; they have hierarchical, constituent structures similar to the syntactic structures found in the sentences produced by adult grammar. later multiword stage (30+months) according to bolinger (2002:283) at this stage is fastest increase in vocabulary with many new additions everyday; no babbling at all; utterances have communicative intent. there is a great variation among children, seems to understand everything said within hearing and directed to them. children language development semantic is the study of the linguistic meaning of words, phrases, and sentences (fromkin, 1983:164). children‟s early utterances, consisting primarily of single words, were once considered to carry the meaning of whole sentences; they were labeled holophrastic. it was though that children intended the more elaborate meanings of older individuals but non-semantic factors, such us their insufficient memory spans gleasonfield and smith, in gleason, (1985:152) states that this position was difficult to support because it required attributing intention and semantic knowledge to young children on the basis a little evidence. it is now believed that young children come only gradually to understand and subsequently encode in their words of adult meanings. gleason (1985:90) states that the processes of concepts learning and lexicalization, or attachment of words and meaning, may occur at varying rates and overlapping in time. at times children‟s concepts right match those of adult, but the children might use imperfect and only partially appropriate words because they lack better words to express themselves. to serve their communication desires, children may make a choice to use words in an analogous fashion or as semantic standing for the words they do not know. and then, nelson at all in gleason (1985:90) have suggested that young children are actively engaged in the “classification and of features of objects and events” and use their single words analogically to comment upon similarities they have noticed additional evidence that children are using analogy comes from the fact that they are seldom observed to use words in this fashion often they acquire syntax and can p a g e | 169 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 explain what they mean. as jakobson in fromkin (1983:163) said that language without meaning is meaningless. method the methodology of this research is descriptive qualitative approach. it focuses on how the children learn the language in the real life. the subject of this research is taken from the children at age 18 months old named azka who lives in bukittinggi. in collecting the data, the researcher uses observation method and video recording of conversation between child and parents. in analysing the data, the researcher conducts some procedures. first, the data are collected from video recording of the conversation between child and parent. then, the researcher transcribes the recording data and analyses it based on semantic, syntax and pragmatic acquisition. finally, includes them in approaching language acquisition. findings and discussions the observation was conducted around one month started at 1st march 2020 – 22nd march 2020. the observed baby, azka was 18 months old, was born in bukittinggi on 10th september 2018. his father is (mr. dodi) is an entrepreneur and his mother (mrs. desi) is a housewife. his parents come from bukittinggi and lived in bukittinggi. azka is the third child. in every day communication, their parents use minang language. the mother is also communicates minang to azka. after several weeks’ observation, the observer found that azka had come into early speech stages by producing one-word utterances. the following is the result of the observation. first week, 1st march 2020 this first week was the first time the researcher observed azka. since azka is the third child his family, so he lives with his parents and his siblings. when his father goes to work, azka stays with his mother. in addition, his mother plays the important rule in his language development process because she is only a house wife and spends much time with azka. his mother tries to communicate with him every day after she finishes doing housework. p a g e | 170 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 furthermore, when the researcher went to azka’s house, she found that azka had been able to speak one-word utterances. the utterances produced were still incomplete words due to the development of speech organs. when azka felt hungry, he would utter ‘mam’ means ‘mamam’ or ‘i want to eat’. when his father went to work, he uttered ‘dah’ means ‘dadah’ or ‘good bye’. the mother tried to imitate azka’s words when spoke with him. his mother often repeated his utterances when communicate with azka in order to make azka repeated the utterances. for example, at lunch time, when he wanted to feed azka, he would say “mam” for two or three times in order to make azka familiar with the utterance and also the meaning. this following table lists some utterances produced by azka: table i azka’s utterance mature speaker utterance purpose semantic relations (expressed or implied) pa (ayah) papa (daddy) naming experiencerstate-object ma (ibu) mama (mommy) naming experiencerstate-object num (minum) minum (drink) (i want to drink) request experiencerstate-object mam (makan) makan (eat) (i want to eat) request experiencerstate-object we (kue) kue (cookie) (i want a cookie) request experiencerstate-object puk (kerupuk) kerupuk (chip) (i want chip) request experiencerstate-object ugh (ya) ya (yes) answer to question experiencerstateaffirmation p a g e | 171 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 in (balik) main (go out) (i want to go out) request experiencerstate-wish nak (enak) enak (delicious) (it is delicious) informing experiencerstate-taste uk (buruk) buruk (ugly) (it is ugly) informing attribution bum (mobil) mobil (car) (i want to ride in the car) request experiencerstate-object pon (handphone) handphone naming experiencerstate-object cang (pisang) pisang (banana) naming experiencerstate-object kak (bukak) buka (help me to open it!) request (agent)-actionreceiver-object tup (tutup) tutup (please close it!) request (agent)-actionreceiver-object tak (tidak) tidak (no) refusal experiencerstate-negation tak (minta) minta (give it to me!) request (agent)-actionreceiver-object tak (kakak) kakak (big sister) naming experiencerstate-object ja (kerja) bapak kerja (daddy goes to work) informing agent-action tut (ikut) ikut (i want to go too) request experiencerstate-object nggu (tunggu) tunggu (wait for me!) request experiencerstate-object ngin (dingin) dingin (it is cool!) informing experiencerstate-taste p a g e | 172 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 ngek (angek) panas/angek (it is hot!) informing experiencerstate-taste bok (bobok, tidur) tidur (grandpa is sleeping) informing agent-action yang (sembahyang) shalat / sembahyang(pray) informing action dah (sudah) sudah (i have done it!) informing action ek (eek, buang air besar) buang air besar (i want to poop) informing experienceraction pis (pipis, kencing) kencing (i want to pee) informing experienceraction the second week, 8th march 2020 since azka lives only with his parents, the language improvement will depend on his parents in exposing the language to him. his mother often brought azka to their neighbor’s house in order to expose azka to the language and communication. steven pinker (2011) stated, “children most definitely do need to hear an existing language to learn that language of course.” it means that when children are having more interaction with the environment and hears more sounds, it will improve their language. meeting new people and hearing new utterances, azka found new utterances for example in naming, ‘nte’ for ‘tante’ or ‘aunty’, ‘om’ for ‘oom’ or ‘unlce’. azka also saw new things such as cat, dog, candies, etc. the neighbors also liked to talk with azka by imitating azka’s words. when they wanted to introduce to new thing, the neighbors repeated the words for several times until azka was familiar with the words and produced the utterances, for example ‘mobil’ or ‘car’ and then azka said ‘bil’ for ‘mobil’ or ‘car’. here are some new utterances that azka found outside of his house: p a g e | 173 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table ii azka’s utterance mature speaker utterance purpose semantic relations (expressed or implied) bat (hebat) hebat (great!) bragging experiencer-statecompliment o..o.. (astaga) astaga, ya ampun (my god!) warning experiencer-stateastonishment re (hore) hore (hurrah, hurray) informing experiencer-stateenjoyment oce (oke) oke (okay) answer to question experiencer-stateaffirmation itan (ikan) ikan (fish) naming experiencer-state-object tos tos (toss) informing experiencer-stateaffirmation ngin (dingin) dingin (it is cold!) informing experiencer-state-taste pat (cepat) cepat (hurry up!) request experiencer-stateimperative nte (tante) tante (auntie!) request experiencer-state-object la bam (allahu akbar) allahu akbar (praying) informing experiencer-action guk (guguk) ada anjing (that is a dog) naming equation men (permen) pemen (give me some candies! request (agent)-actionreceiver-object yong (meong) ada kucing (that is a cat) naming equation p a g e | 174 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the third and the fourth week, 15th march – 22nd march 2020 in this third week, because of a lot exposure to the language, azka had made an improvement for producing utterances. he had been able to say “mama” for “mother” and “papa” for “father”. he was being able to say some simple one-word utterances completely. he had been familiar with the utterances and the naming of the things around him. table iii azka’s utterance mature speaker utterance purpose semantic relations (expressed or implied) nenek nenek (grandma) naming experiencer-state-object mama mama (mother) naming experiencer-state-object lani lani naming experiencer-state-object umam (mamam) mamam (i want to eat) request experiencer-state-object based on the real interaction both data provided above and other recorded, researcher may conclude that neurological maturity in line with children’s phonology acquisition development. for a child at the age of 18 months old, language input toward child dominantly provided from external factor and media (toys, family interaction, peer’s interaction, kitchen tools and the like) around him. the media provided significantly contributed toward child’s semantic acquisition and gradually they produce the appropriate pronunciation. in supporting this statement, tarigan (1985) said that utterance produced in this phenomenon includes in holophrastic stage because child produces a phoneme to be representative the semantic for whole sentence. tarigan illustrated this phenomenon in indonesian context in terms of word “asi “/rice (which means nasi can be interpreted dia ingin makan nasi (a child likes eating rice), dia sudah makan nasi (a child has eaten rice), nasi ini tidak enak (rice is not delicious) or atau apakah ibu mau makan nasi? (do you like eating rice?) etc. p a g e | 175 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 in supporting the interlocutor’s interpretation toward child utterances production, interlocutor may have sufficient understanding of child’s circumstance around. interlocutor (adult) may engage to provide the notion of this holophrastic stage, memory and children’s articulators are incomplete yet to produce a sentence which consist of some words. holophrastic stage experienced by normal child in age of 12 until 24 months old. the ending period of this stage may be different for each child; early finished or may be for certain children holophrastic stage will be stopped at the 36 months age old. at this stage also, child’s physic movement i.e. touching, pointing, lifting things, and the like done in combination with utterance one word. furthermore, gesture; one word is used to give the comment toward the object or occurrence around him/her. one word said can be understood as an order, inform, refuse, question, and the like. clark (1977) affirms that child in the age of 12 until 24 months old, gesture is more communicative. gesture and word are produced equally. in addition, word produced and physic movement are equal essential in the holophrastic stage and word firstly produced by a child rely on what the near object around, what he/she listens and looks at. clark’s concept in indonesian context can be word pipis means buang air kecil (toilet), mamam atau maem means makan (eating), dadah while a hand signal wave, mah means mamah (mother), pak means bapak (father), bo means tidur (laying). the words which mean questioning can be what, why, while ordering words: here, there, look, and asking: again, wish, and ask. these three types can be different for each child. in addition, referenced to the recording result, the researcher may highlights that children at the holophrastic stage have the problem of certain consonants phonemes production such as r, s, k, j and t. children had the variety of consonants phonemes production performance and those unequal with adult’s utterances. besides, children in the age of 15 until 20 months old cannot become active speaker in certain conversation. after this stage, children are engaged to be more active in conversation with adult, they know the appropriate turn taking in conversation. conversation initiative created from adult and children involved and they produced more than two words in replaying adult’s question or in responding adult’s intention p a g e | 176 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 with their gesture movement. children appear their phonology acquisition after this stage significantly developed. a child can produce one word/phrase then she/he involved actively in conversation and other utterances produced by that child can be developed through imitation a series utterance appears in the conversation. conclusions and suggestions children language acquisition is the important process in the children language development. parents and environment take an important part in this language development. azka was 18 month old baby who was in the one-word utterances stage of language development. his mother exposed him to the language that really influenced his language acquisition. in this stage, azka had been able to say ‘mama’ and ‘papa’. furthermore, he was also familiar with names of simple things around him for examples: ‘nte’ for ‘auntie’, ‘om’ for ‘uncle’, ‘yong’ for ‘cat’, ‘guk’ for ‘dog’, etc. after observing azka, the researcher can conclude that at this age, the child is in the one-word utterances where the production of the utterances followed by comprehension of the utterances. in accepting acquiring language, the child takes time to identify the word to several times the listening process. while the words that usually fall into the category of rapid language acquisition are words which are directly related to the daily routine, the main requirement of everyday life, and nouns such as people who are constantly interacting with the child. for example, breastfeeding, eating, drinking, going out, looking at the car, mother, father, grandmother, older sister, grandfather, brother, uncle. the more words that are directly visible or concrete by the child so quickly he will be an additional acquisition of language can be stored in the organs of the brain form long-term memory that can be used at any time of the child to interact with the opposite of play. from the results of this research we can understand that the child language acquisition is strongly influenced by physiological and psychological functions. articulation functions due to the incomplete articulation of children aged 18 months so that the words spoken were not perfect. then, psychologically, the child experiences something tangible or concrete, either the nature of objects or actions that are going to help in the process of language acquisition quickly and spoken words become meaningless. p a g e | 177 loli safitri let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 references brown, douglas. 2000. principles of language learning and teaching. new york: pearson education clark, herbert h and eve v. clark. 1977. psychology and language: an introduction to psycholinguistics. new york: harcourt brace jovanovich, inc fromkin ,victoria (1983) an introduction to language.third edition. new york. cbs college publishing. goh, christine c.m. and silver, elaine, rita. 2004. language acquisition and development. jakarta: pearson education guasti, maria teresa. 2002. the language acquisition : the growth of grammar. massachusetts: massachusetts institute of technology hoff, erika. (2010). first language acquisition. retrieved on january 2011. http://www.education.com/reference/article/first-primary-languageacquisition/. pinker, steven. (2011). language acquisition. retrieved on january 2011. http://users.ecs.soton.ac.uk/harnad/papers/py104/pinker.langacq.html. steinberg, danny d. (1993). an introduction to psycholinguistics. new york: longman ______. (2000). psycholinguistics: language, mind, and world. second edition. new york: longman. tarigan, guntur. 1985. psikolinguistik. bandung: angkasa. guasti, maria teresa. 2002. the language acquisition : the growth of grammar. massachusetts: massachusetts institute of technology ieee paper template in a4 (v1) muhammad lintang islami hakim let: linguistics, literature and language teaching journal vol.8 no.1 2018 let: linguistics, literature and english teaching journal || volume || 8 || issue || 1 || pages || 1-14 || 2018 || |p-issn: 20869606; e-issn: 25492454| thinking maps an effective visual strategy efl/esl for learners in 21st century learning muhammad lintang islami hakim lintang14januari@gmail.com universitas pendidikan sultan idris malaysia article history: received: 7 th december 2017 accepted: 2 nd february 2018 abstract in this 21 st century learning students are encouraged to master skills that can enhance their professional in their lives. the traditional method to teach english now is suggested to be integrated with the standard modern method to enhance higher order thinking skill. thinking maps is a language of eight visual patterns, each based on a fundamental thought process, designed by dr. david n. hyerle. looking at to the demands in teaching english, educators need to consider thinking maps to their english instruction. the goals of this strategy are to help teacher having a variety of technique in teaching english and to cover the demand of 21 st century learning in enhance students’ thinking skill. aware towards a potential of this teaching strategy, thinking maps could be one consideration for teacher to practice in the classroom. this paper will elaborate on how the thinking maps implement can give the contributions in teaching and learning english. the discussion will be in the introduction of thinking maps, the concept of thinking maps in english language teaching. furthermore, the application of thinking maps into real instructional context will be elaborated. corresponding author: tel.: .............................. key words: thinking maps, elt, 21 st century learning introduction nowadays, 21st century learning skills become a crucial change that has been moving over the last century from manufacturing to asserting information and knowledge facilities. we can see that knowledge is becoming more developed, more specialized and rapidly growing. technology in information and communication has been shifting the nature of how people work and the meaning available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:lintang14januari@gmail.com p a g e | 2 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 of social interaction. shared decision-making, information distributing, cooperation or collaboration, revolution, and speed are being urgent for a certain party. nowadays, successful skills are emphasized to the way pupils are able to communicate well, able to adapt in response to new demands and changing environment, and able to explore the power of technology to provide creative and innovative knowledge (pacific policy research center, 2010) looking at to the american education that has been greater, it obviously need to be considered as a teaching and learning model for the other country to transform their education as well. to be an academician and a career-ready today, the process in teaching and learning must exceed mastery of core subjects and the comprised 21st century knowledge and skills such as critical thinking, communication, collaboration, and technology literacy. the american association of colleges for teacher education (aacte) and the partnership for 21st century skills believe that new teacher should be aware and be prepared with 21st century knowledge and skills. teacher should also be familiar on how to integrate those skills into their instructional setting. beyond classroom, fulfilling 21 st century skill shall be our nation’s priority to meet challenges in 21 st century. this will be a matter in our education if the system is not following the 21 st century demands in teaching our children (greenhill, 2010). to succeed in this 21 st century learning pupils will be faced challenges pertaining to knowledge and skills, argument pertaining to the competencies and skills pupils are dealing with the unforeseen challenges ahead has resulted a number of literature. cerneiro (2007) found that new approaches to learning must provide the characteristic of pupils now. scott (2015) concluded that higher-level student should not be the only one party to get the growth of 21 st century skills. furthermore, not as well as it is be reserved solely for them. instead, the earliest formal education should feel this important competencies and skills that are able to cultivate their meta-cognitive. looking at to the objectives of 21 st century learning, the personalization, collaboration, communication, informal learning, productivity and content creation are emphasized to be embedded by students’ competencies and skills. p a g e | 3 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 these aspects are key point of the whole vision in twenty-first century learning (mcloughlin and lee, 2008; redecker and punie, 2013). in addition, personal skills (initiative, resilience, responsibility, risk-taking and creativity), social skills (teamwork, networking, empathy and compassion) and learning skills (managing, organizing, and metacognitive skills) are either considered as a crucial performance in the twenty-first century workplace (learnovation, 2009). skills in 21 st century learning the framework has been designed and developed by the partnership for 21 st century skills, it conveyed that pupils are facing the global demand to have skills and thrive in this global economy era. the framework for 21 st century skills are classified into four categories by the north central regional education laboratory (ncrel) and the metiri group, they are digital literacies, innovative thinking, operational communication, and high productivity. thinking maps hyerle (2009) stated that thinking maps is a language of eight graphic patterns in which every pattern is related through a fundamental thinking process. and according to delorenzo (2011), thinking maps are one tool to provide visual support for the mental processes of diverse learners. the graphic patterns are connected to the cognitive skills whereby they can stimulate how thinking is developed. these graphic patterns as well are employed in all content areas. not only are they used in different combinations for depth and complexity, but are also implemented by all parties in the educational setting community. such as individual and a group across every grade level and curriculum are able to integrate these set of tools for life-long learning. hyerle (2007) established eight specific types of graphic organizers that are well known as thinking maps: circle map, bubble map, double bubble map, tree map, flow map, bridge map, brace map and multi-flow map. these maps showed specifically the enhancement in different levels of thinking on which map can support and facilitate students to practice and apply which level of thinking explicitly. many researchers have conducted in this studies that showed how p a g e | 4 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 thinking maps are effective in fostering students‟ thoughts (weis, 2011; long & carlson, 2011; kumari & kumari, 2013). in traditional methods students are more emphasized on note-taking which it only offers a linear pattern of thinking while thinking maps are able to support and offer students the autonomy to determine which cognitive skills they focus on and how they form their thinking (hyerle, 2009 & hickie, 2006). by thinking maps students are able to elaborate their dependent learning and understanding on the practice in teaching and learning process which habituates them to realize and notice of how learning occurs. this awareness allows and motivates them to expand their mind and have a look to a variety of ways in using their higher order thinking skills (hyerle, 2011). in general, the eight thinking maps which are flexible, consistent and easy to use will help students in learning. the concept of thinking maps the discussion that involved higher-order thinking skills must include benjamin bloom’s taxonomy of thinking (bloom, 1976). benjamin bloom and his associates theorized a number system contained of six types of metacognitive skills which are abstracted into higher and lower-order thinking skills. lowerorder skills include knowledge, comprehension, and application while higherorder thinking skills involve analysis, synthesis, and evaluation (himmele, & himmele, 2017). many educators got difficulties and confused how to facilitate students to achieve educators higher-order thinking skills. based on the concept found by bloom’s taxonomy is the work of norman webb (1997). he shifted the focus of his model from cognition to curricular depth in his creation of the depth of knowledge (dok), which has enjoyed widespread popularity since its inception in 1997. this model has four levels (i.e., recall, application of skills and concepts, strategic thinking, and extended thinking) that are more cyclical than hierarchical. tasks that are given to any level students will involve a certain skill from bloom’s taxonomy. in this case dok functions to help students afford to portray and observe the context of students’ skills and understandings (himmele, & himmele, 2017). p a g e | 5 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 both dok and bloom’s taxonomy are concept fundamentals for the implement of thinking maps with students in that both concepts not only depict but inspire educators to evolve students’ higher-order thinking skills. as described on the thinking maps home website, “thinking maps are consistent visual patterns linked directly to eight specific thought processes. by visualizing our thinking, we create concrete images of abstract thoughts. these patterns help student reach higher levels of critical and creative thinking – essential components of 21st century education” as students take ownership of thinking maps they can nurture higher-order thinking skills and require fewer scaffolds. finally, they can be accustomed to apply their own critical thinking questions. every map in eight thinking maps provides students the formats that are able to reflect and record connections to other content areas, prior knowledge, and the context in which they learned the latest information. all of this forms a schema for the student to relate the current information with the old one and emphasize and strengthen new memory patterns. highly skilled educators expand the process by embedding critical thinking questions to lead and facilitate students in making their own connections. in this way thinking maps become a reference and guidance for students to have cognition and analysis skills. the concept of thinking maps in english teaching and learning hyerle (2011) proposed eight types of thinking maps which every type has its own function. they are circle, bubble, double bubble, tree, brace, flow, multiflow, and bridge. each of them will be explained in the table below: types of thinking maps graphic 1. circle map this map helps the students to generate relevant information about topic which is represented in the centre of the circle. this p a g e | 6 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 kind of map is usually used for brainstorming and deepening the content. 2. the bubble map the bubble map is used for describing things using adjectives. it helps the students to develop their ability to identify qualities and use descriptive words. 3. the double bubble map this map is designed to compare and contrast two different things. students can use this kind of map when they want to examine similar and different qualities 4. the tree map this map helps the students to do both inductive and deductive classification. it can be used to classify things and ideas. students will learn to create general concept or main ideas at the top of the tree and the specific details or supporting ideas in the branches below 5. the brace map this is designed to analyse the physical objects. it is p a g e | 7 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 used to show the component parts of a physical whole. this map encourages the students understanding on how to determine physical boundaries 6. the flow map this type of map is used to show order, sequences, cycles, timeline, actions, steps, stages, and directions 7. the multi-flow map this map is used to show the cause and effect relationship. the centre is an important event. on the left side of the event is the cause while on the right side is the effects. 8. the bridge map this map is used for creating, seeing and interpreting analogies table 1. types of thinking maps, its function, and graphic from the table above, it can be underlined that thinking maps are the representation of our thinking in the form of visual language. the thinking maps highlight the cognitive skills such as defining in context, comparing and contrasting, describing qualities, classifying, sequencing, showing cause and effect, and seeing analogies. studies of thinking maps in english language teaching there are number of studies have been carried out by some researchers with different subject and purposes. long (2011) tried to seek how thinking p a g e | 8 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 maps affect the student's achievement. the students in his class had difficulties in compiling notes and connecting sentences in a paragraph. after he implemented thinking maps strategy in his classroom, the students showed big differences on how they link ideas and concepts. from his study, long (2011) concluded that thinking maps are beneficial to students and teacher because they illustrate how students link ideas and concepts. thinking maps invite students to demonstrate their thought process on paper instead of in their minds. idek (2015) examined the practicability of thinking maps to foster students’ ability to express their ideas orally in english. tree map and flow map were integrated with speaking activities. the result showed that most of the students thought that the thinking maps helped them to generate ideas, expand the ideas and express them orally. the students felt more confident and delivered their speech in a more well-structured and well-thought content. this is similar to the results of the study conducted by gallagher (2011) which showed that thinking maps improved the students’ organization and clarity of writing. another current study was conducted by fan (2016). the researcher implemented thinking maps to support students’ thinking and decision making in the writing program in the elementary school in taiwan. circle maps and bubble maps are two of the thinking maps that students applied in their writing program in 2 weeks for 5 times teaching. the study stated that thinking maps were able to facilitate students in enhancing good structure, providing ideas in their own essay writing. cooks & sunseri (2014) in their research also examined the impact of some writing strategies on ells’ writing skills that consist of prewriting strategies and scaffolding strategies inherent in the thinking maps (tm) program. the 8 students in grades 3 were selected to participate during writing class 2 days a week for 6 months. expressing ideas in effective and innovative way was the purpose of the research. the result showed that most of students’ writing scores specifically in ideas and organization have increased. therefore, this program was acknowledged as a positive effect on english language learners’ writing skills. p a g e | 9 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 omar & albakri (2016) in their case study also conducted research in a secondary school which was believed by ministry of education to employ the thinking maps in the teaching and learning of english language. they used observations, interviews and field notes to collect the data. the findings exposed that students’ critical thinking skill fostered through the use of thinking maps in literature subjects. the application of the thinking maps in literature subjects showed positive effects which the findings confirmed that the use of thinking maps helps students to generate ideas, enhance students’ written and oral language and form their self-confidence in presentations. in indonesian context, a similar study was conducted by murbiyani (2015). she tried to implement thinking maps strategy in the classroom in order to improve the students’ writing skill in recount text. through classroom action research design, she found that thinking maps can enhance the students’ writing skills. fan (2016) conducted a study on the use of thinking maps in writing project to the elementary students. she found that thinking maps help most of the students in developing good structure, providing more ideas in essay writing. as a result, the students are confident in english writing. another study was conducted as well in the use of double bubble maps by maharani (2017). the study applied a classroom action research. the details in finding and discussion showed that double bubble map could affect the students’ writing skills. the students were assisted in organizing their ideas and developing a coherent and united paragraph. the increasing mean scores of the subjects have proved the positive changes. the mean scores in pre-test, post-test 1, and post-test 2 were figures of 60.6, 67.5, and 74.8 respectively. moreover, the subjects gave positive response towards the application of double bubble map. it was in accordance with the result of questionnaire. the advantages of thinking maps in elt many researchers over the world have conducted the study on thinking maps as stated above, in 21 st century learning thinking maps are obviously able to adapt in english language teaching as they helped students in any skills that are required to be mastered nowadays. referring to the objectives of 21 st century p a g e | 10 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 learning; the personalization, collaboration, communication, informal learning, productivity and content creation become key aspects for students’ skills to be integrated in english language teaching (mcloughlin and lee, 2008; redecker and punie, 2013). looking at to the objectives of 21 st century learning huitt, (2009) and hyrle (1996) took a part to answer the demands through thinking maps as stated that thinking maps helped students to be a constructivist which are able to make explicit connections among thinking, meaning, and learning. therefore, it appears that thinking maps facilitate teachers and students to construct knowledge (huitt, 2009; hyrle, 1996). it clearly looks that thinking maps assisted students to create their own content, to collaborate among pupils in the class, to be active and productive, and to be a problem solver. hyrle (2009) said that “the use of visual representations during instruction support students learning; and visual learning strategies improve students’ performance through explicit connections”. critical thinking is one of several objectives that are required to have by students in 21st century. paul & elder (2007) said that students need to equip their self with critical thinking. it consists of several element skills of analyzing, making inferences, judging or measuring, and making the decision or solving problems (paul & elder, 2007). as costa (2001) said that in the 21 st century students are asked to have thinking skills in order to be able self-initiating, selfmodifying and self-directing. thinking maps are believed to facilitate students to hone their critical thinking skills as stated by omar & albakri (2017) in their study on thinking maps that findings showed that thinking maps gave a positive impact on students’ comprehension as well as improvement in english language among students and findings demonstrated that the use of thinking maps increased their critical thinking skills in generating ideas, productivity and fostering selfconfidence (omar & albakri, 2017). meanwhile, thinking maps are able to be employed across all grade levels with many variations of content. they become valuable equipment for teachers in teaching and learning process (long & carlson, 2011). for students, they can benefit thinking maps as a new technique p a g e | 11 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 that can be explored in any subjects and skills besides english. this will build students with creative, innovative and learner with problem-solving skill last other benefit that students are formed to be an active involvement learner since they are able to construct meaning through expressive and receptive language. this refers to piaget’s theory of cognitive development in significance of teaching and learning english (piaget, 1981). from all benefits that are highlighted above, they demonstrate the useful and helpful strategy for both teachers and learners. even any parties that involve in educational field are suggested and encouraged to try many techniques in order to get their students more developed. especially in english language teaching, the thinking maps are approved with many studies that informed us a number of positive impacts. therefore, as an educator we have to see the development of teaching and learning strategies that conducted by other researcher or scholar over the world then we can adopt them in our school context. references bloom b. s. (1956). taxonomy of educational objectives, handbook 1: the cognitive domain. new york: david mckay co inc. carneiro, r. 2007. the big picture: understanding learning and meta-learning challenges. european journal of education, vol. 42, no. 2, pp. 151-172. cooks, j., & sunseri, a. (2014). leveling the playing field: the efficacy of thinking maps on english language learner students' writing. catesol journal, 25(1), 24-40 costa, a. (2001). developing minds. alexandria, va: ascd. delorenzo, e. (2011). brain compatible instructional strategies with thinking maps. classroom storytelling with thinking maps. retrieved from http://eileendelorenzo.com/brain-compatible-instructional-strategies-withthinking-maps/ p a g e | 12 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 fan, y. s. (2016). thinking maps in writing project in english for taiwanese elementary school students. universal journal of educational research, 4(1), 36-57. gallagher, m. l. 2011. using thinking maps to facilitate research writing in upper level undergraduate classes. journal of family & consumer sciences education, 29(2), 53-56. greenhill, v. (2010). 21st century knowledge and skills in educator preparation. partnership for 21st century skills. hickie, k. (2006). an examination of student performance after two years of thinking maps® implementation in three tennessee schools (doctoral dissertation, east tennessee state university). retrievedfrom http://www.thinkingfoundation.org/research/literacy/literacy_read_comp.html himmele, p., & himmele, w. (2017). total participation techniques: making every student an active learner. ascd. huitt, w. (2009). constructivism. educational psychology interactive. retrieved from http://teach.valdosta.edu/whuitt/col/cogsys/construct.html. hyerle, d. (1996). visual tools for constructing knowledge. alexandria, va: association for supervision and curriculum development. hyerle, d. (2007). florance mceachern. ed (in english). a language for learning. north carolina: thinking maps inc. hyerle, d. (2009). visual tools for transforming information into knowledge. thousand oaks: corwin press. hyerle, d. (2011). student successes with thinking maps. thousand oaks, ca: corwin press. http://www.thinkingfoundation.org/research/literacy/literacy_read_comp.html http://teach.valdosta.edu/whuitt/col/cogsys/construct.html p a g e | 13 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 hyerle, d., alper, l., && wolfie, p. (2011). students’ success with thinking maps: school-based research, results, and models for achievement using visual tools. thousand oaks, ca: corwin. idek, s. (2015). thinking maps as a tool in developing oracy in english language learning. retrieved from https://www.researchgate.net/publication/ kumari, s. & kumari, s. (2013). effect of six thinking hats strategy on development of parallel thinking in high school students. indian journal of research, 2 (11), 56-59. learnovation. 2009. inspiring young people to become lifelong learners in 2025. vision paper 1. brussels, menon, pp. 1-12. www.menon.org.gr/wp-content/uploads/2012/10/ learnovation-visionpaper-1_learning-at-school-ages1.pdf long, d., & carlson, d. (2011). mind the map: how thinking maps affect student achievement. networks, 13(2), 1-7. maharani, a. a. p. (2017). double bubble map: the attempt to enhance the students’skill in writing a comparison and contrast paragraph. jurnal santiaji pendidikan (jsp), 7(1). mcloughlin, c. and lee, m.j.w. 2008. the three p’s of pedagogy for the networked society: personalization, participation, and productivity. international journal of teaching and learning in higher education, vol. 20, no. 1, pp. 10-27. murbiyani, a. (2015). the use of thinking maps to improve the writing skill of grade viii students at smpn 2 srandakan in the academic year of 2014/2015 (doctoral dissertation, universitas negeri yogyakarta). omar, a., & albakri, i. s. m. a. (2016). thinking maps to promote critical thinking through the teaching of literature in the esl context. ijeltal (indonesian journal of english language teaching and applied linguistics), 1(1). https://www.researchgate.net/publication/ http://www.menon.org.gr/wp-content/uploads/2012/10/ p a g e | 14 muhammad lintang islami hakim let journal volume 8, issue 1, june 2018 paul, r., & elder, l. (2007). critical thinking concepts and tools (5th ed.). dillon beach, ca: foundation for critical thinking. pacific policy research center. (2010). twenty first century skills for students and teachers. honolulu: kamehameha schools, research & evaluation division. piaget, j. (1981) theory of stages in cognitive development. in gallager, j. m. & reid, d. k. (eds.), the learning theory of piaget and inhelder. monterey, ca: brooks/cole publishing. redecker, c. and punie, y. 2013. the future of learning 2025: developing a vision for change. future learning, vol. 1, pp. 3-17. scott, c. l. (2015). the futures of learning 2: what kind of learning for the 21st century. education research and foresight working papers. paris: unesco. webb, n. l. (1997). determining alignment of expectations and assessments in mathematics and science education. nise brief, 1(2), n2. weis, l. a. (2011). the effect of thinking maps on students’ higher order thinking skills. unpublished doctoral dissertation. california state university, northridge (california), united states of america. microsoft word 1527-2a58-2d9e-5d2a saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 interweaving character education in english textbook of senior high school saadilah saadillahelhady302@gmail.com afifah linda sari alindapersada@gmail.com annisa khairir rizki annisa_khairir@yahoo.com antasari state islamic university of banjarmasin, indonesia article history: received: 28th may 2020 accepted: 26th june 2020 this research is aimed at find out the character education values in reading materials of english textbook which is published by yudhistira and tiga serangkai. this research used the textbook that is used by the eleventh grade of senior high school as a handbook. this study is a descriptive qualitative research by doing content analysis. in conducting the research, the researchers analyzed the reading materials provided in the textbook by analyzing the material and determined the genre and character education value of the text. throughout the analysis, the researchers found 15 characters education values are inserted in reading text material, involve: friendly, social care, love peace, curiosity, religious, joy of reading, tolerance, the spirit of nationality, love homeland, creative, discipline, rewarding achievement, hard work, environmental care, and responsibility. the teachers assess the character education values directly and joined with other evaluation, in the form of affective. therefore, the finding of this research is expected for the teacher to come up with the moral education which inserted in reading materials. furthermore, in the future character education is intended can be developed and fully realized in the school practices. corresponding author: tel.: alindapersada@gmail.com key words: interweaving; character education; english text book; content analysis let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||86-110||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php p a g e | 87 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 introduction the issue of character education has been a global matter in the education setting. as what had been reported by harrison, morris, ryan (2016), the issues of character education have emerged in the uk, us, india, china, taiwan, canada, korea, australia, and malaysia. meanwhile, in the fast-paced, ever changing society in which indonesian live, where children bring guns to school, hate crimes are committed daily, and the suicide rate is rising, character education is essential. multicultural character education will not only help create stronger individuals, but stronger societies. throughout history educators have used english to teach multicultural character education effectively. the national education framework in uu ri nomor 20 tahun 2003 states that education is objected to develop the students’ potency to be faithful and pious men as well as having precious character, healthy, clever, creative, learned, becoming democratic, and responsible citizens. in the implementation of formal education, the optimizing of this objective is formulated with basic competences packed in “curriculum based competence” which is prevalently known as kbk (kurikulum berbasis kompetensi). the application of character education, as one reference to the developmental scope of the learners, becomes the benchmark in curriculum development. it is profoundly potential for early child’s natural potentials to be developed. as diamond (2008) comments, the resulting statements on the curriculum will be the basis on which the main objectives of each subject within the curriculum will be determined. furthermore, the objectives of each subject will be solved into specific units in the class. according to education and culture ministerial decree no. 137 of 2017 refer to the formal values of religion and some characters, such as, honest, helpful, polite, respectful, and tolerant of others. additionally based on indonesian president regulation no. 87 of 2017 in center for curriculum department of national p a g e | 88 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 education indonesia, in training materials reinforcement learning methodology based cultural values for establishing competitiveness and national character, there are 18 character values that teacher have to implement in teaching and learning process, that are; religious, honest, tolerance, discipline, work hard, creative, independent, democratic, curiosity, the spirit of nationality, love homeland, rewarding achievement, friendly/communicative, love peace, joy of reading, environmental care, social care, and responsibility. the integration of values in the formation of character through the world of education requires careful planning for the results in accordance with the expected. the process of cultivating values in character building through education must be well packed and structured that can be implemented through learning activities. one of the supporting requirements is the textbook, which is reading text. teaching materials are very helpful for teachers and students in achieving learning objectives. on the other hand, the students are able to understand and creating various shorts functional and monologue texts, and essay in the form of narrative, descriptive, recount, procedure, report, etc. the materials can be authentic materials, for example from magazine, newspaper, textbook, or etc. nowadays the required graduates should not only be clever in knowledge, but should also be cultured, have high moral standards, and have great character. thus, the success of an institution is not only measured from its scientific intelligences but also from spiritual and emotional intelligences. scientific intelligence without good character, behaviour, and attitude will tend to destroy any thing, and those can be implemented through character education in curriculum 2013. as what arthur (2005) consider that character education ought to be built on the basis that the characters should be developed, logically used, and internally motivating the users to form their moral identity. yet, the recent momentum from the indonesian president regulation no. 87 of 2017 on strengthening character education further ignites the curriculum reformation, p a g e | 89 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 where this, in effect, requires the teacher to explicitly incorporate the character education in their classroom (indonesia cabinet secretariat, 2017). this allows the government to provide the technical guidance in order to grasp and supplement the implementation of character education in both formal and informal education, through various means such as civic education, religious-infused subjects, or any other implementation. thus far, the researchers have discussed character education in general. however, character education is fundamental in teaching students to understand, appreciate, and respect multicultural diversity. based on those explanations, the researchers are interested in analysing how the education character values link on english textbook of senior high school. the initial goal of character education is to exemplify good character characteristics for students (skaggs & bodenhorn, 2006). the significances of this research were expected to provide some advantages of character education in english reading material. method this study is a descriptive qualitative research by doing content analysis which is aimed to analyse reading text on the textbook in building character education of english learning of xi grade students at man 2 model banjarmasin. this school implements curriculum 2013 and students’ character in this school are developed well. in this research, documents are used to gain information about reading text materials which are used in teaching and learning process. the researcher inquired the documents from the subject teachers, it can be lesson plan or the syllabus and english course book. next, the researcher read the documents, mark the part of document (lesson plan or syllabus) which are concerned with the research questions including language focus and activities for each meeting, then, the researcher interpreting the data from documents. after finishing doing the data reduction and data display, the researcher concludes the result of the research based on the research problems character education theory are used. p a g e | 90 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 finding and discussion regarding to the research questions, the researchers identified the character values on reading materials which was taken from the book talk active 2 senior high school year xi published by yudhistira and contextual english 2 for grade xi senior high school regular program from tiga serangkai as follow: text 1 title : bullying and teasing: no laughing matter type of text : descriptive source : talk active 2 senior high school year xi page 63 there are three character education values inserted in the text by the title bullying and teasing: no laughing matter, such as: friendly, social care, and love peace which are explained in the table 1 table 1. analysis character education on text 1 character education sentence friendly victims of bullying are often shy and tend to be physically weaker than their peers. (line 14-15) through this sentence, the teacher teaches the students that victims of bullying should not be shunned. rather, they must be given protection and support to restore their confidence. social care if your child is the victim of bullying, he may suffer physically and emotionally, and his schoolwork will likely show it. his grades will drop because, instead of listening to the teacher, he is wondering what he did wrong and whether or not anyone will sit with him at lunch. (line 18-21) by knowing the impact that caused by bullying, students are expected to understand and caring for p a g e | 91 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 the victims of bullying in their surroundings. love peace they are more apt to abuse alcohol, smoke, and even grow to be an abusive spouse. some studies have even found a correlation between bullying and later criminal activities. (line 25-27) through this sentence, the teacher teaches the students to avoid bullying to make a peace. text 2 title : should parents censor their children’s reading materials? type of text : analytical exposition source : talk active 2 senior high school year xi page 65 the text talks about the role of parents in selecting reading materials for their children because some books are inappropriate in the theme with the age. based on this text the researcher found three characters values which can be instilled to the students, such as: curiosity, religious, and joy of reading that are explained on the table 2 table 2. analysis character education on text 2 character education sentence curiosity this is why younger children’s reading should, in many circumstances, be more closely monitored. (line 27-28) through this sentence, the teacher motivates and instills a sense of curiosity to the students to fond of reading. religious some parents also stop their children from reading certain books on religious grounds. this is completely understandable if the book promotes satanism, or undesirable practices, but in many cases, censorship is unnecessary. (line 29-32) through this sentence, the teacher explains to the p a g e | 92 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 students to avoid books that containing deviant values such as satanism or undesirable practices so as not to damage the values of religion they hold. joy of reading read things and keep an open mind. reading is good for children, so parents shouldn’t discourage it. (line 37-38) this sentence encourages student/reading to develop their habit to read. text 3 title : there is no title for this reading material. type of text : cause and effect source : talk active 2 senior high school year xi page 74 in this text, the researcher found two character values which related to the topic that is discuss about the serious impact to smokers which not only harm themselves but also make many people feel disturbed because the smell of smoke. two character values concern are social care and tolerance are explained on the table 3. table 3. analysis character education on text 3 character education sentence social care smoking frequently results in social isolation because many people don’t smoke and so don’t want to be in the presence of second-hand smoke. (line 9-11) through this sentence, the teacher teaches the students that smoking also injure others because the fog greatly interferes with the breathing of others who do not smoke. tolerance friends and acquaintances often bluntly tell their smoking friends that they don‘t want the smell of p a g e | 93 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 smoke in their cars or in their homes. (line 11-13) through this sentence, we learn how to care our environment because everyone deserves for a fresh and healthy air. text 4 title : batak ulos type of text : descriptive source : talk active 2 senior high school year xi page 84 there are three character education values in the text by the title batak ulos which containing a description of traditional cloth from batak people in north sumatra including kinds of ulos, time for use it until the meaning for every pattern. on the table 1.4 the researcher explained character education values such as: the spirit of nationality, love homeland, and creative. table 4. analysis character education on text 4 character education sentence the spirit of nationality ulos is a traditional cloth of the batak people of north sumatra. (line 1) from this sentence, teacher introduces to the students the original identity from indonesia. love homeland the ulos is normally worn draped over one or both shoulders, or in weddings to ceremonially bind the bride and groom together. ulos are traditionally hand woven and, in the case of higher-quality examples, are significant family heirlooms, to be worn at important events, such as funerals and weddings. (line 2-6) through this sentence, teacher teaches the cultural values in indonesia so that the students would recognize and love their homeland. creative there are many kinds and designs of ulos, which p a g e | 94 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 have their own respective meaning in accordance to the characteristics, conditions, functions, and some relations. (line 12-14) through this sentence, teacher encourages students to be more creative to design a new design of ulos in the future. text 5 title : there is no title for this reading material. type of text : recount source : talk active 2 senior high school year xi page 143 from the passage, which retelling the story about budi who woke up late for the school, the researcher found one character value that is discipline which explained on the table 5. table 5. analysis character education on text 5 character education sentence discipline budi woke up late for school. it was about 7:50 a.m. he should have been up 50 minutes earlier and had missed his bus. (line 1-2) by this sentence, teacher teaches the discipline value to the students. text 6 title : teenage bullying type of text : descriptive source : talk active 2 senior high school year xi page 152 there are three character education values are inserted in the text by the title teenage bullying which describing some type of bully and a number of effects. the character values such as: friendly, social care, love peace are explained on table 6. p a g e | 95 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 table 6. analysis character education on text 6 character education sentence friendly bullying is done with the intention of putting another person down. (line 4-5) by this sentence, teacher teaches the students to be friendly to everyone and to not offend others. social care there are a number of effects that come with teenage bullying. first of all, there are the obvious physical problems and injuries that can result from physical bullying. however, emotional, verbal, and cyber bullying can deeply affect teens as well. these activities can lead to depression (and even suicide), drug abuse, and stunted social development. these problems can affect a person well into adulthood. (line 26-31) by knowing the impact from bullying, students are expected to be more sympathetic and empathetic to the victims of bullying. love peace another problem is retaliation. in some cases, bullied teens have violent fantasies of attacking their bullies. there are instances in which these teens become violent. they turn on their classmates in order to get revenge. this can be a cause of heartbreak and difficulty. (line 32-35) by teaching the value of love peace, students are understand that retaliation to the bullies would not solve the problem, however will create a new problem. text 7 title : why do kids bully? type of text : descriptive source : talk active 2 senior high school year xi page 156 p a g e | 96 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 there are three character values that can be instilled to the students from the text by the title why do kids bully, such as tolerance, social care, and love peace which are explained on the table 7. table 7. analysis character education on text 7 character education sentence tolerance some bullies are copying what they’ve seen someone else do. some have been bullied themselves. (line 7-8) through this sentence, teacher explains there must be a background someone bullies others and what kind of prevention which must be done. social care sometimes, bullies know that what they are doing or saying hurts other people. however, other bullies may not really know how hurtful their actions can be. most bullies don’t understand or care about the feelings of others. (line 9-12) through this sentence, teacher explains to not easy hurting others’ feeling. love peace they might pick on kids who get upset easily or who have trouble sticking up for themselves. getting a big reaction out of someone can make bullies feel like they have the power they want. (line 13-15) through this sentence, teacher explains to the students even though have an older age and have power than the younger, students are expected to love and kind to youngers. text 8 title : there is no title for this reading material. type of text : report source : contextual english 2 for grade xi senior high school regular program page 5 p a g e | 97 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 the researcher found two character education values from the text which reporting about ten facts about the actual numbers behind africa’s poverty crisis and the negative impacts. table 8 below explains how value of social care and environmental care are inserted in the text. table 8. analysis character education on text 8 character education sentence social care 547 million people live without electricity in subsaharan africa. (line 20) through this sentence, teacher explains to the students for caring and have empathy to the fellow who unable to enjoy an electricity. environmental care over 500 million africans suffer from waterborne diseases. according to the un millennium project, more than 50 percent of africans have a waterrelated illness like cholera. (line 23-25) through this sentence, teacher explains to apply healthy lifestyle to maintain their health and to prevent the disease. text 9 title : global handwashing day: children lead the way in afghanistan, somalia, and mozambique type of text : report source : contextual english 2 for grade xi senior high school regular program page 18 there are two characters values inserted in the reading material by the title global handwashing day: children lead the way in afghanistan, somalia, and mozambique, such as: social care and discipline are explained on the table 9. p a g e | 98 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 table 9. analysis character education on text 9 character education sentence social care millions of children in 70 countries around the world are marking the first-ever global handwashing day with a simple act that will protect them from disease and save their lives. (line 1-3) from the sentence above, students learn for caring on health by engaging a simple good habit, that is wash their hand. discipline a recent government study shows that only one in three afghan mothers washes her hands before feeding her children. (line 4-6) through this sentence, students learning discipline value to wash their hand before meals to prevent the diseases. text 10 title : superstition is superstition type of text : analytical exposition source : contextual english 2 for grade ix senior high school regular program page 38 the title of the text above is superstition is superstition inserting religious value which very important for students, because it explaining how we should respond phenomenon such as hoax or superstition, for instance “sms santet” from unknown. the detail analysis about this character values will be explained in table 10. table 10. analysis character education on text 10 character education sentence religious the police and religious leaders called on the public to stay calm, saying that it was all a hoax. p a g e | 99 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 in the first place, it is against the teaching of major religions, especially islam. (line 5-6) from those sentences, teacher remains the students to keep holding the religious value and not easily provoked by hoax. as a moslem, we should not believing superstition because it same associating allah swt. text 11 title : what’s the name of the tree? type of text : recount source : contextual english 2 for grade ix senior high school regular program page 58 there are two characters education values from the text by the title what’s the name of the tree? this text is a story about a foreign tourist who travelled to one country he has never visited yet but very arrogant to the taxi driver. the character values of this text are rewarding achievement and curiosity are explained on table 11. table 11. analysis character education on text 11 character education sentence rewarding achievement “oh, really?” the tourist said. “in my country, we grow tobacco only in one month.” (line 12) “that long? the tourist said. “in my country, mango trees bear fruits in one year only. (line 21) “that’s too long,” the tourist said. “in my country, we can harvest durian in two years.” (line 33) “in my country,” the tourist said, “coconut trees grow only in three years.” (line 41) those sentences above are the examples which less reflect rewarding achievement. therefore, teachers are expected to embed that value to others for every diversity in the world. moreover, students are p a g e | 100 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 expected capable giving a good response while the conversation. curiosity “how long do they grow the plants?” the tourist asked, (line 7) “how long do they grow mango trees?” the tourist asked, (line 17) to his surprise, the tourist asked, “how long does it take to grow durian?” (line 29) “look there! what a gorgeous tree! what’s the name of that tree?” (line 46) from the sentences above, teacher teaches to the students for having a curiosity, because with curiosity, we would be encouraged to learn more and better. text 12 title : there is no title for this reading material. type of text : analytical exposition source : contextual english 2 for grade ix senior high school regular program page 60 there is a character education value in the text above, which is hard work, as exemplified the ancestor survived by hunting and gathering the food. moreover, the hard work value is explained on the table 12. table 12. analysis character education on text 12 character education sentence work hard for hundreds of thousands of years, humans depended on hunting and gathering for survival. (line 4-5) from this sentence reflected that work hard to survive has done by ancestors in the past. hence, teachers are expected to embed this character value p a g e | 101 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 to the students in order to reach they dream. text 13 title : bonsai type of text : descriptive source : contextual english 2 for grade ix senior high school regular program page 61 from the text entitled bonsai, which describing how bonsai can be a hobby or even a profession, the researchers found one character value, that is creative which is explained on the table 13. table 13. analysis character education on text 13 character education sentence creative overall, bonsai is a great interest, hobby or even profession to undertake. (line 27-28) from the sentence above, teachers are expected to motivate students develop their creativity as a hobby or even a profession which can earn money. text 14 title : there is no title for this reading material. type of text : descriptive source : contextual english 2 for grade ix senior high school regular program page 63 this text describing what are cartmen, how they can survive to life and what can be done to help them fulfil their daily needs. based on the text, the researcher found two character values inserted in the text, involve: work hard and social care that are explained on the table 14. p a g e | 102 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 table 14. analysis character education on text 14 character education sentence work hard they lose all their things, they cannot get money from collecting trash, and they must stay in a detention house. inside their heart, they know that being cartmen violates the city regulations but, alas, what can they do? they do not have skills necessary to get a job. they finally submit to fate and opt to brave all the risks and threats of being cartmen. (line 12-17) the sentence above giving a lesson to the students that to fulfil a daily needs is not that simple, and to get everything what we need we have to work hard. social care other things are the responsibilities of other departments. for example, for the problem of education, they need the involvement of the education office; for the problem of work, they need help from the workforce office; and so on. (line 25-28) the sentence above giving the lesson to the students that poverty not only the responsibility of the government, but that is our responsible as a good citizen. text 15 title : there is no title in this passage type of text : descriptive source : contextual english 2 for grade ix senior high school regular program page 80 the text above discusses one of indonesia cultural heritages in the form of dances. moreover, after analyzing, the researcher found four character education values inserted in this reading material such as: love homeland, the spirit of nationality, religious, and social care which are explained on the table 15. p a g e | 103 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 table 15. analysis character education on text 15 character education sentence love homeland people all over the world have admired the beauty of the various traditional dances of indonesia. (line 6-8) this sentence giving the lesson to the students for loving the cultural heritage in the form dance. also, students are expected can preserve the cultural heritage in indonesia. the spirit of nationality dances have social, religious, and magical function, dances are performed for and during social events such as births, marriages, hunting, wars, etc. (line 9-11) by knowing various functions of dances in indonesia, students are expected can embed the spirit of nationality and disenchant them that indonesia is rich in tradition and culture. religious in their religious function, dances are performed for religious rituals such as worshipping, offering, initiation, burials, etc. the pendet and gabor dances of bali, for example, are used in offering ceremonies. (line 13-15) some dances in indonesia also used for religious ritual such as in bali. thus, a dance is not only considered an entertainment, but also is a part of religious ritual. social care folk dances are commonly performed for social purposes: kuda lumping and tayub of middle and east java, sanghyang of bali, lengso of ambon, ketuk tilu and ronggeng of west java, and cupak of lombok are examples of folk dances. (line 3033) through dance, students are expected to socialize, a partnership, and have a good teamwork. p a g e | 104 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 text 16 title : there is no title for reading material. type of text : report source : contextual english 2 for grade ix senior high school regular program page 87 there are two character values inserted in text 16, which reporting an annual festival event in which papuan tribes tribes renowned for their histories of war and violence named the baliem valley. the character values such as: the spirit of nationality and love homeland are explained on the table 16. table 16. analysis character education on text 16 character education sentence the spirit of nationality this year’s cultural event was organized to coincide with indonesia’s august 17 independence day celebrations. (line 12-13) by held a festival which coincides with an independence day would spread the spirit of nationality especially for papuan. love homeland these people were the “traditional soldiers”. wearing their koteka, they held spears in their left hands and bows and arrows in their right. (line 18-19) the use of koteka (traditional cloth from papua), is expected to introduce the diversity of traditional cloth in indonesia to students in order to make them loving their homeland. text 17 title : martha chritina tiahahu type of text : descriptive p a g e | 105 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 source : contextual english 2 for grade ix senior high school regular program page 94 there are two character values inserted in the text by the title martha chritina tiahahu which tells her struggle to defend the homeland until captured by dutch in the young age. those character values are the spirit of nationality and love homeland which are explained on the table 17. table 17. analysis character education on text 17 character education sentence the spirit of nationality in another battle, she and her troops succeeded in burning duurstede fortress to the ground. during battles, she was said to throw stones at the dutch troops if her soldiers were out of ammunition, while other accounts had her wielding spears. (line 1114) from this sentence, students are expected to imitate the spirit as owned martha christina tiahahu in order to defend indonesia. love homeland tiahahu was the only captured soldier not punished; this was due to her young age. (line 1617) even though she was captured at the young age, she was not afraid in fighting for the freedom of indonesia. the students are expected to have this value in their daily life. p a g e | 106 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 text 18 title : there is no title in this passage. type of text : report source : contextual english 2 for grade ix senior high school regular program page 141 there is a curiosity character value in the text that explains the inductivedeductive approach which is widely followed by many of the modern scientists of the world which is explained on the table 18. table 18. analysis character education on text 18 character education sentence curiosity descartes wanted to say that we existed because we used our intellect. (line 17-18) about ten years earlier, francis bacon, an english philosopher, had proposed a method of scientific inquiry which was very different from that of descartes. (line 24-26) the scientists should empty their mind, made observations of phenomena, and generalized the results of their observations to formulate scientific theories. (line 27-29) those sentences are expected giving the spirit and curiosity to the students in order to learn something new and very important to upgrade their knowledge. moreover, in studying their major. text 19 title : scientists warn of cancer risk for cell phone use type of text : report source : contextual english 2 for grade ix senior high school regular program page 181 p a g e | 107 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 there is a character education value inserted in the reading material by the title scientists warn of cancer risk for cell phone use that is responsibility that explained on the table 19. table 19. analysis character education on text 19 character education sentence responsibility everyone shares responsibility of this issue and helps governments and other bodies to find solutions to the problem. (line 26-27) from the sentence above, teacher teaches that responsible to give education about danger on cellphone used is our responsible, so students are motivated to appeal others. moreover, students are expected to be participated in contributing idea for this global problem. text 20 title : the wayang type of text : descriptive source : contextual english 2 for grade ix senior high school regular program page 194 in this text, by the title the wayang, which describing original puppet from indonesia and its types, containing two character values, such as: love homeland and religious which are explained on the table 20. table 20. analysis character education on text 20 character education sentence love homeland below are some of the many kinds of wayang that can be found in our rich cultures. (line 6-7) first, there is the wayang kulit. (line 8) second, there is the wayang wong. (line 18) p a g e | 108 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 third, there is the wayang beber. (line 25) fourth, there is a wayang golek. (line 32) by knowing the diversity in indonesia, students are expected more loving their home land. religious the stories are usually drawn from the hindu epics the ramayana and the mahabharata or from the serat menak, (a story about the heroism of amir hamza, an uncle of the moslem prophet mohammad.) (line 14-17) while watching the performing of wayang, students are expected not only take the art value, but also being religious. because, wayang also used for spreading religious value. according to core competencies in syllabus from man 2 model banjarmasin which implement curriculum 2013, there are eleven character education values should be inserted in reading text material, involve: religious, honest, discipline, polite, caring (mutual cooperation, tolerance, peace), responsibility, responsive, and pro-active to effectively interact with the society and nature within the students’ communicative environment. after analyzing 20 reading materials from talk active 2 senior high school year xi published by yudhistira and contextual english 2 for grade ix senior high school regular program published by tiga serangkai, the researchers found 15 character values, involve: friendly, social care, love peace, curiosity, religious, joy of reading, tolerance, the spirit of nationality, love homeland, creative, discipline, rewarding achievement, hard work, environmental care, and responsibility. the most appear frequently character value is social care, which emerge 8 times. it is because the recent problem now days is about social issues for instance bullying, thus both of the books are often providing text by the topic of bullying. therefore, the character value of social care is very essential inserted to the reading material. the most appear rarely character values are joy of reading, rewarding p a g e | 109 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 achievement, responsibility, creative, discipline, and tolerance because these values have already embedded in other subject. whereas, there is no character values of democratic and independent in the whole reading materials. because, independent value is reflected from creative, while democratic value is reflected in tolerance value. based on curriculum 2013, there are three aspects which are assessed in teaching and learning process, such as: attitude aspect (affective), knowledge aspect (cognitive), and skill aspect (psychomotor). the researchers found that teachers assess character education value directly in the classroom when learning process and join with other evaluation in the form affective. moreover, the teachers can assess while listening, speaking, reading, and writing sections. assessment also can be done outside the classroom and clearly shown on their social life. at the end, some character values are reflected on students’ behavior, involve: religious, social care, respect, discipline, love homeland, and the spirit of nationality. conclusions and suggestions mostly all of reading materials in the books are based on curriculum 2013 which involve character value that not only increasing students’ knowledge but also develop students’ attitude. even though there are some characters values are not related in curriculum 2013. character education values are inserted through the various of theme/topic of the text in the book, the theme of the text in reading material in the book are related to character education. like, bullying, performing art and culture, national struggle, global issue, social issue, and health. there are 10 character education values which related in curriculum 2013, involves: friendly, social care, love peace, religious, tolerance, the spirit of nationality, love homeland, discipline, environmental care, and responsibility. also, there are six text types in those books, as follow: descriptive, analytical exposition, cause and effect, report, recount, and narrative. besides, the researchers found that teachers assess character education value directly in the classroom when learning process and join with other p a g e | 110 saadillah let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 evaluation in the form affective. assessment also can be done outside the classroom and clearly shown on their social life. after conducting research about character education in english textbook, the researchers found that is needed for the teacher to conscious about character values that are inserted in reading text materials because the teacher plays important role in implementing character education to enhance the quality of the learning process. furthermore, since character education based learning is still developing in indonesia, it requires attentions and supports from external assistances such as government and technology to gain the better output in the future. references arthur, j. (2005). the re-emergence of character education in british education policy. british journal of education studies, 53(3), 239-254. diamond, r. (2008). designing & assessing courses & curricula: a practical guide 3rd ed. jossey-bass. graff, c. e. (2014). the effectiveness of character education program in middle and high schools: the college at brockport. state university of new york. harrison, t., ian, m., & john, r. (2016). teaching character in the primary classroom. learning matters. kurniawan, l & kenneth w. a. (2017). talk active 2 english for senior high school grade xi. yudishtira. lickona, t. (1991). educating for character: how our schools can teach respect and responsibility. bumi aksara. sharma, s. (2011). why the development of character should be a central aim of school education: institute of education, university of london. skagg, g. & nancy b. (2006). relationship between implementing character education, student behavior, and student achievement. volume 18, number 1, pp. 82-114. virginia polytechnic institute and state university. sugeng, b., fathaya r. s., & anindyka s. t. (2017). contextual english 2 (enrich with character building education). pt. tiga serangkai pustaka mandiri. microsoft word e012-7069-e4b3-3558 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||71-88||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php teacher’s challenges towards online learning in pandemic era elsa rosalina elsa.rosalina@ulm.ac.id nasrullah nasrullah01@ulm.ac.id eka puteri elyani eka.elyani@ulm.ac.id lambung mangkurat university of banjarmasin, indonesia article history: received: 15th september 2020 accepted: 20th november 2020 the teaching and learning process has a big revolution since corona virus disease 19 (covid19) has spread out to the world. education is one of the sectors that have a huge impact on its condition. covid 19 changes everything in the education system. the teaching and learning process which do face to face must be changed to an online system. thus, in this research, the researchers want to identify the teacher’s challenges for doing online teaching and learning. the researchers also describe the strength and weaknesses of online learning based on teachers’ perceptions. this research used a qualitative approach because the researchers describe teacher challenges toward online learning and the easiness and the difficulties of online learning in the pandemic era. the participants of this research were 14 english teachers from a different level of education in south kalimantan. the instruments used in this study consisted of 12 open-ended questionnaires made online using google form. the findings of this research are most of the teachers agree that the challenges to applying online learning are in facilitation such as internet connection, quota, the places of home living, and the process of online learning itself such as the teacher’s less in technology corresponding author: tel.: nasrullah01@ulm.ac.id keywords: teacher; challenges; online learning; pandemic era p a g e | 72 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 for designing interesting online learning activities, less communicative, lack of interaction, and fostering an effective online learning climate and for the strength and the weakness of online learning activities most of the teachers agree that the strength of online learning is flexible in time and place, thus the teaching and learning can be conducted everywhere and anytime, for the weakness the teachers agree that online learning cannot conduct maximal pedagogical process in learning activities. introduction the teaching and learning process has a big revolution since corona virus disease 19 (covid19) has spread out to the world. education is one of the sectors that have a mostly big impact on its condition. covid 19 changes everything in the education system. the announcement on the global pandemic of the coronavirus (covid-19) was taken place on12 march 2020 and it causes policy to have social distancing which render a problem such the school closing affecting the learning of millions of children and adolescents. covid-19 has pinpointed the problem of school managements and way of learning between teacher and students. the teaching and learning process which do face to face must be changed to an online system. (lapada et al., 2020) in their previous study stated that covid-19 not only causes health crises around the world, but it also affects all aspects of life , including education. this condition has an impact directly in the world of education. institution formal, informal and education non-formal closed face-to-face learning advance and move on with learning online (online). transition learning from face to face to be online learning spawns a lot barriers for teachers, given this happened suddenly without being prior preparation educators have used online platforms to reach out to students, webinars have become temporary classrooms, parents have been asked to monitor home, and students have been deprived of social interaction between peers. in face-to-face learning activities advance, learning media can be people, objects around, environment and everything that can be used teacher as an intermediary convey subject matter. it p a g e | 73 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 will be different when learning implemented online. all media or tools that can be presented by new real, turned into a visual medium due to distance limitations. online learning can be done by combining several types learning resources such as documents, pictures, video, audio in learning. this learning can be used by students by viewing or reading. the source of learning like this is the main capital in developing online learning. because, if the teacher’ packaging is interesting for possible learning and based on the students’ characteristics, the learning objectives can be attainable even in online activities. this condition is added by social distancing and psbb which has been occurred in each province in indonesia. this makes all of our activities were limited. in this current situation; most of the teachers all over the world are struggling for conducting their teaching and learning process. in this respect, teachers must integrate ict in the way of their teaching and learning activities. it looks simple but hard to reach. beggs (2000) as cited in ghavifekr et al. (2016) found that the lack of instruction was one of the top three obstacles to the use of ict by teachers in teaching. it is also one of the big reasons why using ict suddenly in education hard to reach. the incorporation of ict into the curriculum is not simple nor quick (coutinho, 2010; as cited in (coutinho & lisbôa, 2013)). the difficulties that they have for conducting their process are called a challenge. it is also supported by schoepp (2005) cited in ghavifekr et al.(2016) stated that integrating ict into teaching and learning is a dynamic pro cess that may face a variety of difficulties. online learning can be characterized as guidance conveyed on an advanced gadget that is expected to uphold learning (clark and mayer (2016)). in the writing, a few focal points of internet learning have been featured: concentrating from anyplace, whenever; plausibility of setting aside huge measures of cash; no driving on swarmed transports or neighborhood trains; adaptability to pick; and sparing time (bijeesh, n.a. (2017), brown, c (2017), bijeesh, n.a.(2017)). internet learning is accordingly getting increasingly more significant for training during the hour of the overall well-being crisis, offering the occasion to stay in touch, regardless of whether distantly, with colleagues and educators furthermore, to follow exercises. be that as it may, numerous difficulties have been seen in various nations. the most obvious and generally talked p a g e | 74 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 about by specialists and policymakers is that socially impeded gatherings face troubles in gathering the fundamental conditions needed by internet learning (eyles, a.; gibbons, s.; montebruno, p. (2020)). the following segment presents past examinations on online learning in crisis circumstances. in reality, on the one side, there is the fundamental goal of shielding well-being, while on the opposite side the previously mentioned issues are arising. online learning basically has different kind of terminologies and it is becoming a particular challenge for some. it has been found that many terms, according to watson et al. (2012:12) do not provide an easily understandable definition or even many of them extend the terms without defining them. in broad sense online learning refers to an education which is led by teacher by using internet and web-based educational delivery system where teacher and students separated physically and geographically by also using software in proving a learning with structure learning popularly there are synchronous (participants involved are in real time communication for example online mode by using zoom, google meet and many others) and asynchronous (participants involved are in not real time communication for example interaction in chat room in social media or learning discussion forum). first from beginning, online synchronous instruction in a virtual classroom is problematic. the truth is that collecting the class online at the same time is becoming harder and harder, let alone being able to offer structured lectures and encourage learning activities. time zones, internet access and bandwidth, technological breakdowns, individual student schedules (work vs. study), are all real problems facing online teachers and learners. even if an instructor manages to get all students to come to virtual classrooms at the same moment, basic things like lack of lip coordination and verbal clues, time lags, bad sound and pictures, turn-around, etc., become major challenges (coverdale-jones, 2000; hampel & stickler, 2005; wang, 2004). the solutions proposed by researchers to such problems and challenges are normally "techno-training" for both teachers and learners, both before and during the course (see for example, kabata & wiebe, 2005; stickler & hauck, 2006a; winke, goertker, & p a g e | 75 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 amuzie, 2010). many researchers genuinely believe that digital-age students will without adequate preparation, have a feeling of confusion and anxiety, put up with discomfort, waste their time, and linger in virtual classrooms. research on learners' expectations of synchrony within the virtual classroom needs to be carried out but current literature does not concentrate on this. (parker & martin, 2010). it is simplistic to attribute the problems surrounding virtual classroom to purely technical ones. the existing online learning management system (lms) in our case blackboard is equipped with many features and resources that are asynchronous, e.g. learning materials management, blog, wiki, discussion forum, community emailing, etc. they do not encourage synchronous interactions. teachers are acutely aware that the only way to encourage synchronous interaction is a virtual classroom (in our case, elluminate), where versatility of space and most importantly, time coordination are possible. various types of online exercises have been generated for each lesson using the blackboard test and assignment software. online exercise questions are highly timeconsuming, but very sophisticated and user-friendly. they are not only asynchronous, allowing students to access them at anytime and anywhere, but they also provide features such as multiple attempts, automatic saving (students can pause and restart at any time), automatic correction and score, questions-randomization, instructor input for individuals or classes, etc. the types of questions that teachers can choose from are also extensive: blanks, matching, multiple choice, ordering, short answer, true/false, essay, file response, just to name a few. in addition, images, files (text/audio/video) and external links can be easily connected to questions from teachers or answers from students. that's why a lot of effort has been made to coordinate classes in virtual classrooms. we purposely put virtual classrooms within the online learning group in an effort to encourage, as far as possible, "synchronous multi-way interaction" (wang and chen, 2009: 5) between class members. we insist that the virtual classroom has to work. the accesses for interaction are taken place in many places or meeting venues which could be held out or in school (watson et al., 2012: 12). the other names of p a g e | 76 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 online learning which is used interchangeably covers e-learning, cyber learning, or even virtual learning (inacol, 2011a: 6). learning in a manner online is a new way of learning teaching that makes use of the device electronics especially the deep internet delivery of learning. online learning, entirely dependent on access internet network. according to imania (2019), online learning is a form in the delivery of conventional learning which is reflected on digital format through the internet. online learning is considered to be the medium for delivering material between teachers and students during a pandemic emergency moment. the use of the virtual environment to support student education can be understood as a spectrum, on one extreme are courses using no virtual technology, while on the other extreme the entire course is provided, accessed, and completed online. allen and seaman (2013) defined four categories based on the extent virtual technology is used. traditional courses (0% delivered online) use no online technology, with the entire course delivered via oral or written means. web facilitated courses (129% delivered online) use online technology to support the face-to-face course, including the posting of syllabi or assignments. blended/hybrid courses (20-79% delivered online) blend online and face-to face delivery. fewer face-to-face meetings are held as portions of the course are delivered online. online courses (80-100% delivered online) use online technology to deliver most or all course content. most courses do not meet face-to face. based on watson et al.'s (2012) definition, what allen and seaman (2013) described as online courses and blended/hybrid courses qualify as online learning as they both deliver content via online technologies. in addition, the online and blended courses reduce, if not eliminate, in-class time. most online learning situations use a learning management system (lms) to house the online learning materials. an lms is “the web-based software application used to design, develop, teach, and manage online courses. it is ultimately the virtual environment in which the learner engages with the content, peers, and teacher” (vai & sosulski, 2011:10). p a g e | 77 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 online learning is a situation of emergency is different from those in normal condition. this prompts a shift from the concept of online learning to emergency remote teaching, which extends “a not permanent shift of delivery in instruction to an alternative mode of delivery due to crisis circumstances” (hodges, c.; moore, s.; lockee, b.; trust, t.; bond, a. (2020)). unesco director-general audrey azoulay stated that “we are coming to place and working with countries to find hi-tech, lowtech and no-tech solutions to assure the aim of continuity of learning”. for this reason, new challenges and opportunities at a social and technological level may emerge. it enables us to reflect experiences on the variety of approaches and lessons that can be learned in numerous countries and come up with the chances to find new solutions. so, a deep reflection on and study of challenges in the social realm with regard to the current pandemic then generally more to universal crises are of importance (rudnick, a. (2020)). for further investigation, problems are usually known as challenges. challenges in online learning needs to be identified. online distance learning involves a 'learning space' which is usually a website containing an organized set of learning materials, activities, discussion boards/forums and assessment tasks (andrew, 2012; yoany, 2006; as cited in(prior et al., 2016)). it is also because online learning need media or application to elaborate the material of the students. the sudden change of this situation forcing all of the teachers and students adapted to the new situation, they no need time to make a preparation. it is a problem that must be finished to maximize the teaching and learning process. based on the previous studies conducted, online learning needs special preparations. it contrasts with the situation happened in indonesia and all over the world. education in the world does this system spontaneously and of course it has effect to teaching and learning process. the previous study was conducted by singh (2016). it has been noticed that most teachers are now digital migrants born after the 19th century, while young learners are digital natives born after the 19th century, when the technological revolution began. that's why technology comes to them so easily and naturally. it seems to make harmony between two generations in the teaching and learning process is the challenges in that situation. p a g e | 78 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 it is also the challenges for doing the good online education system in indonesia. the teacher and the student’s generation have a gap. the gap itself relates to the era when they had born. the teachers were born when there was no online learning conduct. it makes the teachers as migrant era generations that used technology because the education world has changed. its condition different with the students in this era. the students are born in 21st century. they are familiar in using mobile phone, technology, and digital world. the gap between this condition makes the students know more about the technology than the teacher. it makes the researchers want to identify the teachers’ challenges toward online learning in the pandemic era. because the researchers know that the balance or the harmony between two generation, the teacher as migrant era and the students as 21st century or millennial era is the important thing to create a synergy, and it gets impact to learning process itself. the next previous study was conducted by sun (2011) who reported that it is safe to say that online learning has dramatically changed the way people learn, as we have mentioned here on the delivery of two full online articles. it is also stated that online learning not only changes the teacher’s way to teach but also changes the student’s way of learning. based on both of the previous studies stated that the challenges for doing online learning are challenges for the teacher as a main role in the learning process, the challenges for the students to change their learning way from offline to online. but those research conduct before the pandemic. thus, in this research, the researchers want to identify the teacher’s challenges for doing online teaching and learning. the researchers also describe the strength and the weakness of online learning based on teachers’ perceptions during this pandemic. because the pandemic not only causes a crisis in all of the sectors but also in a mental crisis. the mental crisis such as feeling anxious about this condition, and all of the negative feelings through this condition. this current research tries to identify the challenges of teachers’ perceptions of online learning during this condition. is it different or similar to teacher’s perceptions about the challenges before and after pandemic for conducting online learning? p a g e | 79 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 method this research used a descriptive research because the researchers describe the teacher’s challenges toward online learning (time, management, media, and engage the material with full online class) and the easiness and the difficulties to conduct online learning in the pandemic era. the participants of this research were 14 english teachers from a different level of educations in south kalimantan. the instruments used in this study consisted of 13 open-ended questionnaires made online using google form. the instrument has spread out using an online platform to the participants. the result of the questionnaire that has filled out by the participants recorded in the researcher’s email, then based on this result of the questionnaire the researcher describes the findings and related it to the relevant theory. findings based on the questionnaire the findings of the research are firstly about the definition of online learning from the teacher’s perspective. most of the teachers can describe the meaning of online learning briefly. almost all of them stated that online learning is the process of learning activities using an online platform, internet connection, media, but flexible in with unlimited time and distance. secondly, about the difference and similarity of online learning based on the teacher’s perspective. almost all of them stated that the similarities between online and offline learning are in the process itself. even online or offline learning the teachers must prepare the lesson plan, material, and have the main goal (kd) that must be achieved. the difference between these two only getting in the way how to teach the students. the teachers agree that online learning and offline learning have differences in how the way the teacher does the teaching process. in offline learning, the teacher and the students meet in one place and one time, but in online learning they can’t, even they can use zoom as a media, but they are separated in distance. and about the media, whatsapp is the media that is mostly used by the teacher for conducting online learning activities, then followed by google classroom, zoom, and telegram in this pandemic situation. the teacher agrees that they used those media because easy for using, techno-friendly, and p a g e | 80 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 that media appropriate to be used in this situation. next about the easiness and the difficulties of online learning. most of the teachers agree that the easiness of implementation online learning is flexible in time and place, explore more technology, and student’s new experiences. most of them have same perception about online learning. online learning is flexible. it can be conducted anytime and anywhere. the teachers also agree that whatsapp is the most techno-friendly media which can be used as media for online teaching in this pandemic situation. in addition, although online learning looks easy to be understood conceptually, it also has difficulties for implementing. the teachers also agree that the difficulties of implementation online learning divide into three parts. they are in the supporting facilitation such as internet connection, students’ gadgets specifications, and internet quota and the learning process like less communicative when the activities because the teacher and students have limited time to interact between each other, can’t explain detail about the material, and can’t feel and control students’ affective factors when learning process. thus, they also stated that teachers’ challenges in the implementation of online learning are: teacher’s competency to use technology, teacher’s strategy to conduct effective online learning activities, supporting facilitation, and the creativity of teachers as the main role in online learning activities. it is also related with the previous statement stated that between teacher and students have a gap that make the conducting of teaching and learning process having challenges. thus, the researchers want to describe the challenges of the teacher when they do full online learning. next teacher’s perception of students’ achievement when doing online and offline learning. most of the teachers said that offline learning is more effective to the students; so, when the students learn in offline learning, the teacher can control the students, and then they can find out that their achievement based on their ability. in online learning, they perceived that it is the same as learning has a process to get a student’s achievement by quiz or exercise, but the teacher can’t control the students. so, they don’t know students’ real achievement, whether it is based on their ability or not. it is because, when the students do the task, test, or exercise in their home, the p a g e | 81 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 teacher cannot see if it is done by themselves or maybe they help by their parents, brother, or sister. this is one of the challenges faced by the teacher. then, move to the next explanation about the correlation between the learning process and student achievement. most of the teachers said “agree” that there is a correlation between the learning process and student achievement. students who learn by using the offline system will concern about the materials, because the teacher always controls them and when in the learning process, the students who do not understand the material can ask the question to their teacher. this thing influences students’ understanding and is related to their achievement. the teachers also explain about difficulties to achieve learning goal (kd) in the online learning process are not all of the students submitted their assignment on time, students do not easily understand without an explanation from the teacher, so the teacher can’t reach kd optimally, sometimes the students could not follow the online class because of data quota or internet which is not support. finally, the goal of the teaching and learning process could not be achieved. here, the teacher's problem in giving the score. when the teacher cannot give a maximal explanation to their students, automatically kd or basic competence cannot be reached. in addition, some of the materials need to be comprehended by using face to face learning, so when online learning is conducted, the process of learning is not maximal discussion based on those findings, it can be highlighted that the teacher’s challenges toward online learning in the pandemic era is divided into three points of view. they are supporting facilitation, the process of learning, and the climate of learning activities itself. the teachers miss the deep interactions of their students, so they cannot control students’ affective factors which also important for the teaching and learning process. liu et al (2009) found that social presence is a predictor of community college retention and final achievement in online community college environments. social presence, an important way to promote the social and interpersonal communication needed for online teaching and learning (lowenthal & dunlap, 2014), involves emotional responses and speech, open communication with others during the course, and coherent p a g e | 82 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 communicative responses (ice, swan, diaz, kupczynski, & swan dagen, 2010; rourke et al., 2001; rubin et al., 2013). the delivery of online courses often involves some form of interaction between students, content and technology. these functions are known as cognitive, emotional and administrative functions (coppola et al., (2002); as cited in keengwe & kidd, (2010)). it is also supported by kennedy & archambault (2012) who stated that that online learning is not the way for learning. they emphasized that it is hard to understand how people would learn anything without human contact — or why they would even want to”. it means that on their perspectives online learning is not an activity to learn because of lack of interactions. it is in contrast with study conducted by garrison & cleveland-innes (2005) cited in yang et al., (2016) who stated that social contact and interaction are important for students to feel linked and to form interpersonal relationships; interaction alone does not guarantee student participation in the cognitive investigation process, nor does it ensure that cognitive presence is automatically formed. it is contrasted with the previous study that stated interaction is the way to the teacher to maximal the online learning activities. several research studies have shown that lack of access to facilities, including home access, is another dynamic obstacle that prevents teachers from incorporating modern technology into education (ghavifekr et al., (2016)). these challenges also happened in the previous study which was conducted before. the most important part of doing online learning is supporting facilitation like an internet connection. if one of the roles, teachers or students lost the connection the online learning activities failed to conduct. in these difficult times, teachers must reconsider their involvement to deliver their lessons rather than face-to-face experiences. schools play a crucial role in this path, as they are the ones that provide instruction and seminars for teachers to be equipped with distance learning skills and information (darling-hammond et al., (2019) as cited in lapada et al., 2020)). in addition, the findings stated that the way students learning also correlated with their achievement. it is also supported by kozma (2003) as cited in mathevula & uwizeyimana (2014)) who found a negative association between the level of use of computers and the achievement of schooling, although others, such as isaacs (2007) as p a g e | 83 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 cited in mathevula & uwizeyimana (2014)) who found an increasing evidence indicating that the use of icts may potentially be the only feasible and economically sound means of expanding access to and enhancing the standard of secondary education in the short term. based on the previous study, and related to online learning activities have a pro and cons through it. in this current research, online learning will affect students’ achievement. meanwhile, this current research focuses on the teacher’s perspective on the challenges that the teachers faced when doing online learning in this pandemic era. the teachers also agree that online and offline learning have different ways of interaction. although both of the learning activities have to interact with each other in online learning the interaction cannot be optimal as such in offline learning. it is also supported by dabbagh & nanna ritland (2005) as cited in keengwe & kidd (2010)) who explored the distinctions between traditional and online learning environments and argued that traditional learning environments are bound by (a) the location and presence of instructors and students; (b) provided in real time; (c) governed by instructors; and (d) linear in teaching methods. the use of new knowledge and communication technologies, asynchronous communication and real-time information, online teaching and learning environments are both unbound and complex. based on the previous study, it can be found that the teacher’s perspective towards online and offline learning similar to this previous study. nelson & thompson (2005) as cited in keengwe & kidd, (2010)) stated that faculty time, benefits, workload, lack of administrative help, expenditure, quality of classes, student engagement and equipment problems as barriers to online teaching practices. many problems are surrounding the usage of social networks in education, such as anonymity, time-limiting, and miscommunication (jalal & zaidieh (2012)). more attention needs to center on the practitioner’s use of bl regarding their perception of effective instruction for social presence and language learning. in addition, focus needs to shift in bl research to community colleges where instructors tend to face more challenges in the implementation and delivery process than in 4-year institutions (crawford, barker, & seyam (2014); crookston & hooks (2012). seeking meaningful learning and defining their group role are based on the benefits and limitations of the p a g e | 84 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 contexts in which they find themselves, including cultural norms, social expectations, and institutional ideologies, as well as students’ goals, personal histories, and familial obligations (fuchs, 2016; jang & jiménez, 2011; yu and lee, 2016). the teachers also agree that offline learning makes the students focus on the learning process itself. it is contrast with the research conducted by (rasheed et al., (2020) who stated that teachers’ main challenge is their unwillingness and negative perception of using technology for instruction. based on the previous study conducted by rasheed et al. (2020), the biggest challenge for doing online learning is in the teacher’s feeling itself. the negative perception about technology influences the willingness of the teacher to explore more technologies. conclusion based on the research findings and discussion, it can be concluded that the teachers’ challenges toward online learning in the pandemic era are divided into three parts. they are the supporting facilitation like internet connection, gadget, and quota. then followed by the learning process such as the interaction, the explanation, the generation gap between teacher and students, and the way to control students also the challenges to create an effective climate towards the process. this current research identifies the challenges in general based on the teacher’s perspective in south kalimantan. for future research, the researchers suggest conducting the research specifically on pedagogic challenges for conducting online learning to get learning goals maximally. meanwhile, the research more focus and gives the detail to pedagogy component. hence, future research also can be conducted in other provinces of indonesia to find out the sensible policy toward the proper ongoing process for online learning acknowledgements the authors praise to allah swt who gives his blessings from the beginning to the end of this project. this study will not be completed without the assistance, encouragement, inspiration, and motivation of many people, whether or not they are directly related to this research. p a g e | 85 elsa rosalina let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 references coutinho, c. p., & lisbôa, e. s. 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(2016). exploring chinese students’ strategy use in a cooperative peer feedback writing group. system, 58, 1–11. syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||88-110||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php food, modernity and identity: rooted cosmopolitanism in adichie’s americanah syarif hidayat kizoku9@gmail.com darma persada university, indonesia article history: received: 27 february 2021 accepted: 30 june 2021 in globalization era, there are many producers of global foods that have localized their products in order to get more costumers. indeed, there are some people who cannot be separated with their locality, although they are part of global citizen. this paper discusses the tug-of-war between cosmopolitanism and localism within the persona of ifemelu, the main character in americanah, specifically in what food she eats and how the food is eaten and its influence on her identity. americanah is a novel that tells the story of a nigerian immigrant living in the united states who decided to return to nigeria. the study focuses on the characters and characterization of the figures in the novel and it aims to show how a rooted cosmopolitan identity was formed in ifemelu. the study is a qualitative research using the rooted cosmopolitanism theory proposed by kwame anthony appiah. the research shows that ifemelu's rooted cosmopolitan identity was seen through the negotiation between her cosmopolitan identity and her local (nigerian) identity. the discourse on rooted cosmopolitanism built by the text reveals its partiality toward nigerian local culture, specifically the nigerian foods. keywords: identity; food; modernity of america; rooted cosmopolitanism http://jurnal.uin-antasari.ac.id/index.php mailto:kizoku9@gmail.com page | 89 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 introduction in the era of globalization, companies in the culinary field that have developed their industry globally, compete with each other to attract local consumers. they try to create "hybrid" products that are a mixture of their flavors with local flavors. one example of a company doing this is mcdonald's, an american culinary company, which combines american flavors and local flavors in various countries. panwar and patra (2017) and tanahashi (2008) concluded in their research that mcdonald's goal of localizing its products was to achieve success in selling its products outside america such as india, japan, australia, germany, and brazil. in addition, in indonesia, mcdonald's also makes products that are a mixture of local and global flavors, not only foods such as “rendang” burgers, chicken with “kremes sambal uleg”, satay burgers, “balado” burgers, but also drinks such as soda “kedondong”, mcflurry “markisa” and mcflurry “rujak pedas” (bunga & prodjo, 2018; alfina, 2017). indeed, there are some people or society who cannot accept outside tastes. although there are some people who can accept the image of the outside, some of them always miss the image of the local taste, because basically many people find it difficult to break away from local culture. the tug-of-war between local and global cuisines is inevitable in the end. one of the novels entitled americanah by chimamanda ngozi adichie describes how the tug-of-war between local and global food takes place within the main character, ifemelu. the culinary theme in a literary work has become an interesting discussion in relation to cosmopolitan and identity issues. hidayat (2016) discusses the memoir entitled eat, pray, love by elizabeth gilbert and concludes that the text wants to open the reader's awareness to be open to differences through the main character who is able to adapt to foreign culinary delights, namely typical italian food. perry (2017) discusses a novel entitled this end of the rainbow by abidah amin and a short story titled deep fried devils by shih-li kow using multicultural theory. he concluded that there is a close relationship between food and cultural identity, that on the one hand food can cause pride and a sense of belonging to a person or society towards their culture, but on the other hand food can also create identity conflicts in page | 90 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the context of a multicultural society. pazo (2014) discusses culinary themes in the works of asian-american writers such as jhumpa lahiri, may-lee chai, shoba naraya, leslie li, bich minh nguye. he concluded that there is a connection between food and identity, “home”, “belonging”, that on the one hand the text shows that there are several characters who can adapt to american food, but on the other hand there are some characters who cannot adapt to american food. in contrast to the above works, the novel americanah by chimamanda ngozi adichie actually shows the tug of war between american and global food with local food through the main character, ifemelu. not only the tug of war between local and global culture in terms of culinary, americanah text also shows the tug of war between the main character's desire to become cosmopolitan in america by adopting american (western) modernity, such as a healthy lifestyle. however, on the other hand the text also shows ifemelu who is reluctant to eat healthy food. ifemelu, the main character of the novel americanah, is a nigerian who decides to continue her studies in america and become cosmopolitan there. however, the cultural clash between america and nigeria made it difficult for her to become a cosmopolitan in america. the novel americanah tells of ifemelu's struggle to adapt to the culture in america. the americanah text shows ifemelu's ambivalence in adapting to differences in america. on the one hand, the text shows that she is able to adapt and adopt cultures in america, such as american food and modernity, but on the other hand, she is also seen as reluctant to adapt to some foods in america. in the end the text shows the tug-of-war between ifemelu's local and national identity and her cosmopolitan identity in terms of food and american modernity to explain this problem, this paper will use the theory of "rooted cosmopolitanism" from kwame antony appiah which is somewhat different from the idea of cosmopolitanism which emphasizes the concept of universalism to unite all people in the world (fine, 2007). kendall, woodward and skrbis (2009) state that cosmopolitanism is an idea that emphasizes an attitude of being able to appreciate the differences and diversity of cultures that exist in the world. saito page | 91 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 (2011) called this cosmopolitan concept as elite cosmopolitan. a person with an elite cosmopolitan identity has more strong ties to people outside his/her country than people in his/her home country. appiah introduces a different viewpoint because he values more “not just of human life but of particular human lives” (appiah, 2006, p. xv). in his view, to be a cosmopolitan does not mean that person has to lose the cultural roots that become his/her uniqueness and identity. a cosmopolitan person can remain rooted in his/her cultural identity and have strong ties with people from his/her own country (appiah, 2005). appiah's opinion on partial values, such as local culture and national identity, is similar to the opinion of beck (2006) who believes that having a cosmopolitan identity does not mean giving up one's national identity because the two will always be related. this rooted cosmopolitan theoretical framework will be used to explain the ambivalence of ifemelu in adapting to american and global food when she enters the american cosmopolitan environment, as well as the ambivalent attitude of ifemelu who on the one hand has a strong attachment to nigeria, on the other hand she also adopts a modern american lifestyle. food is closely related to one's identity because a person's identity can be seen through the choices of food they eat (fischler, 1988). welsh (2018) adds that a person's identity is not only seen from what they eat but also how they eat the food, as well as how they write and talk about food. brown (2010) explains that social conditions affect a person's food choices, that community members tend to eat food approved by community groups, and vice versa. lien (2004) states that food is no longer just a commodity for consumption, but can also become a political discourse, which develops not only within the scope of the nation state but also in the global sphere. this food issue and its relation to self-identity are seen very strongly in the main character of the novel americanah, so this research will focus on ifemelu's ambivalent attitude in adopting food in relation to her choice of identity. not only that, this research will add to how ifemelu's identity is also seen from the way she adopted the modern american lifestyle. page | 92 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 this research is a continuation of previous research that has discussed the novel americanah. the novel americanah has many interesting issues to discuss, such as race, romance, and identity. this makes many researchers interested in discussing this novel such as, leetsch (2017) which discusses the romance issue of the novel americanah and guarracino (2014) which discusses the structure of the novel that combines the writing style of the blog in americanah. p. (2014b), arabian and rahiminezhad (2015), and arafath (2017) discuss issues of racial discrimination or racism in the novel americanah. p. (2014b) found that the return of ifemelu, the main character of americanah, symbolized a fight against racial discrimination that occurred in america. arabian and rahiminezhad (2015) concluded that ifemelu's return was due to being alienated due to racial discrimination. arafath (2017) concluded that ifemelu received double oppression as a black woman. p. (2014a) and orie (2015) discuss the issue of identity in americanah. p. (2014a) concluded that there was a change in the identity of the two americanah characters, ifemelu and obinze, who were influenced by the problems of race, poverty, and xenophobia, which both of them faced as immigrants. orie (2015) concluded that the ifemelu identity crisis was caused by the social conditions of american society which showed more of a dystopia, not a utopia, for an immigrant. different from these previous studies, this study will explain how ifemelu's ambivalence and preferences are a reflection of the tug of war between cosmopolitan identity and local identity. the tug of war between these two kinds of identities indicates a rooted cosmopolitanims discourse in the americanah text. method this study approaches the text using qualitative research methods and kwame anthony appiah's theory of rooted cosmopolitanism. this study will describe a rooted cosmopolitanism discourse in the americanah text. the research questions to be answered is how the tug-of-war between local and cosmopolitan is seen in ifemelu's food choices and her adoption of the american lifestyle. page | 93 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 findings and discussions ifemalu’s ambivalence toward culinary diversity jonas (2013) introduces the term he calls culinary cosmopolitanism, which is a way to identify cosmopolitan identity through culinary practice through attachment to food diversity, both in the way of making and presentation. jonas (2013) adds that someone (especially immigrants) can learn about differences in the culinary field by cooking together and sharing meals together. in the americanah, there is a tug of war between ifemelu's local (nigerian) identity and her desire to be cosmopolitan in america. this can be seen from her ambivalent attitude towards differences in types of food, tastes of food, the culture of serving food and the concept of food that she encountered in america. americanah shows a tug of war between local and cosmopolitan in ifemelu in addressing the differences culinary culture. you don’t need oil,” dike said. “you just cook the hot dog in water.” “water? how can a sausage be cooked in water?” “it’s a hot dog, not a sausage.” of course it was a sausage, whether or not they called it the ludicrous name of “hot dog,”and so she fried two in a little oil as she was used to doing with satis sausages. dike looked on in horror. she turned the stove off. he backed away and said “ugh.” they stood looking at each other, between them a plate with a bun and two shriveled hot dogs. she knew then that she should have listened to him. (132) in the above quotation, there is a clash of culinary cultures, which is shown through the interaction of ifemelu and her cousin, dike. this clash of culinary cultures involves a uniquely american food, namely hot dogs. in the above quotation, it can be seen that there are differences in perceptions about hot dogs and sausages between ifemelu and dike. ifemelu represents a nigerian immigrant who can not tell the difference between hot dogs and sausages. for ifemelu, hot dogs are page | 94 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 much the same with sausage, to be precise sausage "satis", so she cooks hot dogs like cooking sausage "satis", a famous sausage brand in nigeria. by mentioning this trademark, it seems that the text wants to emphasize the nigerian culinary identity which is still attached to ifemelu as an immigrant. thus, it can be seen that ifemelu cultural references who recently moved to america are references to nigerian culture that does not know hot dogs. whereas in the above quotation, it can be seen that dike has no reference to satis. also, in america, hot dogs and sausages are separate foods. hot dog is one of the names of various types of sausage. hot dogs were adopted by the americans from sausages brought by the germans. hot dogs and sausages have the same shape, but they have some differences; first, in terms of texture, hot dogs are different from sausages. hot dogs have a soft and chewy texture, while sausages have a denser texture. second, hot dogs are a snack food, while sausages are usually eaten as the main food (celine, 2011). in americanah, ifemelu shows her alienation from sausages. when, that evening, ifemelu told aunty uju about the hot dog incident, aunty uju said with none of the amusement ifemelu had expected, “they are not sausages, they are hot dogs.” “it’s like saying that a bikini is not the same thing as underwear. would a visitor from space know the difference?” aunty uju shrugged; she was sitting at the dining table, a medical textbook open in front of her, eating a hamburger from a rumpled paper bag. (132) the above quotation shows a comparison between immigrants who can accept differences and those who cannot. for aunty uju, the differences do not need to be questioned, while for ifemelu differences are interesting things. she had just realized cultural differences in a very simple way. the text shows aunty uju as cosmopolitan because she can accept the difference between sausages and hot dogs. page | 95 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 in addition, aunty uju's cosmopolitan identity can be seen when she enjoys a hamburger which is a food that is synonymous with western food, without questioning the taste. meanwhile ifemelu looks annoyed and cannot accept the difference between a sausage and a hot dog. this indicates that ifemelu is reluctant to accept differences. the text also positions ifemelu as an outsider who is alienated by these differences. the difference between aunty uju who has adapted to culinary tastes in america and ifemelu who has not been able to adapt to the taste of food in america is also seen in the following quote. it was, also, her summer of eating. she enjoyed the unfamiliar—the mcdonald’s’s hamburgers with the brief tart crunch of pickles, a new taste that she liked on one day and disliked on the next, the wraps aunty uju brought home, wet with piquant dressing, and the bologna and pepperoni that left a film of salt in her mouth. (139) in the above quotation, there is a mention of the name of the food accompanied by the name of a fast food company, namely mcdonald's hamburgers. this indicates an emphasis on food that characterizes america by the text. the americanah text shows the different flavor variations of mcdonald's hamburger in america. by presenting the typical italian flavors "bologna" and "pepperoni" the text seems to want to carry a cosmopolitan idea in the culinary world. in addition, in the above quotation, it is seen that ifemelu was very aware of the taste of the new food she discovered in america. this is different from aunty uju who is accustomed to the taste of food in america. the quotation above shows that there is a negotiation on "unfamiliar" food. ifemelu seems to adapt to the taste of this food and even enjoy it. however, the above quotation also shows ifemelu's reluctance to food she does not like. everyone seems to have a different taste sensitivity to the tongue. someone who comes from a certain place that has food with a certain taste, sometimes cannot adapt or "survive" with food with other tastes that are owned by people from other places. ifemelu as a nigerian immigrant seems unable to fully adapt to the taste of food in america. ifemelu in this case seems to page | 96 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 represent a handful of people who are unable to adapt to unfamiliar food tastes that have never been encountered. ifemelu's reluctance to the taste of food is also seen in the following quote she would meet him at the library after his class, where they sat in the café, drinking chocolate that was too rich, eating croissants that were too grainily whole wheat, his clutch of books on the table. (383) in the above quotation, it can be seen the names of foods and drinks that are not typical of america, namely croissants and chocolate. croissants are food originating from austria which is famous and is a characteristic of france. meanwhile, the culture of drinking chocolate is a culture of latin american society which was adopted by europeans. chocolate and croissants seem to be symbols of globalized food and drink because almost all countries are familiar with these foods and drinks. in the above quotation, it can be seen how ifemelu does not like the taste of chocolate and the taste of croissants made from "whole wheat" in america. from the tone of the text, it can be seen that the taste of croissants and chocolate in america is very strange to her. the text shows chocolate and croissants as universal foods that have a different taste when adopted by other countries. the text shows how ifemelu commented that this food is "too rich", namely food or drinks that contain a lot of fat, are too tasty and sweet. in addition, she also seems to dislike the texture of the croissants she eats, which according to her is "too grainily whole wheat", which is by using flour that is still coarse but healthier. this may be due to the taste of croissants and chocolate that is different from what she had previously eaten. the narrative above shows the difference between blaine and ifemelu. ifemelu is still influenced by her "local tongue" so that she cannot accept the taste of food that is different from the one in nigeria, which is found in america. in this case, blaine as a cosmopolitan who is able to adapt to the varied taste of food in a global scope tends to intimidate ifemelu. page | 97 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 furthermore, americanah also shows ifemelu’s reluctance to fruit flavours in america she was disoriented by the blandness of fruits, as though nature had forgotten to sprinkle some seasoning on the oranges and the bananas, but she liked to look at them, and to touch them; because bananas were so big, so evenly yellow, she forgave them their tastelessness. once, dike said, “why are you doing that? eating a banana with peanuts?” “that’s what we do in nigeria. do you want to try?” “no,” he said firmly. “i don’t think i like nigeria, coz.” (139) oranges and bananas are fruits that can be found in almost all countries in the world. it's just that each country seems to have different types of citrus fruits and bananas, or even have different ways of eating fruit. the above quotation shows the differences between oranges and bananas in nigeria and america. this can be seen from how the text seems to make these two fruits seem foreign to ifemelu as an immigrant in america. in the quotation above, it can be seen that ifemelu's ambivalence towards these two fruits is seen from the use of the words disoriented and forgave. on the one hand she does not like the taste of this fruit but on the other hand she likes the shape and color. the interesting thing is how she is depicted eating a banana with nuts, which seems to have the aim of producing a taste that matches her tongue. the text seems to want to indicate that ifemelu has an "african or nigerian tongue", this can be proven by the statement that "africans often eat nuts with various other foods such as bananas". thus, her difficulty in adapting to the taste of certain foods in america is a result of nigerian culinary roots, especially regarding taste, which is still strong in her. in addition, the way ifemelu eats bananas with peanuts can also indicate her negotiations on the taste of fruit in america. meanwhile, in the above quotation, it can be argued that dike also has an attachment to american locality which makes it difficult for him to accept a different taste. american locality was even attached to dike when he was in nigeria. they stopped at a fast-food place, where he ordered a hamburger. “is this horse meat? page | 98 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 because it isn't a hamburger. " afterwards, he would eat only jollof rice and fried plantain. (518). the text shows that dike is tied to american locality. the hamburger that he likes the taste and texture is the american hamburger. interestingly, the text shows how dike prefers to eat foreign foods at the same time, namely "jollof rice" and "fried plantain". in addition to the depiction of food that has a taste that is foreign to ifemelu in america, the text also describes a food that tastes no different. this can be seen from the following quotation; “ice cream was, fortunately, a taste unchanged. she scooped straight from the buy one-get one free giant tubs in the freezer, globs of vanilla and chocolate”. ice cream is used as a symbol of universalism in this text because it is described as having an unchanging taste, in the sense that both in nigeria and in america the taste of ice cream remains the same. however, this narrative actually seems to indicate that ifemelu herself is actually a "reluctant" figure to accept differences, especially in culinary matters. she is more grateful for the taste of food or drink that is not different, this can be seen from the text narrative that uses the word "fortunately". apart from showing a sense of reluctance towards food in america, ifemelu also shows her ability to adapt to food differences. this can be seen when she interacts with dike and can learn from her mistakes. “can i have a peanut butter and jelly sandwich instead?” dike asked. she followed his instructions for the sandwich, cutting off the bread crusts, layering on the peanut butter first, stifling her laughter at how closely he watched her, as though she just might decide to fry the sandwich. (132) through interactions between people of different cultures one seems to be able to learn to be open about the differences themselves. this is shown in the above quotation. ifemelu finally followed dike's way of making sandwiches, a popular american food originating from europe. in addition, ifemelu's ability to adapt to typical american food is also seen when she "orders a" muffin "without thinking that it really was a cake" (166). ifemelu is able to eat a typical american muffin that is different from the muffins she knows without comment in her mind, which is an page | 99 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 american muffin that looks like a "cupcake", while the muffin that ifemelu is known for, as an immigrant who comes from nigeria, which belongs to the british commonwealth, is "english muffins” which are round like bread, which are famous in the british commonwealth. by showing ifemelu's ability to adapt and be open to culinary differences, especially how to treat food, the text shows that ifemelu has the potential to become a cosmopolitan. ifemelu get the cosmopolitan identity in america, she brought this identity to nigeria. however, it must clash again with her nigerian identity. “oh, there’s this new place that opened on akin adesola,” bisola said. “the brunch is really good. they have the kinds of things we can eat. we should go next sunday.” they have the kinds of things we can eat. an unease crept up on ifemelu. she was comfortable here, and she wished she were not. she wished, too, that she was not so interested in this new restaurant, did not perk up, imagining fresh green salads and steamed still-firm vegetables. she loved eating all the things she had missed while away, jollof rice cooked with a lot of oil, fried plantains, boiled yams, but she longed, also, for the other things she had become used to in america, even quinoa, blaine’s specialty, made with feta and tomatoes. this was what she hoped she had not become but feared that she had: a “they have the kinds of things we can eat” kind of person. (502-03) the above quotation shows a culinary culture related to meal times, namely brunch, which is a culinary culture that is often identified with urban culture and also the upper-middle class. brunch can be said to be a global culture, which originally comes from england and the united states, but was later adopted by other countries, especially in urban areas. in the quotation above, it can be seen that ifemelu has ambivalence to accept urban culture that is identical to the western culture. on the one hand, ifemelu can accept the culture of "brunch", on the other hand there is a reluctant attitude of ifemelu to the culture of "brunch". the text shows ifemelu's reluctant attitude because she wants to be a nigerian who likes nigerian page | 100 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 food, but on the other hand she realizes that she has become, "americanah", an american who likes american food. also, in the above quotation the text divides culinary culture into three. first, nigeria's local culture is represented by jollof rice, fried plantains, and boiled yams, all of which are unhealthy foods from the perspective of the nigerian community who returned from america. second, global culture which is represented by "brunch" through its healthy foods, namely fresh green salads and steamed still-firm vegetables. the third is local american food, namely quinoa made with feta (white cheese) and tomatoes. from this, it can be seen that there is a clash between the three cultures. ifemelu's attitude in accepting global culture and also her nostalgia for american local culture, shows that she has a cosmopolitan identity. however, ifemelu's reluctant attitude towards brunch culture, as well as her nostalgic attitude towards (local) nigerian culinary culture, indicates her strong local identity. ultimately it appears that ifemelu has hybrid tastes because she likes local nigerian tastes and the universal “healthy” taste from america. although it can be seen in the above quotation that ifemelu only wants to have one identity. however, this is not possible, because both of them have become part of ifemelu. ifemelu's ambivalence toward american modernity western modernity produced by the industrial revolution is increasingly widespread throughout the world in the era of globalization. appiah (2005) states that western modernity can influence a person’s identity. in the era of globalization, western modernity can mix with one's racial identities which eventually form a new identity. americanah shows how western modernity, such as a healthy lifestyle with healthy food, and modern journalistic writing styles, influence the identity of its main character, ifemelu. americanah shows ifemelu process of adopting a healthy american lifestyle through healthy food. a healthy lifestyle or diet shows a person's identity. ifemelu, who wants to be cosmopolitan in america, tries to adopt a healthy american lifestyle, by adapting it to healthy foods. several factors seem to motivate her to eat page | 101 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 healthy foods and follow the healthy lifestyle of blaine, ifemelu's boyfriend, one of which is that a healthy lifestyle can improve her quality of life. in addition, ifemelu seems to really admire blaine, who has a broader insight than herself, for that she is willing to adopt blaine's healthy habits. he cooked organic vegetables and grains whose names she could not pronounce—bulgur, quinoa—and he swiftly cleaned up as he cooked, a splatter of tomato sauce wiped up as soon as it appeared, a spill of water immediately dabbed at. he frightened her, telling her about the chemicals that were sprayed on crops, the chemicals fed to chickens to make them grow quickly, and the chemicals used to give fruits perfect skin. why did she think people were dying of cancer? and so before she ate an apple, she scrubbed it at the sink, even though blaine only bought organic fruit. he told her which grains had protein, which vegetables had carotene, which fruits were too sugary. he knew about everything; she was intimidated by this and proud of this and slightly repelled by this. (383) in the above quotation, it can be argued that blaine is positioned as "the other" in the text, because he has a different culture from ifemelu, namely the culinary culture of healthy food. the concept of healthy food at blaine can be seen from the organic food he uses. by eating organic food, which tends to be more expensive, blaine also represents classy african-american. organic food is a food whose cultivation process is completely natural, without chemicals, pesticides, and other artificial processes. the concept of organic food seems unknown to ifemelu. the above quotation shows an introduction to organic food culture from blaine to ifemelu. in addition, the above quotation also shows the foods that are not typical american food, namely bulgur and quinoa. bulgur, a popular grain type in europe, india, and the middle east. while quinoa is a type of grain that is popular in south america, it is starting to spread and is also becoming popular in countries such as the united states, canada, european countries, china and japan. the text seems to represent a global, healthy diet through bulgur and quinoa. however, in this case the text illustrates that ifemelu as a nigerian immigrant is unlikely to be familiar with page | 102 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 this type of grain food. the interaction between blaine and ifemelu shows an interaction between two people of different cultures. one person introduces a culture to another. ifemelu tries to be cosmopolitan in america by adapting and accepting the culinary culture that blaine introduced. this is shown in the above quotation when ifemelu washes her apples. although there is an irony in the text that ifemelu itself does not have a complete concept of what is called organic food or healthy food. blaine himself is shown to have the potential to be cosmopolitan because he can accept non-american culinary cultures such as bulgur and quinoa. this is because the awareness of the concept of healthy living by eating healthy foods is stronger than a preference for certain foods. thus, the text shows the contradiction of ifemelu's identity. ifemelu's desire to become a cosmopolitan in america collides with ifemelu's character who is humble but does not like to be overthrown or dominated. ifemelu feels blaine's knowledge intimidates him. but on the other hand she was also amazed by blaine's knowledge. she imagined a crib in the bedroom, a baby inside it, and blaine carefully blending organic fruits for the baby. he would be a perfect father, this man of careful disciplines. “i can’t eat tempeh, i don’t understand how you like it,” she told him. “i don’t like it.” “then why eat it?” “it’s good for me.”(384) in the above quotation, it can be seen that tempeh is a healthy food. tempeh is known as a protein rich food. tempeh itself is a typical indonesian food, which spreads to all countries in the world such as european countries, australia, canada, the united states, japan and others. tempeh has become popular in america as a daily diet menu since 1980. from the above quotation, it can be seen that there are differences in food concepts between ifemelu and blaine. ifemelu tends to choose foods that have a taste while blaine tends to choose healthy foods even though he page | 103 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 doesn't really like the taste, like tempeh. unlike ifemelu, blaine can actually accept tempeh as a healthy food, even though he doesn't like the taste itself. this shows that the awareness of healthy living goes beyond liking and disliking food, and beyond one's cultural identity and locality. what's interesting is that when ifemelu quarreled with blaine she actually ate food that blaine didn't like. it had given her pleasure, buying chocolate bars from the newsstand, cheap bars filled with sugar and chemicals and other genetically modified ghastly things. “oh, so because you are quarreling with blaine, you are now eating the chocolate he doesn’t like?” aunty uju laughed. (432) ifemelu initially did not have a concept of healthy food. her desire to be cosmopolitan in america made her adapt to blaine's healthy lifestyle. but when she quarreled with blaine, he finally returned to his usual lifestyle, which is eating unhealthy foods. in other words, ifemelu returns to her cultural roots. furthermore, based on the interaction between ifemelu and blaine, the text seems to show the relationship between repressive cultures. “they did not fight again until the relationship ended, but in the time of blaine’s stoniness, when ifemelu burrowed into herself and ate whole chocolate bars, her feelings for him changed she still admired him, his moral fiber, his life of clean lines, but now it was admiration for a person separate from her, a person far away. (437)” blaine wanted ifemelu to follow his lifestyle. this made ifemelu feel intimidated. blaine, who already has an american identity and no longer has an african identity, feels that the american healthy lifestyle is the best lifestyle to follow. he feels the other lifestyle is unhealthy and unkind. this has indirectly repressed ifemelu. the problem of differences in culinary culture, the lifestyle of eating healthy foods, can even be a big problem. in this quotation, it can be seen that page | 104 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 ifemelu is a person who wants individual freedom to be respected. in the end, through ifemelu and blaine's relationship, a repressive kind of relationship is seen. although, ifemelu in the end prefers to eat the food she likes, but the healthy lifestyle she has learned from blaine still seems to be attached to her. this can be seen from the below quotation which shows that she still brings healthy food after she broke up with blaine. this shows the ambivalence in ifemelu. “your hair take long. you need food,” aisha said. “i’m fine. i have a granola bar,” ifemelu said. she had some baby carrots in a ziploc, too, although all she had snacked on so far was her melted chocolate. “what bar?” aisha asked. ifemelu showed her the bar, organic, one hundred percent whole grain with real fruit. “that not food!” halima scoffed, looking away from the television. “she here fifteen years, halima,” aisha said, as if the length of years in america explained ifemelu’s eating of a granola bar. “fifteen? long time,” halima said. (47) in the above quotation, healthy foods such as "granola bars" and "baby carrots" are still an alternative choice for ifemelu, however she prefers chocolate. this shows that ifemelu has ambivalence, on the one hand she prefers food that tastes she likes, but on the other hand she still brings and makes healthy food as an alternative to her other choices. apart from that, from halima and aisha's point of view, ifemelu has also become an american because she has adapted to american habits, by making "granola bars" as an alternative food. thus the text shows a tug of war between ifemelu's cosmopolitan identity, which can adapt to a healthy american lifestyle, and her identity that tends to choose the food she likes the taste of. page | 105 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 apart from going through the healthy american diet, ifemelu also adopts another healthy lifestyle through blaine. he ran every morning and flossed every night. it seemed so american to her, flossing, that mechanical sliding of a string between teeth, inelegant and functional. “you should floss every day,” blaine told her. and she began to floss, as she began to do other things that he did—going to the gym, eating more protein than carbohydrates—and she did them with a kind of grateful contentment, because they improved her. he was like a salutary tonic; with him, she could only inhabit a higher level of goodness. (384) the above quotation shows that blaine is an african-american who has followed the american lifestyle. blaine's lifestyle no longer reflects the stereotype of african-american who do not care about health. blaine's identity is an american identity. through blaine's awareness of healthy living, this can also prove that blaine represents a classy african-american. meanwhile, ifemelu, who wants to be a cosmopolitan in america, finally adapts and follows blaine's healthy american lifestyle. apart from going through a healthy lifestyle with healthy food, the text also shows how ifemelu applied american modernity in her journalistic field. ifemelu who studied in america adopted modern liberal american thought, which is a thought that prioritizes pluralism and freedom of opinion and expression with different beliefs, moral values, and philosophies (adams and dyson, 2007). “the idea of interviewing someone and writing a profile is judgmental,” ifemelu said. “it’s not about the subject. it’s about what the interviewer makes of the subject.” aunty onenu shook her head. doris shook her head. “why do we have to play it so safe?” ifemelu asked. doris said, with false humor, “this isn’t your american race blog where you provoked page | 106 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 everybody, ifemelu. this is like a wholesome women’s magazine?” the above quotation debates the problem of ifemelu's writing, which is honest and straightforward, regarding mrs. funmi king who never saw his servant when talking. in making her writing, ifemelu uses a provocative writing style that her superiors disapprove of. ifemelu started writing and studying communication science in america, which is known for being liberal and everyone is free to argue. in addition, she also wrote for the first time on her blog that talked about racism, which is an insult to human values. this is what makes ifemelu want to write with fairness values. this way of writing is deprived of a modern and liberal writing style that she adopted from america. ifemelu's article which was disapproved of finally made ifemelu decide to leave and write her own blog about justice in nigeria. based on this, ifemelu's ambivalence is seen, on the one hand she writes to advance nigeria but on the other hand she writes based on her experiences in america. based on the above analysis, it can be seen that ifemelu's ambivalence towards american modernity. on the one hand, ifemelu is able to adapt to american modernity such as a healthy lifestyle, but on the other hand, she also shows his reluctance to eat healthy foods. this is because ifemelu prefers food she likes rather than healthy food that she doesn't like. the text also shows a paradox within ifemelu, namely that she uses the modern liberal american thinking style in her writings fighting for her country, nigeria. finally, it shows once more that both, american (cosmopolitan) and nigerian (local or national) identity, has become part of ifemelu. conclusions and suggestions ifemelu's identity does not fully meet “americanah” (nigerian who come home from united states of america and follow the whole american lifestyle) criteria suggest that this text offers a deeply rooted cosmopolitan identity. ifemelu's rooted cosmopolitan identity is seen through the paradox of her attitude towards american culinary and american modernity. the paradox of ifemelu's attitude towards american culinary is seen through how on the one hand ifemelu is able to page | 107 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 adapt to american and global food, but on the other hand, she cannot leave nigerian food. furthermore, the paradox of ifemelu's attitude towards american modernity can be seen from how on the one hand ifemelu is able to adapt to american modernity such as a healthy lifestyle with healthy food, but on the other hand she shows a reluctance to eat healthy food and make it a second alternative. the text also shows its ideology by constructing a rooted cosmopolitanism discourse. the tug of war between ifemelu's comopolitan identity and its nigerian identity shows that ifemelu has a deeply rooted cosmopolitan identity. appiah (1997) gave an example by quoting getrude stein who stated that "america is my country, and paris is my hometown (p. 618)." this also happened in ifemelu. although she feels comfortable living in america and feels that america is her second place, she feels nigeria is her home and she must maintain her culture and be selective about american culture. this proves that cosmopolitan identity and local or national identity cannot be separated. appiah (2005) states that "if cosmopolitans are never fully cosmopolitan, the locals are never fully local" (p. 239). the tug-of-war between local identity and ifemelu's cosmopolitan identity indicates that she does not fully have a local identity or a cosmopolitan identity, but rather that these two identities merge into ifemelu who form her rooted cosmopolitan identity. the text shows that there is a demand from the dominant culture that in order to have a cosmopolitan identity, a person, especially immigrant, must adapt to dominant cultures such as western culinary, american healthy lifestyle and healthy food, and modern american mindset. however, the text also displays resistance to this pressure by presenting a character who refuses to fully submit to this dominant culture even though she has the ability to meet the criteria set by the dominant culture. this shows that the americanah text views the importance of local identity in the formation of one's cosmopolitan identity. in this way the text builds a deeply rooted cosmopolitanism discourse to show its readers that maintaining a local or national culture, in this case local cuisine and nationalism towards the state, is important. the rooted cosmopolitan identity shown in the text is basically a dialogue page | 108 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 or negotiation to be able to maintain local culture while still being able to become citizens of the world. indirectly, by raising the notion of a rooted cosmopolitan identity, the text shows that the strength of local and national identity can avoid the influence of cultural imperialism and western hegemony which continues to strive to maintain western culture as a dominant culture that is universal. references adams, i dan dyson, r.w. 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(2016). kosmopolitanisme dalam memoar eat, pray, love karya elizabeth gilbert. in d. ekawati, i.n. azhar & e.c. sari (eds). seminar nasional bahasa dan sastra: senabastra (pp. 317-322). bangkalan: universitas trunojoyo madura. jonas, t. (2013). eating the vernacular, being cosmopolitan. http://epress.lib.uts.edu.au/journals/index.php/csrj/article/viewfile/3076/34 28 kendall, g. et al. (2009). the sociology of cosmopolitanism: globalization, identity, culture and government. new york: palgrave mcmillan. kurniasari, a. (2017). 5 menu mcdonald’s's dengan rasa khas indonesia yang pernah ada. https://www.idntimes.com/food/dining-guide/afinakurniasari/5-menu-mcdonalds-dengan-rasa-indonesia-banget-c1c2/3 leetsch, j. (2017). love, limb-loosener: encounters in chimamanda adichie’s americanah. journal of popular romance studies, 6, 1-16. http://jprstudies.org/wp-content/uploads/2017/04/lll.4.2017.pdf lien, m. e. and nerlich, b. (eds). 2004. the politics of food. oxford: berg. orie, c. p. (2015). women meet dystopia in their america: a femalist reading of americanah. okike. an african journal of new writing, 53, 66-75. https://oer.unn.edu.ng/read/women-meet-dystopia-in-their-america-afemalist-reading-of-americanah/file.pdf p., s. (2014a). the lost “africanah’ in chimamanda ngozi adichie’s americanah. gjra-global journal for research analysis, 3(11), 42-43. https://www.worldwidejournals.com/global-journal-for-research-analysisgjra/fileview/november_2014_1564832279_15.pdf p., s. (2014b). unmasking racism in chimamanda ngozi adichie’s americanah. gjra-global journal for research analysis, 3(11), 42-43. https://www.worldwidejournals.com/indian-journal-of-applied-research(ijar)/file.php?val=november_2014_1492774323__79.pdf panwar, d., and patra, s. (2017). localization in fast food industry: a case study on mcdonald’s’s strategy in india. journal of arts, scinece & commerce, viii, 3(1). https://www.researchgate.net/publication/318470523_localization_ in_fast_food_industry_a_case_study_on_mcdonald’ s's_strategy_in_india/link/5983402d45851531048f8ab0/downloa d pazo, p. t. (2014). diasporic tastescapes: intersections of food and identiy in asian american literature. a doctoral thesis. universidade da coruna. https://core.ac.uk/download/pdf/61910855.pdf perry, m. s. (2017). feasting on culture and identity: food functions in a multicultural and transcultural malaysia. the southeast asian journal of english language studies, 23(4), 184-199. http://epress.lib.uts.edu.au/journals/index.php/csrj/article/viewfile/3076/3428 http://epress.lib.uts.edu.au/journals/index.php/csrj/article/viewfile/3076/3428 http://jprstudies.org/wp-content/uploads/2017/04/lll.4.2017.pdf https://www.researchgate.net/publication/318470523_localization_in_fast_food_industry_a_case_study_on_mcdonald's_strategy_in_india/link/5983402d45851531048f8ab0/download https://www.researchgate.net/publication/318470523_localization_in_fast_food_industry_a_case_study_on_mcdonald's_strategy_in_india/link/5983402d45851531048f8ab0/download https://www.researchgate.net/publication/318470523_localization_in_fast_food_industry_a_case_study_on_mcdonald's_strategy_in_india/link/5983402d45851531048f8ab0/download https://www.researchgate.net/publication/318470523_localization_in_fast_food_industry_a_case_study_on_mcdonald's_strategy_in_india/link/5983402d45851531048f8ab0/download https://core.ac.uk/download/pdf/61910855.pdf page | 110 syarif hidayat let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 https://www.researchgate.net/publication/322102513_feasting_on_cultur e_and_identity_food_functions_in_a_multicultural_and_transcultural_ malaysia/link/5caeb27b4585156cd78f668d/download rombauer, i. s., becker, m. r., becker, e. (2001). joy of cooking: all about breakfast and brunch. new york: scribner. saito, h. (2011). an actor-network theory of cosmopolitanism. american sociological association. sociological theory, 29, 2, 124-149. http://www.jstor.org/stable/23076374 saputra, g. b. and wahyu a. p. (2018). di mcdonald’ss ada burger rendang hingga soda kedondong. https://travel.kompas.com/read/2018/08/11/131000327/di-mcdonald’ssada-burger-rendang-hingga-soda-kedondong tanahashi, s. (2008). succeeding globally depends on localization: a case study on mcdonald’s’s corporation. https://www.ubunkyo.ac.jp/center/library/image/fsell2008_057-073.pdf welsh, s. l. (2018). culinary cultures: food and the postcolonial. journal of postcolonial writing, 54 (4), 439-441. https://www.tandfonline.com/doi/full/10.1080/17449855.2018.1497763 https://www.researchgate.net/publication/322102513_feasting_on_culture_and_identity_food_functions_in_a_multicultural_and_transcultural_malaysia/link/5caeb27b4585156cd78f668d/download https://www.researchgate.net/publication/322102513_feasting_on_culture_and_identity_food_functions_in_a_multicultural_and_transcultural_malaysia/link/5caeb27b4585156cd78f668d/download https://www.researchgate.net/publication/322102513_feasting_on_culture_and_identity_food_functions_in_a_multicultural_and_transcultural_malaysia/link/5caeb27b4585156cd78f668d/download https://books.google.com/books?id=yrtklhbl4tkc&pg=pa8 https://books.google.com/books?id=yrtklhbl4tkc&pg=pa8 https://travel.kompas.com/read/2018/08/11/131000327/di-mcdonalds-ada-burger-rendang-hingga-soda-kedondong https://travel.kompas.com/read/2018/08/11/131000327/di-mcdonalds-ada-burger-rendang-hingga-soda-kedondong https://www.u-bunkyo.ac.jp/center/library/image/fsell2008_057-073.pdf https://www.u-bunkyo.ac.jp/center/library/image/fsell2008_057-073.pdf https://www.tandfonline.com/doi/full/10.1080/17449855.2018.1497763 how to be a good language teacher by saadillah abstract there are two crucial questions about the study of language teacher. the first question is “how is a good teacher?” the second question is “how is a good language teacher? to answer those questions, it should be understood that teacher is a usual creation of god. like an english proverb says”there is no one perfect so, the teacher maybe will do the mistakes. the teacher maybe has some weakness . this writing tries describing some facts about teachers as general, and introducing the reader about how is going to be a good language teacher. key words: language teacher, qualification, competence, and criteria 1. introduction teacher’s work is a very good work. a professional teacher is a learning agent who has suitable roles; facilitator, motivator, encourager, teaching and learning engineer, and motivator for students .as a professional man power, teacher means that teacher’s work only done by whom has qualification, academically, competence, and educator’s certificate. the teachers play an important role in the realm of education is inevitable. much of the responsibility in regard to the success and failure of the education in general is put on the teachers’ shoulders. when there is something wrong in education, teachers tend to be concerned. sometimes they are regarded as magicians who can convert poor students into the bright ones. much is expected from the part of teachers. as a consequence, there are many roles that they have to play. if we go to extreme, teachers are expected to be perfect persons, academically, and personally. it is assumed that qualified teachers will be able to do their jobs better and the output in the part of the student will be better as well. for this reason, they are hoped to upgrade themselves from time to time towards better qualification. this writing will elucidate some facts about teachers in general, and characteristics of good teachers, those of the bad ones, the roles of teachers, and some good practices to be done by teachers. 2. some facts about teachers before going to the discussion of how to be a nice language teacher, it is better for us to look at some facts about teachers in general. compared to other occupation requiring a similar level of educational preparation, the profession of teaching employs more people. in china, there are more 12,000,000 teachers compared to other professions. in india, there are 10,000,000 teachers compared to 1,000,000 engineers, and 50,000 medical doctors. in the united states of america, there are 5,000,000 teachers compared to3,000,000 engineers, 700,000 lawyers, 400,000 computer specialists, and 250,000 medical doctors. in indonesia, there are more than 2,800,000 civil servants who work as teachers; it is about a half of the total of the civil servants. despite the big total number of teachers, there are some conditions that are not so favorable and suitable in the profession of teaching. here are some of them: a. the teacher training programs are established at a time when the educational system is expanding. however, at some point the pace of school expansions will slow. the established programs will continue to produce the same number of teachers as in the past, while the recruitment of new teachers slack off. as a result there is a surplus of in the number of qualified teachers. b. there is a decline in the relative status of the institutions that train teachers, or increasing proportions of those who teach come from lower status of secondary and higher educational institutions. c. the proportion of females among teachers increases till a threshold of 75 percent at the primary and 50 percent at the secondary level is reached. d. while teachers have been historically recruited from higher status families, at least in the case of males, they increasingly come from farm and blue-collar backgrounds. e. the academic achievement of those entering the teaching profession declines relative to those entering other professions. teaching becomes less attractive to the most promosing and ambitious young people, especially in the male sex. schools or educational institutions experience increasing difficulty in recruiting the most able and ambitious members of society. f. the salary or payment of teachers is relatively smaller than those of other profession such as lawyers, bankers ,artists, people’s representative council members, or medical doctors, whereas the responsibility of teachers is heavy enough to do . in indonesia, a senior teacher has 3,000,000 – 4,000,000 rupiahs every month. in the united states of america, a junior teacher has 26,000,000 . in malays ia, a junior teacher has 5,000,000-11,000,000 rupiahs and a senior has 7,000,000-39,000,000 rupiahs every month in united kingdom, teachers have about 60,000,000. in japan once tried to increase the salaries of teachers up to 50 percents. there, a junior teacher has 11,000,000 rupiahs more and a senior has 28,000,000 rupiahs.besides the salary, teachers also have an extra salary 5% twice a year in june and august , regional allowance, supporting family allowance, commuting family allowance, head teacher allowance and head teacher instructor allowance, club activities instructor allowance. it had a drastic effect on the educational qualifications of those entering teacher’s training school and educational faculties. 3. the good language teacher in spite of the unsuitable and unfavorable facts about teachers in general, teachers should do their best to be professionally competent in their jobs. as a reference for teachers, there are general principles that nice teachers may have in common. the principles may be ideal in nature, yet the teachers can develop themselves to get closer to the principles. prodromou in thomas kral {1994}, conducted a survey on qualities of a nice language teacher, and those a bad one. these, qualities are viewed from the part of the students involved in the survey of language class , from intermediate to advanced level. based on the survey result, there are 36 notes for language teacher. here is the list of qualities of a good language teacher: 1} friendly 2} explained thing 3} gave good notes 4} knew how to treat someone who sits at a desk for six hours 5} let the students do it by themselves 6} group work 7} we did the lesson together 8} took out things we know 9} talked about her life 10} talked about problems of the school 11} talked about other subject 12} played games 13} told jokes 14} she was one of us 15. didn’t push weak learners 16} asked students opinions, there was a dialogue 17} she was like an actress, pretended a lot 18} she was educated 19} she knew psychology} 20} used movement to make meaning clear 21} she made sure everyone understood 22} she was funny 23} she got close to students 24} she believed in me, made me belie in myself 25} she had a personality of her own 26} she was very experienced 27} she made grammar clear 28] she tried to communicate 29} she gave advice 30} she talked about personal problems 31} she gave me a lot of books to read 32} she used questions a lot 33} she asked all students questions 34} social work---it was her job 35} she was more like a comedian 36} we did experiments according to the above characteristics, it may be concluded that a good language teacher should have the following headlines like stated in undang-undang republic of indonesia number 14/2005 on teachers and lecturers, namely: have four competences; pedagogical, personality, professional, and social competences . for the next, it may be underlined that a good language teacher should have : 1} knowledge of language as general 2} knowledge of language teaching or second language teaching methodology 3} knowledge of other subjects 4} knowledge of evaluation/testing 5} concept of education 6} concept of teaching 7} concept of general psychology 8} concept of learning psychology 9} knowledge of evaluation/testing 10} authority over the classroom 11} empathy with students 12} appropriate attitude to error 4. the bad language teacher besides the nice qualities, it is also necessary to know the bad qualities of a language teacher. the following are the qualities of a bad language teacher according to the students involved in the survey conducted by promodrou, 1994: 1} very strict 2} didn’t let us speak 3} gave us a text to learn and checked it 4} gave marks all the time 5} she was fixed in a chair 6} always above our heads a[dominate} 7} shouted {for no reason} 8} gave a lot of tests 9} force us to do things 10} didn’t discuss other problems 11} started the lesson immediately 12} didn’t smile 13} she stared at you and you couldn’t say a word 14} her test were too difficult 15} we were not prepared for the test 16} she just showed us a grammar rule and we forgot it 17} shouted when we made mistakes 18} bad tempered 19} talked and talked 20} she spoke flat 21} she just said the lesson and nothing else 22} there was a distance from us 23} believed the students were all the same 24} we didn’t do experiments 25} believed students all knew the same things 26} like machine 27} treated kids like objects 28} she was rigid 29} sarcastic and ironic 30} only lessons, didn’t discuss anything else 31} avoided answering questions 32} you couldn’t laugh, you couldn’t speak 33} she was a teacher, i was a student 34} she had a black list and said “you, you, you” 35} she had a little book with the marks in 36} no communication 37} she made me feel anxious 38} she said we weren’t well prepared according to what was said by the students above, about the good and bad characteristics of a language teacher, may be subjective and there may be some overlapping. however, it is very useful to observe certain general principles that nice language teachers may have in common. these general principles can serve as a starting point for the teacher who has lost confidence in her ability to fulfill her own potential. of course the bad ones should be avoided hard by all language teachers. unless the teachers practice the nice ones, they will have trouble to teach the students in the classroom. 5. the roles of the language teacher this time being, the role of the language teacher is not as simple as it once was. from time to time observers or researchers are discovering new factors thay may play a part in language teaching and learning. today, knowledge of the linguistic structure of the language is only one of the requirements of a nice language teacher. teachers should also have a broad background knowledge of the social environment that influences their students, different pedagogical approaches, methods, and techniques, social and cultural aspects of the language taught, and techniques for diagnosing certain psychological characteristics of students. in the scope of classroom activities, the roles of a language teacher are among others: 1} as an agent, e.g. the teacher helps students to solve their problems and distribute their rights 2} as a manager, e.g. the teacher gives instructions for students to get into groups 3}as a friend, e.g. the teacher chats with students over coffee or arranges a cinema, visit with the class. 4} as a model, e.g. the teacher asks the students to repeat a sentence or phrase after her. 5} as a monitor, e.g. the teacher goes around listening to pairs practicing a dialogue 6} as a counselor, e.g. the teacher advises students how best to approach a task. 7} as an informant, e.g. the teacher explains when we use the present continuous tense. 8} as a facilitator, e.g. the teacher provides material and guidance to enable students to work on their own. 9} as a social worker, e.g. the teacher says behind after class and discusses one of the student’s personal problems which is affecting his/her work. 6. other good practice the following is some practices which may be useful for teachers to carry out, complementary to the nice characteristics above: 1} teacher development a language teacher has to develop and improve her knowledge of language teaching and learning from time to time. this can be done by subscribing to language teaching and learning magazines or journals, attending and being the participant or the speaker for conferences, seminars, and workshops, joining professional organizations, forming local or regional teachers’ groups, inviting guest/native speakers to contribute lectures and workshops. 2} teacher’s position the teacher’s position in the classroom should be varied, depending on the teaching and learning activity. the way a teacher moves around the room at different points in the language lesson can have a significant effect on students’ attention and concentration. 3}classroom arrangement if the desks in the classroom are not fixed to the ground, the teacher can arrange them in such a way that the students can listen to each other easily, and see the board and visual material the teacher may hold up. for general class work, a semicircular formation is best. a circular formation can be used for general discussion. with desks fixed to the floor, the teacher should encourage students work behind or in front of them, or a gangway to form groups of four, six, or seven. 4} use of media use of media in teaching –learning process is very important. what ever media, e.g television, computer, lap top, lcd, tape recorder, and any cassettes may be used of supporting the language learning activity in the class room. it is to be the teacher’s responsibility to ensure that conditions for language learning are achieved. therefore, the language teacher should try seeking and using media at the class room level appropriately. they are adamant about the importance of the use of media in teachinglearning process. 5} use of time the teacher should be able to make use of the time available wisely. here are some hints in relation to the use of time: -don’t make students feel anxious about time -don’t plan to do too much in a lesson {have an extra for a joke or anecdote} -don’t wait too long for a student to answer the questions -tell the students how long they have for a particular activity. -warm the students one or two minutes before an activity is due -use the last few minutes to check that learning has taken place, and to summarize what the lesson has been all about. 6} voice when the teacher speaks in a monotone, regardless of changes in topic form, usually the students tend to switch off. so, it is necessary for the language teacher to vary the loudness and tone of her voice when the function of what she is saying changes. she may change her voice, e.g., in beginning the lesson, starting and stating objectives of the lesson, giving instructions, interrupting the students to point out something important, telling the students that time is over, explaining a homework or an assignment, summarizing what the lesson was all about, or closing the activity. 7} a teacher needs much to look at the class as she is speaking, allowing her gaze to travel gently round the class room without staring at any one student. she has to look at the student who is speaking or expressing, occasionally letting her eyes rest on another student before coming back to the speaking student. she should avoid look up the ceiling, at the floor, through window, or at the wall as she is giving instructions or asking questions. 8} compliment a language teacher should be generous enough in paying compliments to the students who something correctly. the compliments can motivate and encourage them to do better. on the contrary, rude words or sentences have to be avoided although the students may make some mistakes. 7. closing in fact there is no formula for a good language teaching. very different people make good language teachers for very different reasons. however, it is possible to observe certain general principles that many good teachers have in common. teachers need to exert their efforts towards the ideal characteristics so that their main jobs can be more fruitful and enjoyable on the part of the students as researchers find some more factors that play part in language teaching-learning, a language teacher should play more roles in doing her main jobs. in line with the development of knowledge, science, information, and technology from time to time, she has to be able to upgrade herself so that her professional competence in language teaching-learning is always up to date not out of date. teacher education is lifelong. references bickley, verner {edt.}. 1991. where from here? issues relating to the planning, managing, and imple mentation of language teaching and training programmes in the 90’s. hong kong: institute of language in education. education department. candlin, c.n. and d.f. murphy. (edt.}. 1986. language learning task. london: prentice-hall international cangelosi, james s. 1993. classroom management strategies. gaining and maintaining students’ cooperation. new york: longman gingras, rosario c. {edt.} 1981. second language acquisition. washington, d.c: center for applied linguistics grant, carl a. 1984. preparing for reflective teaching. boston: allyn and bacon, inc. kral, thomas {edt.}. 1994. teacher development; making the right moves. washington, d.c.: english language programs division, united states information agency. little, david, at al. 1989. learning foreign languages from authentic texts; theory and practice. dublin: authentic language learning resources ltd. myers, charles b. and lynn myer k. 1990. an introduction to teaching and schools. forth worth: holt, rinehart, and winston, inc. peck, antony. 1988. language teachers at work; a description of methods. cambridge: prentice hall international razik, taher a. 1972. systems and approach to teacher training and curriculum development; the case of developing countries. paris: unesco international institute for educational planning rust, val d. and per dalin. 1990. teachers and teaching in the developing countries. new york: garland publishing, inc. wales, mavis lynn. 1988. language learning in the classroom; aiims and conditions. victtoria: deakin university willing, ken. 1989. teaching how to learn; learning strategies in esl. sedney: macquarie university. zaid, adnan. 1995. the application of whole language approach to foreign language teaching; a feasibility. malang: pps ikip malang http:indosdm.com/gaji-guru-di-jepang http:/esq-news.com/pendidikan/2010/05/01/beda-gaji-guru-malaysia ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||20-41||2021|| |p-issn: 20869606 ; e-issn:25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php english pronunciation diversity produced by indonesian cover-singers: a case study on the youtube channel ismi maulina utami ismi.17020154029@mhs.unesa.ac.id universitas negeri surabaya article history: received: 12 april 2021 accepted: 20 june 2021 this study focused on the pronunciation changes of the indonesian cover-singers on youtube. it was qualitative research by using documentation technique. there were three subjects of this study namely rm with song “memories”, ah with song “thank you next”, and hd with song “comethru”. at the first singer’s pronunciation, there were 26 mispronounced words and she did consonant deletion, vowel shift, consonant neutralization, vowel coalescence, consonant insertion, and metathesis. at the second singer’s pronunciation, there were 17 mispronounced words and she did consonant deletion, vowel shift, consonant neutralization, consonant insertion, assimilation, and diphthongization. at the third singer’s pronunciation, there were 12 mispronounced words and she did consonant deletion, consonant neutralization, vowel shift, vowel coalescence, and consonant insertion. these pronunciation changes occured because of the distinction between the phonological system of english and bahasa indonesia, and the indonesian cover-singers still relied on the word’s spelling rather than phonetic sound. regardless of these two reasons, there were also several similarities in the phonological system between english and bahasa indonesia, but the indonesian cover-singers still performed the pronunciation changes. keywords: pronunciation changes; segmental; indonesian cover-singers http://jurnal.uin-antasari.ac.id/index.php mailto:ismi.17020154029@mhs.unesa.ac.id page | 21 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 introduction english has become a global language that is used by people throughout the world, especially in indonesia. nowadays, english not only becomes a means of communication to overcome language distinction, but it can also be a means of expression in arts, one of the arts is in a song. in the modern era, many english songs have sprung from various genres ranging from pop, jazz, alternative rock, blues, metal, and many more. with the help of technological advances, english songs can be listened to by indonesian people on social media like youtube. not only listen to english songs, but indonesian people also often re-sing the english songs that are sung by the english original singers which they then upload their cover videos on youtube. in this case, indonesian people who like to re-sing english songs in youtube are called indonesian cover-singers. in singing english songs, those indonesian cover-singers as much as possible try to equate the pronunciation performed by english original singers. however, there are some sounds that cannot be pronounced fluently by them until it resulted in the pronunciation changes. the phenomenon of pronunciation changes can occur because indonesian cover-singers do not use english as their first language, but they tend to use bahasa indonesia. in addition, the distinction in the phonological system between english and bahasa indonesia also becomes the cause of indonesian cover-singers to produce pronunciation changes. actually, bahasa indonesia and english have 26 alphabetical letters, but both have different ways of pronouncing them. alwi et al. (2017) states that bahasa indonesia has 35 sounds that consist of 22 consonants, 10 vowels, and 4 diphthongs. whereas english has 42 sounds which consist of 25 consonants, 12 vowels, and 5 diphthongs (fromkin et al., 2014). moreover, pallawa (2013) reveals that the sounds [æ], [ʌ], [ӡ], [v], [θ], [ð] exist in english, but they are absent in the bahasa indonesia phonological system. meanwhile, martin (2004) states that there is no relation between the sound and letter in english. avery (2013) also adds that the english spelling system reveals many examples of the discrepancy between spelling and sounds. some of english letters have more than one sound. it is noticeable that the sound [c] in the word “car” and “city” can be pronounced page | 22 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 differently by the speaker. unlike english, the sound and letter in bahasa indonesia have a very close relationship. for example, the letter "a" in bahasa indonesia also represents sound [a]. the distinction of the phonological system between bahasa indonesia and english may result in phonological processes. wolfram and johnson (1984) states that a dynamic system in which units change as they come into contact with other units in the system is called a phonological process. according to schane (1973), there are some variations of the english phonological process namely assimilation, syllable structure, weakening and strengthening, and neutralization. there are three previous studies that examine the pronunciation changes produced by singers when they sing english song. wahyuni (2012) proves in her study that korean singers are difficult to produce labiodental fricative sounds, such as [f] and [v] and they also do the 8 strategies to overcome the pronunciation changes, such as substitution, deletion, assimilation, insertion, simplification, consonant clusters, syllable position, and gemination. in addition, jelangpaska (2020) conducts a study with one of the indonesian bands named klif is used as the subject. the study finds that the 9 sounds, such as [l], [r], [t], [d], [k], [z], [n], and [ƞ] are pronounced differently by the vocalist as well as the two phonological process namely assimilation and deletion. moreover, khumaidi (2020) analyzes the pronunciation changes produced by metal vocalists. the study reveals that the metal technique used by the metal vocalists affects them to do the pronunciation changes and each of the metal vocalists do segment substitution, insertion, and deletion. it also finds that the impact of the application of the metal vocal technique makes the pronunciation of the vocalists difficult for listeners to hear it clearly. unlike those previous studies, this study will observe and discuss the pronunciation changes produced by indonesian cover-singers when they are singing english songs on the youtube channel as well as the type of phonological process. as it is known that the indonesian cover-singers do not use english as their mother tongue and there are some differences on segmental features between bahasa indonesia and english. the problem limitation on aspects that will be discussed in page | 23 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 this study is a phonological system with a focus on segmental features and also the phonological process. this problem limitation leads to several questions to be discussed further, namely 1). to what extent do the pronunciation of indonesian cover-singers when they sing english songs on the youtube channel? 2). what are the phonological processes that caused english pronunciation diversity produced by indonesian cover singers on the youtube channel? as for the significance purpose, this study tries to elaborate the distinction of the phonological system between english and bahasa indonesia, and it is also expected that this study will improve the indonesian singers' awareness in singing english songs with correct pronunciation. segmental features according to (fraser, 2001; carr, 2008), the study of the segmental features includes vowels and consonant allophones. odden (2005) explains that a consonant is a sound other than a vowel. it is produced by restriction in the human vocal tract that blocks the airflow. in reverse, fromkin et al (2014) states that the vowel is formed through the mouth and/or the nose with little restriction of airflow from the lungs. meanwhile, yule (2006) defines diphthong as the combination between vowel sounds. in english, there are 43 sounds which consist of 25 consonants, 12 vowels, and 5 diphthongs (fromkin et al., 2014). the english consonants are [p], [b], [t], [d], [k], [g], [f], [v], [ɵ], [ð], [s], [z], [ʃ], [ӡ], [h], [tʃ], [dʒ], [m], [n], [ƞ], [l], [r], [w], [ʍ] and [j]. in term of vowel and diphthong, the english sounds are [i], [ɪ], [u], [ʊ], [e], [ɛ], [ə], [ʌ], [o], [æ], [a], [ɔ], [aɪ], [aʊ], [eɪ], [oʊ], and [ɔɪ]. contrary, alwi et al. (2017) states that there are 32 sounds consists of 22 consonants, 10 vowels, and 4 diphthongs in indonesian. the bahasa indonesia consonants are [p], [b], [t], [d], [c], [j], [k], [g], [f], [s], [ʃ], [z], [h], [m], [n], [ɲ], [ƞ], [r], [l], [w], [x], and [y]. in term of vowel and diphtong, the bahasa indonesia sounds are [i], [ɪ], [u], [ʊ], [e], [ɛ], [ə], [o], [a], [ɔ], [ai], [au], [oi], and [ei]. in conclusion, the english sounds [v], [ɵ], [ð], [ʌ], [æ], [oʊ], and [ɔɪ] are absent in the bahasa indonesia phonological system. page | 24 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 phonological process phonological process is a process that occurs when a unit of sounds in a language changed to another sound in a system of language. schane (1973) divides phonological processes into 4, namely assimilation, syllable structure, weakening and strengthening, and neutralization. assimilation it is a process that makes the sound similar to the neighbor sounds. according to schane (1973), there are 4 types of assimilation. first, consonant assimilates vowel features, it is a process when a vowel's characteristics can be applied to a consonant as secondary alterations, e.g. the word electric becomes electricity. here, the sound [k] is pronounced as sound [s/]when it is followed by schwa. second, vowel assimilates consonant features, it is a process when a vowel is superimposed into a consonant feature, e.g the sound [i] is nasalized in the word seen. third, consonant assimilates consonant features, it is a process when a consonant takes to feature in another consonant, e.g. got me is pronounced as [gɑːm mi] instead of [gɑːt mi]. here, the sound [t] takes to feature in sound [m] to make the words easier to be pronounced. fourth, vowel assimilates vowel features, it is a process when a vowel becomes more like another vowel, e.g. in turkish, there are dis (house) and disim (my house). syllabic structure process according to schane (1973), there are some types of syllabic structure process. deletion is a process in which a sound segment lost in others. it can occur in both consonants and vowels. for example, the sound [s] is omitted as in he’s made. insertion is a process of adding a sound segment into a word. it can occur in both consonants and vowels. an example of insertion is when a schwa [ə] is inserted in a word grow [gəroʊ]. coalesence is a process in which two or more sounds can be replaced by one sound. it can occur in both consonants and vowels. the example is when consonant [d] and [j] are adjacent to consonant [dʒ] in would you. major class feature is a process when there is a change of segment in major class membership, page | 25 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 e.g. the vowel [i] becomes consonant [j] in pavilion . metathesis is a process that occurs when the two segments reverse position. it can be found as people pronounce [æsk] instead of [æks]. weakening and strengthening schane (1973) states that weakening and strengthening occur when a shift in a simple syllabic structure contributes to a complex syllable structure and vice versa. there are some types of weakening and strengthening process. syncope refers to a condition when a vowel near a stressed vowel is deleted e.g, chocolate becomes choc’late. meanwhile, apocope refers to a condition when there is a loss of the final unstressed vowel. the most common example of apocope is a schwa reduction, like an animal is pronunced as [ænɪml] instead of [ænɪ m(ə)l]. vowel reduction is a process in which unstressed vowel become schwa, e.g. banana is pronounced as [bəˈnænə]. next, dipthongization is a term used to indicate the change of vowel sound to diphthong sound, e.g. tin is pronunced as [taɪn] instead of [tɪn]. then, vowel shift is a process when a stressed vowel can change the position of the vowel structure. for example, the word these is pronunced as [ðez] instead of [ðɪz]. neutralization schane (1973) defines neutralization as a process that occurs if there is a cancellation of contrasts between the phonological unit in the specifed environment. it can occur in both consonants and vowels. the example of neutralization is when the consonant [d] is devoiced into consonant [t] in the final sound. method the qualitative method was used in this study because the result is properly conveyed in the form of detailed text. according to hancock and algozzine (2006) qualitative is a type of research method that requires interviews, focus groups, observation, and review of existing documents as a rich source of data. the goal is to recognize the phenomena that occur in the subject of this study. there were three subjects in this study, their names were abbreviated to maintain their confidentiality. they were rm, ah, and hd. those subjects were chosen since they liked to cover page | 26 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 both english and indonesian songs on the youtube channel. in addition, they got a lot of viewers on their cover videos, which was over 300 thousand views and they also had a different pronunciation with the original singers when they sang the selected english songs in this study. here, the writer had selected the songs sung by american singers, because the american english accent was used as guidance in this study. the first singer was rm who sang “memories” by maroon five. the second singer was ah who sang “thank you next” by ariana grande. the third singer was hd who sang “comethru” by jeremy zucker. in this study, documentation was used as a technique to collect the data because the form of data is in audio files of indonesian cover-singers taken from youtube and the transcript of the song’s lyrics. the three audio files were gathered from the three different youtube channels. furthermore, the researcher was used as the intsrument to collect and interpret the data of this study. in the matter of analyzing a data, this study followed the data analysis technique by miles et al. (2014), namely data condensation, data display, drawing and verifying conclusions. findings and discussions the pronunciation of indonesian cover-singers the first indonesian cover-singer (rm) the first indonesian cover-singer named rm sung the song titled “memories” by maroon five and there were 26 words that pronounced differently by her. table 1. the list of the first indonesian cover-singer’s pronunciation no. english words the original singer pronunciation the first indonesian cover-singer’s pronunciation 1 here’s [hɪrz] [hɪz] 2 the [ðə] [ðʊ] 3 ones [wʌnz] [wʌn] 4 cheers [tʃɪrz] [tʃɪs] page | 27 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 5 cause [kɔz] [kɔs] 6 drinks drɪŋks] [drɪŋk] 7 toast [toʊst] [tus] 8 here [hɪr] [hɜr] 9 lost [lɔst] [lɔs] 10 back [bæk] [bɛk] 11 been [bɪn] [bɛn] 12 there’s [ðɛrz] [ðɛs] 13 no [noʊ] [nof] 14 stay [steɪ] [seɪ] 15 same [seɪm] [sem] 16 now [naʊ] [no] 17 hurts [hɛrts] [hɛt] 18 of [ʌv] [of] 19 sometimes [sʌmˌtaɪmz] [sʌmˌtaɪm] 20 through [θru] [θrut] 21 felt [fɛlt] [flɛt] 22 hatred [heɪtrɪd] [hɛtret] 23 an [æn] [ə] 24 it’s [ɪts] [ɪs] 25 never [nɛvər] [nɛfər] 26 gone [ɡɔn] [gɔ] page | 28 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 in the word here’s, the consonant [r] was deleted. the vowel [ə] was substituted with vowel [ʊ] in the word the. in the word ones, the consonant [z] was deleted. then, in the word cheers, the consonant [r] was deleted and the consonant [z] is substituted with consonant [s]. the consonant [s] in the word drinks was deleted. meanwhile, in the word toast, the diphthong [oʊ] was substituted with vowel [u] and the consonant [t] was also deleted. the vowel [ɪ] was substituted with vowel [ɜ] in the word here. in the word lost, the consonant [t] was deleted. the vowel [ae] in the word back was substituted with vowel [ɛ]. the vowel [i] was substituted with vowel [ɛ] in the word been. other than that, the consonant [r] was omitted in the word there’s. the consonant [f] was inserted at the last word of no. the consonant [t] was deleted in the word stay. the diphthong [eɪ] was substituted with vowel [e] in the word same. meanwhile, the diphthong [aʊ] was substituted with vowel [o] in the word now. the consonant [r] and [s] were deleted in the word hurts. the vowel [ʌ] was subtituted with vowel [o] and the consonant [v] was also substituted with consonant [f] in the word of. in the word sometimes, the consonant [z] was deleted. besides that, the consonant [t] was inserted at the end of the word truth. the word felt was pronounced as [flɛt] instead of [fɛlt]. the diphthong [eɪ] was substituted with vowel [ɛ] and the vowel [ɪ] was also substituted with vowel [e] in the word hatred. in the word an, the consonant [n] was deleted. in the word it’s, the consonant [t] was also deleted. the consonant [v] was substituted with consonant [f] in the word never. the last, the consonant [n] was deleted in the word gone. the second indonesian cover-singer (ah) the second indonesian cover-singer is ah. she sung the song titled “thank you next” by ariana grande and there were 17 words that pronounced differently by her. page | 29 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 table 2. the list of the second indonesian cover-singer’s pronunciation no english words the original singer pronunciation the second indonesian cover-singer’s pronunciation 1 got [gat] [get] 2 married [mærid] [mɛri] 3 could say [kʊd seɪ] [kʊt teɪ] 4 taught me [tɔt mi] [tam mi] 5 love [lʌv] [lof] 6 me [mi] [mbi], [maɪ] 7 patience [peɪʃəns] [peɪʃən] 8 amazing [əˈmeɪzɪŋ] [əˈmeɪsɪŋ] 9 lost [lɔst] [lɔs] 10 i [aɪ] [aɪf] 11 thank [θæŋk] [θeŋk] 12 next [nɛkst] [nɛks] 13 havin [hævin] [hefin] 14 discussions [dɪˈskʌʃənz] [dɪˈskʌʃən] 15 fast [fæst] [fæs] 16 forbid [fərˈbɪd] [fərˈbɪt] 17 least [list] [lɛs] in the word got, there was a change of vowel [a] to vowel [e]. in the word married, there was a change of vowel [æ] to vowel [ɛ] and the consonant [d] was deleted. while in the words could say, the consonant [d] and consonant [s] were substituted with consonant [t]. the vowel [ɔ] was substituted with vowel [a] and consonant [t] was substituted with consonant [m] and in the words taught me. in the word love, there was a change of vowel [ʌ] to vowel [o] and the consonant [v] https://tophonetics.com/ page | 30 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 was also susbtituted with consonant [f]. besides that, the consonant [b] was inserted in the middle of the word me. in the word me, the vowel [ɪ] was substituted with diphthong [aɪ]. the consonant [z] was substituted with consonant [s] in the word amazing. the consonant [t] was deleted in the word lost. meanwhile, the consonant [f] was inserted at the end of word i. in the word thank, the vowel [æ] was substituted with vowel [e]. the consonant [t] was deleted in the word next. in the word havin, the vowel [æ] was substituted with vowel [e] and the consonant [v] was substituted with consonant [f]. other than that, the consonant [s] was deleted in the word discussions. the consonant [t] was also deleted in the word fast. the consonant [d] was substituted with consonant [t] in the word forbid. the third indonesian cover-singer (hd) the third indonesian cover-singer named hd sang a song titled “comethru” by jeremy zucker. in singing the song, the researcher found that there were 12 words that pronounced differently by the third indonesian cover-singer. table 3. the list of third indonesian cover-singer’s pronunciation no english words the original singer’s pronunciation the third indonesian coversinger’s pronunciation 1 lose [luz] [lus] 2 mind [maɪnd] [maɪn] 3 be [bi] [bif] 4 own [oʊn] [oʊ] 5 imagination [ɪmæʤəˈneɪʃən] [ɪmaʤəˈneɪʃən] 6 come [kʌm] [kom] 7 old [oʊld] [oʊl] 8 bed [bɛd] [bɛt] page | 31 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 9 patiently [peɪʃəntli] [peʃəntli] 10 same [seɪm] [sem] 11 faces [feɪsəz] [feɪs] 12 need [nid] [nit], [ni] in the word lose, there was a change of consonant [z] to consonant [s]. the consonant [d] was deleted in the word mind. the consonant [f] was inserted at the end of word be. meanwhile, the consonant [n] was deleted in the word own. in the word imagination, the vowel [æ] was changed to vowel [a]. the vowel [ʌ] was changed to vowel [o] in the word come. the consonant [d] was deleted in the word old. while the consonant [d] was substituted with consonant [t] in the word bed. the dipthong [eɪ] was changed to vowel [e] in the word patiently and same. in the word faces, the sound [əz] is deleted. in the last, the consonant [d] was changed to consonant [t] in the word need. the phonological processes of the indonesian cover-singers’ pronunciation the first indonesian cover-singer (rm) when the first indonesian cover-singer pronounced the words differently from the original singer, as a result, there were 6 kinds of phonological processes that occurred. they were consonant deletion, vowel shift, consonant neutralization vowel coalescence, consonant insertion, and metathesis. consonant deletion: there are 14 cases of consonant deletion. in the words here’s, cheers, there’s, and hurts the consonant [r] is deleted in the medial position. this confirms the finding of jelangpaska (2020) in which he states that the consonant [r] in english and bahasa indonesia is pronounced in different way of manner of articulation. in english, the consonant [r] is considered as voiceless liquid and it is pronounced not too clear. while the consonant [r] in bahasa indonesia is considered as voiced trill with a clear pronunciation. in the word ones and sometimes, the consonant [z] is deleted in the final position. this condition occurs because the distinction between the place of articulation of consonant /z/ in bahasa indonesia https://tophonetics.com/ page | 32 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 and english. this is in line with the theory from alwi et al. (2017) that consonant [z] in bahasa indonesia is produced in palatal in the place of articulation. meanwhile in english, the consonant [z] is produced with alveolar. in the words toast and lost, the consonant [t] is deleted in the final position. in the word stay, the consonant [t] is also deleted in the medial position. meanwhile the consonant [t] in the medial position of the word it’s is deleted. in the word hurts and drinks, the consonant [s] is deleted in the final position. and the last, the consonant [n] is deleted in the final position of the words an and gone. vowel shift: there are 7 cases of vowel shift found in the first indonesian coversinger’s pronunciation. the words that undergo vowel shift are the, here, back, been, of, hatred, and an. in the word the, the vowel [ə] is pronounced as [ʊ]. the tongue position of english vowel [ə] is in mid central while the vowel [ʊ] is in high back. the first indonesian cover-singer tends to substitute the vowel [ə] into [ʊ] because the influence of the previous word, to. as the result, she also generalizes the vowel [ə] in the word the with the vowel [ʊ] as in the previous word, to. in the word here, the first indonesian cover-singer substitutes high front vowel [ɪ] with mid front vowel [ɛ]. another vowel shift occurs in the word back and an. the vowel [æ] is substituted with vowel [ɛ] in the word back. meanwhile, the vowel [æ] is substituted with [ə] in the word an. the tongue position of english vowel [æ] is in low front, the vowel [ɛ] is in mid front, and the schwa [ə] is in mid central. this supports the theory from alwi et al. (2017) that the vowel [æ] in bahasa indonesia is absent. therefore, she tries to find the similar vowel of [æ] in english until she tends to pronounces [bɛk] instead of [bæk] in the word back and [ə] instead of [æn] in the word a. in the word been, the vowel [ɪ] is substituted with vowel [ɛ]. the tongue position of vowel [ɪ] is in high front while the position of vowel [ɛ] is in mid front. the first indonesian cover-singer substitutes the vowel [ɪ] to [ɛ] because she relies on the spelling of the word been itself and she used to pronounce it the way it is pronounced in bahasa indonesia. in english, the letter "e" can represent the vowels [ɛ] and [ɪ]. meanwhile, in bahasa indonesia, the letter "e" can represents the vowels [ɛ], [ɪ], and [ə]. this confirms hewings’s theory that there is no relation between page | 33 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 sound and letter in english (martin, 2004). the next case of vowel shift is also found in the word of. when pronouncing the word of, the first indonesian cover-singer changed the vowel [ʌ] into [o]. the tongue position of vowel [ʌ] is in mid front, while mid back is the tongue position of vowel [o]. this is also in line with theory from alwi et al. (2017) that there is no vowel [ʌ] in the bahasa indonesia phonological system. in addition, the indonesian cover-singer is still influenced by the way she pronounces in bahasa indonesia in which the letter “o” is only represented by the vowel [o]. it is different from english in which the letter “o” can be pronounced with vowels [o], [ɔ], and [ʌ]. consonant neutralization: there are 6 words that undergo consonant neutralization namely cheers,cause, there’s, of, hatred, and never. in the word cheers, cause, and there’s, the first indonesian cover-singer neutralizes the voiced consonant [z] is into voiceless consonant [s]. it occurs because in english, the letter "s" can represent consonant [s] and [z] while in bahasa indonesia, the letter "s" only represents consonant [s]. pallawa (2013) confirms that the the letter “s” is represented as consonant [s] in bahasa indonesia. in addition, the place of articulation to produce the consonant [z] between english and bahasa indonesia is different. in english, the consonant [z] is produced in alveolar while in bahasa indonesia, it is produced in palatal. meanwhile, the consonant [d] in the word hatred is neutralized with consonant [t]. this is also in line with the finding of pallawa (2013) study that the letter “d” in indonesian is represented by consonant [t] in the final position of word. another consonant neutralization is in the word of and never. the first indonesian cover-singer neutralizes the voiced consonant [v] into voiceless consonant [f]. in this case, alwi et al. (2017) states that there is no existence of consonant [v] in the bahasa indonesia phonological system. vowel coalescence: there are 4 words that can be categorized as vowel coalescence in the first indonesian cover singer’s pronunciation. the words are toast, now, no, and hatred. the first indonesian cover-singer tends to pronounce [tus] instead of [toʊst] in the word toast and [nof] instead of [noʊ] in the word no. here, the first indonesian cover-singer substitutes the diphtong [oʊ] into a single page | 34 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 vowel [u]. alwi et al. (2017) confirms that there is no existence of diphtong [oʊ] in the bahasa indonesia phonological system. therefore, the first indonesian coversinger finds the closest sound of [oʊ] to make her easier to pronounce the word toast and no. in the word now, there is also occur vowel coalescence. the first indonesian cover-singer changes the diphtong [aʊ] into a single vowel [o]. both english and bahasa indonesia have diphtong [aʊ] in the phonological system. in addition, the letter “ow” in bahasa indonesia does not represent the diphthong [aʊ] as what english has. therefore, the first indonesian cover-singer tends to pronounce the word now as what she has seen in the orthography of the word now. another vowel coalescence is in the word hatred. in this case, the first indonesian cover-singer still accustomed to use the english vowel [ɛ] as represented in the letter “a”, in pronouncing diphthong [eɪ] in the word hatred. consonant insertion: there are 2 cases of consonant insertion. first, the consonant [t] is inserted in the final position of through. second, the consonant [f] is inserted in the final position of no. metathesis : there is only one word that undergoes metathesis namely felt. the first indonesian cover-singer substitutes the final consonant cluster “lt” in the middle position of the word felt. this confirms nuraini (2012) finding, in which she finds that in bahasa indonesia, the consonant cluster “lt” only appears in the medial position of a word, while in english, the consonant cluster “lt” appears in the final position. therefore, the first indonesian cover-singer does metathesis in the word felt to facilitate the pronunciation. the second indonesian cover-singer (ah) when the second indonesian cover-singer pronounced the words differently from the original singer, as a result, there were 6 kinds of phonological processes that occurred. they were consonant deletion, vowel shift, consonant neutralization, consonant insertion, assimilation, and diphtongization. consonant deletion: there are 7 words that undergo consonant deletion. they are married, patience, lost, next, fast, discussions, and least. in the word married, the page | 35 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 consonant [d] is deleted. this condition occurs because consonant [d] in bahasa indonesia only appears in initial and medial position (pallawa, 2013). the consonant [t] in the word lost, next, fast, and least is deleted. in the word patience, the consonant [s] is deleted. meanwhile, the consonant [z] in the word discussions is also deleted. vowel shift: there are 7 words that undergo vowel shift namely got, married, taught, love, thank, havin and least. in the word got, the second indonesian coversinger substitutes the vowel [a] into [e]. the position of vowel [a] which is in low central is substituted with vowel [e] in mid front position. in the word married, the position of vowel [æ] which is in low front is substituted with vowel [ɛ] in mid front position. this condition happens because there is no vowel [æ] in bahasa indonesia phonological system. then, the low back vowel [ɔ] is substituted with low central vowel [a] in the word taught. this condition occurs because the indonesian coversinger relies on the orthography of the word taught. in the word love, the second indonesian cover-singer substitutes the vowel [ʌ] into [o]. this supports the theory from alwi et al. (2017) that vowel [ʌ] does not appear in the bahasa indonesia phonological system. hence, the second indonesian cover-singer finds the closest sound to facilitate her pronunciation. in the word least, the second indonesian coversinger tends to pronounce vowel [lɛst] instead of [list]. here, the tongue position of [ɛ] which is in the high front is substituted with vowel [i] which is in the mid front position. the last vowel shift occurs in the word thank and havin. as the same with vowel [ʌ] , this also confirms the theory from alwi et al. (2017) that there is no vowel [æ] in bahasa indonesia phonological system. hence, the second indonesian cover-singer tends to substitute the vowel [æ] with vowel [e] which approximately the same as vowel [æ] in english. consonant neutralization: there are 5 words that undergo consonant neutralization, namely could, love, amazing, havin, and forbid. in the words could and forbid, the second indonesian cover singer neutralizes the voiced consonant [d] into voiceless consonant [t]. this in line with the finding of pallawa (2013) study that the letter “d” in indonesian is represented by consonant [t] in the final position page | 36 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 of word. in the medial position of word amazing, the consonant [z] is neutralized with consonant [s]. meanwhile, in the words love and havin, the second indonesian coversinger also neutralizes the voiced consonant [v] into voiceless consonant [f]. this confirms alwi’s theory that there is no existence of consonant [v] in the bahasa indonesia phonological system (alwi et al., 2017). consonant insertion : there are 2 words that undergo consonant insertion, they are me and i. the consonant [b] is inserted in the medial position of the word me. while in the word i, the consonant [f] is inserted in the final position. assimilation: there are 2 words that considered as assimilation. in the words taught me, the consonant [t] is substituted with consonant [m]. this condition happens because of the influence of the consonant [m] in the next word, me. another word that undergo assimilation is could say. at first, the second indonesian cover-singer does the neutralization at the final position of the word could, hence it is pronounced as [kʊt] instead of [kʊd]. after that, she assimilates the consonant [s] in the word say with consonant [t] . diphtongization: there is only a word that considered as diphtongization, it is the word me. the second indonesian cover-singer tends to pronounce [maɪ] instead of [mi]. here, the single vowel [i] is changed to diphong [aɪ]. the third indonesian cover-singer (hd) there were 5 types of phonological processes that occured when the third indonesian cover-singer sung the song titled “comethru”. the phonological processes were consonant deletion, consonant neutralization, vowel shift, vowel coalescence, and consonant insertion. consonant deletion: there are 5 consonant deletion found in the third indonesian cover-singer’s pronunciation namely mind, own, old, faces, and need. all the sounds are deleted in the final position of those words. in the words mind, old, and need, the consonant [d] is deleted. this condition occurs because consonant [d] in bahasa indonesia only appears in initial and medial position (pallawa, 2013). the consonant page | 37 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 [n] in the word own is also deleted. meanwhile, the allomorph “ez” is also deleted in the word faces. consonant neutralization: there are 3 words that undergo consonant neutralization, namely lose, bed, and need. in the word lose, the voiced consonant [z] is substituted with voicelss consonant [s] in the final position. it confirms the finding from pallawa (2013) study that the the letter “s” in is represented as consonant [s] in bahasa indonesia. the consonant neutralization also occurs in the words bed and need. this is also in line with the finding of pallawa (2013) study that in bahasa indonesia, letter “d” is represented with consonant [t] in the final position of the word. the voiced consonant [d] in bahasa indonesia is formed by placing the tip of tongue slighly backwards than voiceless consonant [t]. hence, it is difficult for the third indonesian cover-singer to pronounce the consonant [d] in the final position of english word. vowel shift : there are 2 words that undergo vowel shift namely come and imagination. in the word come, the third indonesian cover-singer tends to pronounce [kom] instead of [kʌm]. here, the mid central vowel [ʌ] is substituted with mid back vowel [o]. furthermore, the letter “o” in bahasa indonesia only represent vowel [o]. this is in line with the theory from martin (2004) that there is no relation between sound and letter in english. in addition, there is no existence of vowel [ʌ] in the bahasa indonesia phonological system. the vowel shift also occurs in the word imagination. the third indonesian cover-singer pronounces it as [ɪmaʤəˈneɪʃən] not [ɪmæʤəˈneɪʃən]. here, the low front vowel [æ] is changed to low central vowel [a]. in addition, the letter “a” in bahasa indonesian only represents vowel [a]. these condititions also in line with the theory from alwi et al. (2017) that vowels [ʌ] and [æ] in english do not appear in the bahasa indonesia phonological system. vowel coalescence: there are 2 words that undergo vowel coalescence. those words are same and patiently. the diphtong [eɪ] in the initial position of the words same and patiently is deleted. even though both bahasa indonesia and english have the diphtong [eɪ] in the phonological system, but the third indonesian cover-singer tends to substitute the diphtong [eɪ] with a single vowel [e]. page | 38 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 consonant insertion: there is only one word that undergoes a consonant insertion. it is found in the word be. the third indonesian cover singer adds the consonant [f] to the ending position of the word be. the insertion of the consonant [f] in the final position occurs to make it easier for the third indonesian cover-singer in pronouncing the word be and the next word, fine. conclusions and suggestions conclusions based on the finding and the discussion of the study, there are several sounds as well as the phonological process occurs when the indonesian cover-singers singing english songs on the youtube channel. at the first indonesian coversinger's pronunciation, there were 26 words that experienced pronunciation changes, then at the second indonesian cover-singer pronunciation, there were 17 words that experienced pronunciation changes, and at the third indonesian -singer's pronunciation, there were 12 words that experienced pronunciation changes. in addition, there are several phonological process as a result of the pronunciation changes made by indonesian cover-singers when they singing english songs on the youtube channel. the first indonesian cover-singer performs 6 types of phonological processes namely consonant deletion, vowel shift, consonant neutralization, vowel coalescence, consonant insertion, and metathesis. then, the second indonesian cover-singer also performs 6 types of phonological processes, such as consonant deletion, vowel shift, consonant neutralization, consonant insertion, assimilation, and diphthongization. the last one is the third indonesian cover-singer who performs 5 types of phonological processes, such as consonant deletion, consonant neutralization, vowel shift, vowel coalescence, and consonant insertion. uniquely, the phonological process that was mostly carried out by the three indonesian cover-singers was the consonant deletion. the indonesian cover-singers' pronunciation changes along with the phonological processes occur due to the two reasons. the first reason is because of the distinction in the phonological system between bahasa indonesia and english. there are several english sounds from consonant, vowel, and diphthong that are page | 39 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 pronounced differently by indonesian cover-singers, which apparently the sounds do not exist in the bahasa indonesia phonological system. in terms of consonants, in bahasa indonesia, there is no consonant [v]. hence, the indonesian cover-singers often neutralize the consonant [v] with the consonant [f]. in addition, there is also a distinction in the place and manner of articulation in the bahasa indonesia and english phonological systems. in english, the consonant [z] is produced in alveolar, while in bahasa indonesia, it is produced in palatal. the distinction in the place of articulation when pronouncing the sound [z] makes the indonesian cover-singer also neutralizes the sound [z] with [s]. then, the consonant [d] is also often pronounce as consonant [t] by the indonesian cover-singer. this is because the consonant [d] in the final position in a word tends to be pronounced with the consonant [t]. unlike bahasa indonesia, in english, the consonant [d] can be pronounced either the consonant [d] or [t]. furthermore, there is also a distinction in the manner of articulation between consonant [r] in english and bahasa indonesia. the consonant [r] in english is considered a voiceless liquid and it is pronounced not too clear. meanwhile, consonant [r] in bahasa indonesia is pronounced clearly and it is considered as consonant voiced trill. as the result, this condition often makes the indonesian cover-singers to delete the consonant [r] in the final position of a word. in terms of vowels and diphthongs, there are several sounds that do not exist in the bahasa indonesia phonological system. the sounds are [æ], [ʌ], and [oʊ]. this kind of conditions make indonesian cover-singers to replace the non-existent sounds with sounds they are familiar with in bahasa indonesia. moreover, there are some sounds that exist in both english and bahasa indonesia phonological system, but they appear in a different position. for example, in english, the consonant cluster “lt” only occurs in the final position. meanwhile, in bahasa indonesia, the consonant cluster “lt” only occurs in the medial position. hence, the indonesian cover-singer tends to reverse the order of the word felt into flet. the second reason of the pronunciation changes is that indonesian cover-singers still rely on the word’s spelling. this condition occurs because in bahasa indonesia, the pronunciation of vowel [a] is the same as a letter written in a word. for example, the letter "a" in page | 40 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 bahasa indonesia represents the sound [a]. in contrast to bahasa indonesia, the letter "a" in english can represent sound [e], [ɛ], [ə], or [æ]. apart from the two reasons that make the pronunciation change when the indonesian cover-singers sing english song, it also can be found that there are some sounds that still exist in the two languages (english and bahasa indonesia), but there is a similarity in the manner and place of articulation in a sound, also the similarity in the emergence of each sound in the three positions of a word. however, the indonesian cover-singers still frequently do the pronunciation changes. suggestions the results of this study are expected to broaden the area of linguistic, especially in the pronunciation of indonesian singers when they singing english songs. with this study, it is expected to trigger the indonesian cover-singers to sing the english songs with correct pronunciation by listening to the english songs in several times. in addition, the indonesian cover singers’ should improve the knowledge in speaking english. for the future study, the researcher expects more detailed analysis with another subject by using a different theory in phonology or another approach of linguistics. references alwi, h., dardjowijojo, s., lapoliwa, h., moeliono, a. (2017). tata bahasa baku bahasa indonesia edisi keempat. carr, p. (2008). a glossary of phonology. fraser, h. (2001). teaching pronunciation: a handbook for teachers and trainers. fromkin, v., rodman, r., & hyams, n. (2014). an introduction to langauge 10th edition. hancock, d. r. (2018). doing case study research. in dalton transactions (vol. 47). jelangpaska, i. h. (2020). indonesian singer consonants pronunciation in klif’s fancy lady and red cigarette. khumaidi, m. i. (2020). phonological perspective on pronunciation changes of metal vocal techniques martin, h. (2004). pronunciation practice activities. a resource book for teaching english pronunciation. page | 41 ismi maulina utami let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 mattew b.miles, a.michael huberman, saldana, j. (2014). qualitative data analysis. nuraini, e. (2012). a comparative study on english and indonesian consonant clusters. odden, d. (2005). introducing phonology. pallawa, a. (2013). a comparative analysis between english and indonesian phonological systems. international journal of english language education, 1(3). peter avery, s. e. (2013). teaching american english pronunciation. schane, s. a. (1973). generative phonology. simangunsong, y. g. (2018). mispronunciation of english front vowels by the sixth semester students on non-english department of sanata dharma university wahyuni, a. k. t. (2012). phonological analysis on labiodental fricatives produced by south korean singers in live performance music video. wolfram, w., & johnson, r. (1984). phonological analysis: focus on american english. yule, g. (2006). the study of language. microsoft word 42a2-b3ae-61f7-2910 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||2||pages||89-115||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php needs analysis in developing english curriculum for early childhood and elementary school students: a case study isnaniah isnaniah76@gmail.com nor millah hayati normillahh@yahoo.com universitas nahdlatul ulama kalimantan selatan, indonesia article history: received: 22nd july 2020 accepted: 20th december 2020 the awareness of english language mastery leads to the effort of learning the language as early as possible. since english is used as a foreign language in indonesia, therefore english have to be introduced to the early childhood and elementary children institutions. when a foreign language is introduced to young learners, it requires special knowledge about how children acquire and learn language, so a proper learning method can be formulated as well. this research aims to conduct the needs analysis in developing english curriculum for early childhood and elementary school children. this research employed a case study research. it was carried out through surveys with relevant subject and related stakeholder at lkp square education center english program balai pengembangan pendidikan anak usia dini dan pendidikan masyarakat (bp-paud dan dikmas) kalimantan selatan. the object of the research is the subject's response including the tendency of the teachers for applying the curriculum in their teaching activities, the students’ performance, and the students’ character. the data were collected through interview, questionnaire, and observation. the data were analysed descriptively. the finding showed that the young learners need to master english skill actively and confidently. corresponding author: tel.: normillahh@yahoo.com keywords: needs analysis; curriculum development; english for young learners p a g e | 90 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 introduction in line with the national education department policy no. 0487/14/1992 chapter viii and the national education system law, no. 060/u/1993 which states that english lesson can be incorporated into the local content of elementary school curriculum, it is necessary to provide proper english learning system, which pays attention to the level of children development, especially in how to design english language teaching, which is certainly based on the latest theory of english language teaching for young learners (eyl). therefore, it needs some professional educators to design, implement, and develop the appropriate, effective and enjoyable learning process based on the level of development and the needs of the learners. otilia (2015) emphasizes that the awareness of the students’ needs is really acquired. all participants who involved in the language learning process including students, teachers, stakeholders, and prospective users should be aware of needs analysis and the importance of this process. several related studies including: 1) kazar & mede. (2015) about the perceptions of esp students’ target needs, 2) lee (2016) about principles and practices of esp course design, 3) poedjiastutie & oliver. (2017) about english learning needs of esp learners, 4) widodo (2017) about approaches to needs analysis in esp curriculum development, 5) adhabiyyah, et al. (2014) about needs analysis and material development in english for specific purposes, and 6) yansyah, et al. (2019) about need analysis on developing skill-based materials for d3 nursing students also stated the same perspective that the teaching learning aspects need to be based on empirical findings. curriculum development should be viewed as a process by which meeting learners’ needs leads to improvement of learners’ learning. therefore, curriculum developers should gather as much information as possible toward the learners’ needs. richards (2002) define the needs analysis as the procedures to collect information about the learners’ needs. iwai (1999) also said that need analysis as activities that are involved in collecting information that will serve as the basis for p a g e | 91 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 developing a curriculum that will meet the needs of a particular group of students. while brown (1995) as quoted by takaaki (2006) also elaborate it as the systematic collection and analysis of all relevant information necessary to satisfy the language learning requirements of the students within the context of the particular institutions involved in the learning situation. language curriculum development should be based on the student’s need. the design must be rely on the current theory of language curriculum. it should be also refers to the others scientific findings by identifying the students’ competencies and tasks. the curriculum development in several education institutions for early childhood and elementary students are mostly still focused on grammatical skill instead of using active english. the curriculum content still emphasizes on the linguistic structure, it does not oriented towards the english for specific purposes (esp). moreover, the design of the curriculum does not examine proportionally the aspects of english for the early childhood and elementary school students. some of the main issues above indicate that the implementation of the english learning process in several basic education institutions including the institution of the early childhood and elementary students are still less satisfactory as the curriculum design do not meet the needs of the students yet. this research is conducted based on the issues above. the design of the curriculum must be adjusted to accommodate the needs of the students and should be compiled based on the need analysis, the program objectives, and the current theory. as english language education will be ideal if it starts from an early childhood, so it requires an appropriate and effective needs analysis in curriculum development. literature review relevant to the research purpose above, needs analysis is important in the development of english language curriculum for early childhood education and p a g e | 92 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 elementary school. according to basturkmen (2010: 17) need analysis is the identification of language and skills used in determining and selecting material in esp. this analysis can also be used to assess the learners and the learning process at the end of the period. a needs analysis may be conducted for a variety of different users. for example, in conducting a needs analysis to help revise the secondary english curriculum in a country, the end users include curriculum officers in the ministry education, who may wish to use the information to evaluate the adequacy of existing syllabus, curriculum, and materials; teachers who will teach from the new curriculum; learners, who will be taught from the curriculum; writers, who are preparing new textbooks; testing personnel, who are involved in developing endof-school assessment; and staff of tertiary institutions, who are interested in knowing what the expected level will be of students existing the schools and what problems they faced (richards, 2002). determining the likely audiences is an important first step in planning a needs analysis in order to ensure that the information they needs is obtained and that the needs analysis will have the impact it is designed to have. therefore, the audiences might be involved in small-case needs analysis such as done by a single teacher on his or her class would consist of the teacher, other teachers, and the program coordinator. further, needs analysis can have a political dimension. it can be used to support a particular agenda, for example by giving priority to one group to the exclusion of others within a population or in order to justify a decision that has already been made on economic or other grounds. hence, there are different stakeholders where needs analysis is being undertaken. stakeholders are those who have a particular interest or involvement in the issue or programs that are being examined, and it is important to try to get a sense of what their different agendas are. richards (2002) identify stakeholder as a person or group of person with a right to comment on, and have input into, the curriculum process offered in schools. that is why different stakeholders will want different things from the curriculum. p a g e | 93 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 according to richards (2002), the target population in a needs analysis refers to the people about whom information will be collected. for example in conducting a needs analysis to determine the focus of an english program in public secondary school in an efl context, then the target population might include policy makers, ministry of education officials, teachers, students, academics, employers, vocational training specialists, parents, influential individuals and pressure groups, academic specialists, and community agencies. basically, sampling is an important issue in determining the target population. sampling involves asking a portion of the potential population instead of the population and seeks to create sample that is representative of the total population. for example, in conducting a needs analysis of studying foreign languages at a new zealand university (richards and gravatt, 1998) toward students’ motivation for selecting a language course, dropping a language course, or choosing not to take a language course, then the sample that might be taken from the whole population of new zealand university students are: 1) students currently enrolled in a foreign language course, 2) students previously enrolled but no longer studying a language, 3) students who have never studied a foreign language. actually, there are some factors influenced in determining the approach of sampling, such as the homogeneity of the population in terms of kinds of skills, attitudes, or knowledge being sought or the need to study subgroups within the sample (based on sex, language groups, or other factors). according to felicia m, lekatompessy (2010), there are some advantages might be obtained by conducting needs analysis, such as: (1) in a learner-centered curriculum, teachers’ reconciliation in content selection though extensive consultation with the students about their learning needs and interest is critical. therefore needs analysis helps teachers create in-class activities in which the students can utilize learned skills and knowledge as tools to meet their real-life needs in meaningful ways; (2) needs analysis can helps teachers understand “local needs” of students or the needs of a particular group of students and make practical decision in pedagogy and assessment for improvement, and also for the selection of appropriate teaching methods in a program; (3) in proficiencyp a g e | 94 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 oriented instruction/curricula, needs analysis helps teachers understand the potential difference in learning expectations between themselves and their students; (4) obtaining input from the students about a planned or existing program through a needs analysis is fundamental to the design, implementation, evaluation and revision of the program; (5) needs analysis may provide the basis for planning goals and objectives for a future program, and also for developing syllabus design and teaching materials for the course; (6) a program that attempts to meet students’ perceived needs for the students will be more motivating and successful. songhori (2007) on his paper entitled introduction to needs analysis also elaborated the purpose of need analysis. the concepts of needs analysis includes: environment situation; information about the situation in which the course will be run (means analysis); 1. personal information about learners; factors which may affect the way they learn (wants, means, subjective needs); 2. language information about learners; what their current skills and language use are (present situational analysis); 3. learners’ lacks (the gap between the present situation and professional information about learners); 4. learners’ needs from course; what is wanted from the course (short-term needs); 5. language learning needs; effective ways of learning the skills and language determined by lacks; 6. professional information about learners; the tasks and activities english learners are/will be using english for (target situation analysis and objective needs); and p a g e | 95 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 7. how to communicate in the target situation; knowledge of how language and skills are used in the target situation (register analysis, discourse analysis, genre analysis). adopting the needs analysis theory provided by hutchinson & waters (1987), adhabiyyah et al (2014) summarizes that the needs analysis consists of three components, they are: target situation analysis (ast), present situation analysis (ass), and learning situation analysis (asp). these three components cannot be separated from the concept of needs analysis as outlined by hutchinson & waters, where the needs analysis was developed by paying attention to the three main aspects; necessities, lacks, and wants. the roadmap analysis can be seen as the following table: table 1. needs analysis by hutchinson & waters (1987) types of needs analysis target situation types of needs analysis learning needs why is the language needed? for study, for work, for training, for combination of these; for some other purposes, e.g. status, exam, promotion, etc. why are the learners taking the course?  compulsory or optional;  apparent need or not;  are status, money promotion involved?  what do learners think they will achieve?;  what is their attitude towards the esp course?;  do they want to improve their english or do they resent the time they have to spend on it? p a g e | 96 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 how will the language be used? medium: speaking, writing, reading etc. channel: e.g. telephone, face to face; types of text or discourse: e.g. academic texts, lecturers, informal conversations, etc. how do the learners learn?  what is their learning background?  what is their concept of teaching and learning?  what methodology will appeal to them?  what sort of techniques are likely/alienate to them? what will the content areas be? subjects: e.g. medicine, biology, architecture etc. level: e.g. technician, craftsman, postgraduate, etc. what resources are available?  number and professional competence of teachers;  attitude of teachers to esp  teachers’ knowledge of and attitude to the subject content;  materials;  aids and opportunities out of class activities who will the learner use the language with? native speakers or non native; level of knowledge receive: e.g. expert, layman, student; relationship: e.g. colleague, teacher, who are the learners?  age, sex, nationality  what do they know already about english?  what subject knowledge do they have?  what are their interests? p a g e | 97 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 customer superior, subordinate.  what is their sociocultural background?  what teaching styles are they use to?  what is their attitude to english or to cultures of the english speaking world? where will the language be used? physical setting; e.g. office, lecture theatre, hotel etc human context: e.g. alone, meetings, telephone etc linguistic context: e.g. in own country, abroad where will the esp course take place? are the sorroundings pleasant, dull, noisy, cold etc? the table above shows that the target situation analysis is what the students need to do in the target situation. further, target analysis is an umbrella term which in practice will lead to many different interpretations. hutchinson and waters emphasized that the target situation analysis had the difference interpretation with the target situation analysis reviewed by munby. the target situation analysis that stated by munby is more emphasis on the learner centered approach while target situation analysis in hutchinson and waters was more a learning-centered approach; a learning process between individual students and the surrounding community. moreover, target situation analysis by hutchinson and waters is defined as necessities, lacks, and wants. necessities are one of the needs that is determined by the demand of the target situation; what students need to know so they can do their work effectively in a target situation. meanwhile, the lack on the p a g e | 98 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 other hand is more of a gap that distinguishes between what is already known by the students and what they do not know. according to jordan in adhabiyyah et. al. (2014), gap is the basis of the syllabus development which is called as deficiency analysis (present situation analysis). present situation analysis aims to provide information related to the students’ condition at the beginning of the learning period. the students need to know so they can do their work effectively in a target situation. wants, the last element of the target situation analysis, is the most important source in the needs analysis and cannot be ignored in the developing of esp based curriculum. wants is considered as the most important element as it will distinguish the student’s participation in the class and whole learning process effectively. wants determine the students’ motivation which influences the development of syllabus and material. richards (2002) clarify that need is a thing that is constructed and dependent on judgment and reflects the interest and values of those making such judgment. therefore, the teachers, learners, employers, parents and other stakeholders may have different views as to what needs are. for example, in considering the needs of immigrants, representatives of majority population may see the immigrants’ needs as achieving cultural and linguistic assimilation and hence may want a needs analysis to identify the language skills immigrant require in order to survive, and assimilate into the dominant culture. in fact, however, those immigrant minorities in english-dominant societies also have other kinds of needs that might be related to housing, health care, access for children’s’ school, services, and others. it is like what auerbach (1995) says as quoted by richards that english teaching has often been viewed as a “neutral transfer of skills, knowledge, or competencies” and that such an approach is based on the needs of social institutions, rather than language learners. due to this problem, then the curriculum should facilitate or fill in this gap. in this case, he adds that planning an esl curriculum is not only involves identifying students’ language needs, but seeks “to enable them critically examine the existing order, and become active in shaping their own roles in it”. in other words it can be concluded that learner’s needs cannot be determined alone by institution, teachers, parents, or even p a g e | 99 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 society, but it is the learners themselves as the main sources that should be involved in determining their own learning needs, particularly in language learning needs (kavaliauskiene and užpaliene, 2003). planning a needs analysis involves deciding who will administer the needs analysis and collect and analyze the results. needs analysis will be vary in their scope and demands, from a survey of a whole school population in a county to a study of a group of thirty learners in a single institution. thus, the administrators on a needs analysis of the language needs of non-english-background students studying at a new zealand university might involved the researcher team made up of two academics and a research assistant; colleagues in different departments who discussed the project and reviewed sample questionnaires; students who piloted the questionnaire; academic staff of the university who administered some of the questionnaires; ad secretarial support involved in preparing questionnaires and tabulating data. there are a variety of procedures can be used for conducting needs analysis and the kind of information obtained is often dependent on the type of procedure selected. therefore, the use of a triangular approach (collecting information from two or more source) is advisable to get very comprehensive and sufficient information. for example, in conducting needs analysis of the writing problems encountered by foreign students enrolled in american universities then information could be obtained from many sources, such as from samples of students writing, test data on students’ performance, reports by teachers on typical problems students face, opinion of experts, information from students’ via interviews and questionnaires, and so forth. procedures for collecting information during a needs analysis can be selected from among the following: questionnaires this is one of the most common instruments used in collecting information. questionnaire is divided into two types, which are a set of structured questionnaires consists of structures items (in which the respondents chooses from p a g e | 100 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 a limited number of response) and unstructured questionnaire in which openended questions are given that the respondents can answer as he or she chooses. riduwan (2008) on his book entitled belajar mudah penelitian untuk gurukaryawan dan peneliti pemula adds that there is checklist type used in collecting information, in which the respondents can check based on each aspects and it usually used with the scaling types. basically questionnaire is easy to prepare, they can be used with large numbers of subject and relatively easy to tabulate and analyze, and many information can be administered through this instrument. however, except of its advantages above, questionnaire also has disadvantage since the data is usually too superficial and imprecise that will often need followup to gain a fuller understanding of what respondents intend. for that reason, it is essential to identify ambiguities and other problems before being administered by piloting the questionnaires. self-ratings self-rating consist of scales that students or other use to rate their knowledge or abilities. this might also be included as part of questionnaire as what has been stated above by riduwan toward checklist type. however, the information collected through this instrument is too impressionistic and not very precise. interviews interviews allow for a more in-depth exploration of issue that the questionnaires though it will take longer time to administer. it can be done through face-to-face or over the telephone. an interview may often be useful at the preliminary stage of designing a questionnaire, since it will help the designer get a sense of what topics and issue can be focused on the questionnaire. therefore, it is better to conduct a structured interview that allows more consistency across responses to be obtained. p a g e | 101 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 meetings a meeting allows a large amount of information to be collected in a fairly short time. however, information obtained in this way may be impressionistic and subjective and reflect the ideas of more outspoken members of a group. observation observation of learners’ behavior in a target situation is another way of assessing their needs. however, people often do not perform well or natural when they are being observed, thus this has to be taken into account. besides, observation is a specialized skill which needs specialized training on knowing how to observe, what to look for, and how to make use of the information obtained. collecting learner language samples collecting data on how well learners perform on different language tasks and documenting the typical problems they have is useful and direct source of information about learners’ language needs. hence, language samples might be collected through the means of written or oral tasks, simulations or role plays, achievement tests, and performance tests. task analysis this refers to analysis of the kinds of tasks the learners will have to carry out in english in a future occupational or educational setting and assessment of the linguistics and demands of the tasks. case studies with a case study, a single students or a selected group of students is followed through a relevant work or educational experiences in order to determine the characteristics of that situation. for example, a newly arrived immigrant might be studied for three months toward his/her daily language experienced in english, p a g e | 102 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 situations in which the language used, and the problems encounters. although the information from this instrument cannot be generalized, it provides very rich source information that may complement information obtained from other sources. analysis of available information some relevant information provided in various sources such as on books, journals articles, reports and surveys, or records and files, can be used in conducting needs analysis. this procedure is normally the first step in a needs analysis because there are very few problems in language teaching. designing a needs analysis involves choosing from among various procedures above and selecting those that are likely to give a comprehensive view of learners’ needs and that represent the interests of the different stakeholders involved. decision on choosing particular procedures should consider some factors such as collecting, organizing, analyzing and reporting the information collected. it is important to make sure that needs analysis does not produce information overloaded. therefore the reason for collecting should be stated clearly to ensure that only information that will actually be used is collected. the step by step procedures can be followed in investigating the learners’ needs are: 1. literature survey 2. analysis of a wide range of survey questionnaires 3. contact with others who had conducted similar surveys 4. interviews with teachers to determine goals 5. identification of participating departments 6. presentation of project proposal to participating departments and identification of person in each department 7. development of a pilot student and staff questionnaire p a g e | 103 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 8. review of the questionnaires by colleagues 9. piloting of the questionnaires 10. selection of staff and students subjects 11. developing a schedule for collecting data 12. administration of questionnaires 13. follow-up interviews with selected participants 14. tabulation of responses 15. analysis of responses 16. writing up of report and recommendations those sixteen procedures above are appropriate or commonly used for larger-scale needs analysis. while for smaller scale needs analysis such as that of a teacher or group of teacher assessing the needs of new groups of students in a language program, the procedures might consist of: 1. initial questionnaire 2. follow-up individual and groups interview 3. meetings with students 4. meetings with other teachers 5. ongoing classroom observation 6. tests english for young learners studying english as a second language needs to be learned from early childhood before the individuals reach the puberty. lenneberg (1967: 116) stated p a g e | 104 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 that an individual has a sensitive period to be able to easily and quickly master the language, which is called the "critical period". when the individuals reach the puberty, they will be difficult to master the foreign language especially in the pronunciation. lightbown & spada (1999: 60) made some observations on children from immigration families who came from the other countries and settled in the usa. the study found that the immigration children who have not reached the puberty able to speak english with a good pronunciation like native speakers. meanwhile, even their parents can speak english fluently but they have difficulties in pronunciation, word selection, and grammar. the individuals who start learning english at the puberty period will be also influenced by psychological factors. as fact, the children learn english effectively when they study at a relaxed atmosphere, meanwhile, the individuals who have reached the puberty tend to have different motivation. they feel ashamed when they cannot reach the target level. they feel frustrated when they realize their english is still lacking. these kind of psychological factors make the individual fail in the learning process. it needs to be understood that the early childhood is the age of playing. since, every activities of playing are exciting for them, so the right approach needs to be created by the teachers to make the learning process becoming more enjoyable. method this research is a case study with qualitative and quantitative approach. this research is intended to analyze the students’ needs in the developing of english curriculum for early childhood and elementary school children. the qualitative approach from this research can be seen from the data analysis that carrying the needs analysis in the development of english curriculum for young learners. for the data presentation, the researcher applies a quantitative approach that involves a few statistically activities in analyzing the data. p a g e | 105 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the subjects of this research were taken from different level of english ability. the subject was the students at lkp square education center english program at balai pengembangan pendidikan anak usia dini dan pendidikan masyarakat (bp-paud dan dikmas) kalimantan selatan with the total number of students were 30 students. it consists of 15 boys and 15 girls. meanwhile, the questionnaire used a hutchinson & waters (1987) instrument that is adopted by adhabiyyah et al (2014) for collecting the data related to the students’ needs, lacks, and wants. the instrument in the form of interviews was used to get the latest information from the leaders, stakeholders, and other policy makers. the results of questionnaire collection were analyzed quantitatively, while the results of the interviews were analyzed qualitatively. findings and discussion these findings were obtained through interview and questionnaire instruments. the researcher observed the subject before preparing the research instruments. the interview instrument was purposed to get the latest information from the leaders, stakeholders, and other policy makers. meanwhile, the questionnaire instrument was used to collect data related to the student needs, lacks, and wants related to the analysis of curriculum development for early childhood and elementary school student. the observation results the development of english language curriculum for young learners has to meet the needs of learners. english program at balai pengembangan pendidikan anak usia dini dan pendidikan masyarakat (bp-paud dan dikmas) kalimantan selatan is an english language institution that aims to create active english skill students. the institution curriculum emphasizes to put the practical knowledge 70% larger than the theory. the institution pays attention to the needs of students and the demands of their graduation competency standards. it can be said that the curriculum at english program balai pengembangan pendidikan anak usia dini dan pendidikan masyarakat (bp-paud dan dikmas) kalimantan selatan is p a g e | 106 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 different from the other curriculum in general, where both learning practices and theories have equal portion. based on the pre-observation, it can be seen that the learning situation at english program balai pengembangan pendidikan anak usia dini dan pendidikan masyarakat (bp-paud dan dikmas) kalimantan selatan is really fun. the students sometimes learn outside the classroom to play games, sing songs, tell stories, etc. the institution is also supported by some professional instructors, so the students can meet the demands of graduate competency standards without feeling burdened. so, it can be stated that curriculum development must be adjusted to the needs of students, the demands of graduate competence, the students’ character and the professional instructors. the interview result interviews were conducted through various respondents with specific objectives for each of them. the interview was conducted through the leaders, stakeholders and the other policy makers. there are 3 respondents: isn, fks and nra. as the managers of the institution, the respondents are willing to answer 10 questions related to the preparation of early childhood and elementary school in current english learning situation. according to the respondents, there are 5 things that considered to prepare for young learners in order to have active abilities in speaking english. they are: 1) basic english language skills are very important, 2) listening, reading, writing and speaking are four skills needed to be emphasized, 3) english must be focused on esp especially related vocabulary to daily life, 4) every students must understand wh and yes/no questions. 5) there are demands for graduate competency standards in the learning curriculum. meanwhile, the second interview was represented by the students’ parents. based on the information, it can be concluded that there are three important things to be considered. they are: 1) learning can be create to become more fun, 2) it need to held a preparatory lesson before conducting the examination and 3) the p a g e | 107 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 questions related to daily life need to be taught and practiced more in the class, so speaking english will become a habit. the next interview was conducted with the head of curriculum development program and the involved instructors. the purpose of this interview is to have better understanding about the curriculum, the teaching-learning condition and the teaching and learning process description. the summary of the interview can be stated as follows: 1) the purpose of teaching english in this program is to prepare students to be active in english rather than merely being passive, 2) english is being taught at various levels such as basic english, general for young learners, survival english 1, survival english 2, english for communication, and advance english, 3) students are expected to get familiar with english speaking skill, 4) writing and speaking are two skills that are difficult to teach, 5) the facilities are considered to be sufficient. based on the interviews above, it can be highlighted that the development of english curriculum has been designed properly. however, it is still necessary to give more practice skills to the students. the questionnaire results the questionnaire instrument was adapted from hutchinson & waters (hutchinson & waters, 1987). it is used to assess the students' goals in learning english, the most important language skills for students, the practice of english language use, the current english proficiency, the language skills that should be improved and the type of learning that students want. english learning objective based on the questionnaire result, all of the students were agreed that the main purpose of learning english is to learn (100%). the detail information can be seen as follows: p a g e | 108 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 1. learning objectives the purpose of learning english percentage (%) to study 100 to prepare the exam 80 to play enjoyable english source; video game, etc 65 to communicate with native speaker 70 other purpose 20 the students’ perspective toward the most important english skills based on the questionnaire given, the most important english language skills for the students are speaking and writing. both of these skills are at the top of the list with 90% of students choosing both skills. the other skills are listening (65%) and reading (65%). the most important skill questionnaire results for students to learn are shown in the following table. table 2 the most important skills for learning the most important skill percentage (%) listening 65 speaking 90 reading 65 writing 90 english practice based on the students’ answer results, the practice of using english is mostly done at schools. during english class, 40% of students said that they p a g e | 109 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 sometimes practice for using english, and 15% of students said it was rare. the details can be seen as the following table: table 3 the use of english practice the practice of using english percentage (%) always 20 often 25 sometimes 40 rarely 15 current english language skills most of the students are admitted to say that they are unsure to have excellent english skills. the students have lack of confidence in applying english in the daily use. the details regarding students' current english proficiency are presented in the table below. table 4 students' english proficiency percentage (%) low average good excellent listening 20 40 40 0 speaking 53 27 20 0 reading 22 33 45 0 writing 47 30 23 0 student skills that need to be improved most of the students stated that their speaking and writing skills need to be improved. this is because many of them feel doubt when speaking and writing in english. the statement can be seen in the following table. p a g e | 110 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 5 students’ english skills need to be improved english skills need to be improved percentage (%) listening 60 speaking 100 reading 60 writing 100 preference for english learning activities a list of choices for learning activities is also included in the questionnaire so that researchers can design learning activities that are in accordance with the wishes of students. table 6 shows that most students prefer to learn through game (90%), role playing (77%), and making presentations (57%) as learning activities in the classroom. table 6. learning activities preferences activity percentage (%) game 90 role play 77 make presentations (tell a story) 57 case study 23 other activities 0 the test result the effectiveness of the curriculum development can be seen through the results of students’ pre-test and post-test. pre-test was conduct before the students start learning. the goal is to find out the basic students’ abilities and to place them into appropriate class level. the results of the tests are presented in the table below. p a g e | 111 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 table 7. student pre-test results class program passed failed basic 24 6 general english for young learners 18 6 survival english 1 14 4 survival english 2 10 4 english for communication 5 5 advanced english 5 based on the results of 30 student’s pre-test, 6 students were in the basic class, 6 students were in the general english class for young learners, 4 students were in the english survival class 1, 4 students were in the english survival class 2, 5 students were in the in the english for communication class and 5 others are in the advanced english class. after applying the curriculum development at the learning process, then a post-test is conducted to determine the students’ skill development. the results of the post-test can be seen in table below. table 8. student post-test results low average good excellent basic 0 1 2 3 general english for young learners 0 1 3 2 survival english 1 0 1 2 1 survival english 2 0 1 2 1 english for communication 0 2 2 1 advanced english 0 2 3 0 p a g e | 112 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the results of the post-test showed that no one of the students had low skills after participating in the learning process. it indicates that the application of the curriculum development has run effectively. based on the needs analysis above, the researcher then try to design a curriculum that expected to meet the students needs. this curriculum is designed in 6 classes, where in each class consists of several levels. the number of meetings in the learning process is designed accordance with the presented material. each learning process consists of 70% practice and 30% theory. the curriculum development design can be seen in the figure below. figure 1. the curriculum development structure and content each level in the class has different material. this material is arranged from the easiest to the hardest. it is presented in the table below. table 9. basic class material level competency standard basic 1 greeting and introduction, apps, numbers: 1-10, stationery, p a g e | 113 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 what is this-what is that, animal (1), color basic 2 greeting and introduction, numbers: 11-20, article: a and an, stationery: in the classroom, preposition: on in under, family (1), color and shapes. basic 3 days, this-that-these-those / a-ness, in the classroom (2), numbers 1-100, preposition (2), family (2), parts of the house. basic 4 animals (2), family member (3), actions: can & cant, shapes and sizes, parts of the body, toys: where is it, weather (1), food and drink basic 5 action (daily activity), time, jobs, what you are doing (simple present continuous), transportation, clothes, preposition (3), shopping for vegetables, adjective (1) basic 6 daily activities, simple present tense, part of the house, adjective (2), weather (2), sickness (4) the instructor delivered the learning process by singing songs to make the learning situation interesting. by singing english song, the students can memorize english vocabulary and say it quickly. besides that, the learning process was also done through role play. this is in accordance with the students’ needs analysis of curriculum development. the following is one of the samples of basic competency standard and english basic competency. figure 2. sample of standard of competency and basic competency for basic level p a g e | 114 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 the learning process at gyl, survival english 1, survival english 2, english for communication and advanced english class is almost similar with the basic class. the difference is only on the materials that were presented to be more higher based on their level of difficulty. the higher the class level, the higher the difficulty is. since the learning process is designed continously in the curriculum, so the level of difficulty can be overcomed if the students can master the previous class material well. each level of the program will be tested through the final examination to find out how much students has mastered the material and met the basic competency standards. conclusions the result of the research indicates that needs analysis has a vital role in the process of designing and carrying out any language course and considered as a crucial component of systematic curriculum development. however, learners as the main sources in needs analysis often find difficult to define what language needs they have. therefore, as the teacher or even institution should be aware of their impetus on successful teaching by conducting this needs analysis through some procedures. the needs analysis for curriculum development at english program balai pengembangan pendidikan anak usia dini dan pendidikan masyarakat (bppaud dan dikmas) kalimantan selatan was conducted to meet the demands of graduate competency standards by emphasizing the practical knowledge larger than the theory. the curriculum development has been designed properly to adjust the students’ needs and desires. the learning process was evaluated through the results of the students’ pre-test and post-test. the results show that the application of the curriculum development has been run effectively. however, it needs more evaluation on every class level to make the students acquire more english skill and practice it confidently. the students also need to master english skill actively. p a g e | 115 isnaniah let: linguistics, literature and language teaching journal vol. 10 no. 2 2020 references brumfit, c, jayne, m & ray, t (eds.). (1991). teaching english to children: from practice to principle. london: harper collins publishers. cameron, l. (2001). teaching language to young learners. cambridge: cambridge university press. chamot, a. u. (1987). toward a functional esl curriculum in the elementary school, in long, michael h. & richards, jack c. (eds.) methodology in tesol. new york: newburry house publishers. curtain, h and pesola, c. ab (1994). language and children. new york: longman publishing group. dahar, r. w. (1988). learning theories. jakarta: p2lptk. departemen pendidikan dan kebudayaan. (1994). petunjuk teknis proses belajar mengajar di taman kanak-kanak, depdikbud. donaldson, o. (1998). teaching strategies. boston: houghton miffin company. felicia, l. (2010). report on the third chapter of jack richard’s book: curriculum development in language teaching. upipasca.wordpress.com. hammerly, h (1982). synthesis in second language teaching. blane: second language. hutchinson, t. & waters, a. 1987. english for specific purposes. cambridge: cambridge university press matondang, e. m. (2005). foster interest in early childhood english learning through songs and motion. jakarta: journal of sower education. montessori, m. (1991). the discovery of the child. new york: ballatine books mustafa, bacharudin (2007) early childhood education books, unpublished. nunan, d. (1999). second language teaching & learning. boston, ma: heinle & heinle. suparno. p. (2003). jean piaget's cognitive development theory. yogyakarta: canisius. rixon, s. (1999). young learners of english: some research perspectives. london: longman santrock, j. w. (2007) child development, taxas: mcgraw-hill ur, penny. (1996). a course in language teaching. cambridge: cambridge university press. vygotsky, l. s (1986). thought and language. cambridge, ma: the mit press. yansyah., rafidiyah., d & nadia, h. (2019). need analysis on developing skillbased materials for d3 nursing students. banjarmasin: let: linguistics, literature and english teaching journal. ieee paper template in a4 (v1) mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 let: linguistics, literature and english teaching journal ||volume|| 9 ||issue|| 1 ||pages|| 109-132 || 2019 || |p-issn: 20869606 ; e-issn: 25492454| correlation between efl students’ perceived linguistic proficiency and their level of confidence in using english mohammad suleiman mohammad amro newera201010@yahoo.com mahendran maniam mahendran@fbk.upsi.edu.my university of ajloun jordan article history: received: 30 th march 2019 accepted: 27 th april 2019 abstract the main aim of this study is to find out the correlation between efl students‟ perceived linguistic proficiency and their level of confidence in using english. to achieve that, sixty first year students at the faculty of english language and literature, ajloun university in jordan, were selected based on convenience sampling. the subjects were asked to self-assess their linguistic proficiency using five-point likert scale and to respond to the survey questionnaire. to test the statistical associations between the two variables, anova was used to confirm if there were any statistically significant differences in selfassessment scores among the groups of students having different levels of confidence. to confirm where the differences lie, post hoc tests (turkey hsd and homogeneous subsets) were used. nova gives an f value of 44.131 with 2 and 57 degrees of freedom (p < 0.01), showing that there are differences in self-assessment means among groups. the multiple comparisons among mean differences by the post hoc tests (turkey hsd and fisher‟s lsd) show that the group of students who are 'hardly confident' are significantly different from the other two groups of students. the group of students who are 'a little confident' are significantly different from 'hardly confident' students and 'confident' students. finally, the group of students who are 'confident' differ significantly from the two groups of students who are 'hardly confident' and „a little confident‟. therefore, all groups differ from one another. the results of the kendall's corresponding author: tel.: ...................... keywords efl students‟ perceived; linguistic proficiency; confidence. available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:newera201010@yahoo.com mailto:mahendran@fbk.upsi.edu.my p a g e | 110 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 tau-b and spearman's rho indicate that there is a statistically significant correlation between the students' confidence level and the means of self-assessment scores. in conclusion, the subjects having high self-assessment scores are more likely to have high confidence in using english and vice versa. introduction language is studied in psychology as a part of human behavior, hence, language learning is based on the development of psychology theories. during the process of foreign language learning, individual learner‟s behaviorism is an essential attribute for successful foreign language learning. however, there are always individual differences among foreign language learners. in some occasions, these differences have been called variables. some variables have stronger impact on an individual learner‟s behavior than others, among which self-confidence is considered one of the vital influences on a learner‟s behaviour. krashen (1988) assumed that when motivation and self-confidence are presented, language acquisition occurs in a nice atmosphere. during this acquisition, students emerge in the meaningful classroom activities without applying the communication‟s rules consciously. in this acquisition, the affective filter is low and it is a matter of attitude rather than aptitude. du (2009) highlighted krashen´s ideas by stating that during the process of acquisition, the affective filter functions as a stop light. when the learners feel the lack of motivation and self-confidence, the affective filter tends to be up. on the other side, when the affective filter is down, the learners feel relaxed and do their best to become active learners. if learners feel good in a language class, they might have more possibilities to reach a better level of proficiency (martinez& villa, 2017). lee (2013. p. 7) states that: "another important psychological construct in motivational studies is learners‟ linguistic self-confidence. linguistic selfconfidence was first described by clément, gardner and smythe (1977) who defined it as self-perceptions of communicative competence or self-assessments of l2 proficiency. they claimed that it is a dimension of motivation and also a state that is free of anxiety. linguistic self-confidence was found to be a significant motivational factor in english as a foreign language (efl) situations p a g e | 111 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 in which learners do not have direct contact with the l2 community" ( as cited in abdallah & ahmed, 2015. p. 1094). 1n 2012, al-hebaish states that in the achievement of foreign language learning, self-confidence is considered a personal factor that pays a supportive role. some research claimed that “no language learning activities will be carried out successfully without it (huitt, 2004&khodadad, 2003, cited in hayti 2008,; brown, 1994). it may facilitate or debilitate academic achievement. foreign language learners who possess general self-confidence perform well and most likely believe themselves to be capable learners. when there is low selfconfidence, on the contrary, learners suffer from uncertainty, insecurity, fear and social distance” (rubio, 2007, p.7). nazarova & umurova (2016) also revealed that “self-confidence is also very important in language learning” (p. 47). many researchers have shown that in successful second language acquisition, self-esteem and self-confidence are “important effective variables (ehrman & oxford (1995); hyde (1979); nunan (1997); macintry & charos (1996); krashen (1982)” (as cited in keeley, 2014. p. 9).it has been found that self-confidence is one of the reasons that are particularly important in learning foreign/second language. therefore, students who have higher self-confidence have higher english proficiency when compared to students with low selfconfidence. without a doubt, it is considered as a predictor of failure or success in learning a foreign language, therefore, one of the most important affective factors. the relationship between self-confidence and language achievement has been investigated by a large body of studies. these studies have found a positive relationship between the two variables in many different contexts (basco & han, 2016; pramita, 2012; soureshjani & naseri, 2011; koosha et al, 2011). literature review koosha et al (2011) tried to find out the relationship between selfconfidence and self-esteem of efl iranian learners with regard to variables such as gender, age, and speaking skill. their study has found that there is a noteworthy relationship between self-esteem and speaking proficiency. the result of their study has emphasized that learners are more willing to speak the target p a g e | 112 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 language confidently outside and inside the classroom when they have high selfesteem. similarly, soureshjani and naseri (2011) had also investigated an efl classroom for the purpose of finding out the relationship between proficiency level and self-esteem. it is found that the two factors have a strong positive relationship. pramita (2012) conducted a research in senior high schools in indonesia, to study the likely cause of self-esteem to the students' english proficiency for second-year students. it is also found that there is a significant and positive relationship between self-esteem and the students‟ english proficiency. an investigation was conducted by basco and han (2016) to find out the differences based on english proficiency level, year, and gender, in the level of self-esteem, anxiety, and motivation of university english learners. they found that the students had a moderate level of self-esteem, anxiety, and motivation. the findings of the study found a strong negative correlation between anxiety and selfesteem and a positive correlation between motivation and self-esteem. in terms of their level of self-esteem, anxiety, and motivation, no significant difference was found when they were grouped according to the year of study and significant differences among learners were found when they were grouped according to gender and english proficiency level. dev and qiqieh (2016) conducted a study to examine 200 male and female students from abu dhabi university (uae) to investigate the relationship between english language proficiency, academic achievement, and self-esteem. t test, pearson's product moment correlation, and chi-square were used to analyze the variables of the study. in addition, to measure the variables, language proficiency tests, self-esteem inventory, and self-rating scale were used. however, they could not find out any positive relationship among the variables investigated, which means, the study found a different result from earlier reports. that language fluency (ielts) has no direct impact on the adu students‟ self-esteem was also revealed. al-hattab (2006) conducted a research on 81 saudi efl students in almadinah al-munawwarah region to find out the relationship between writing achievement to the situational self-esteem, global self-esteem, and task selfp a g e | 113 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 esteem. it is found that generally those learners had average self-esteem. there had been also a positive correlation between learners' writing achievement and their situational and task self-esteem and a non-significant relationship between their achievement in writing skill and their global self-esteem. the study suggested that in order to promote self-esteem, students should be in a positive learning environment as provided by teachers (alrabai, 2017, p. 3). higher self-esteem has been found to be coupled with more successful academic accomplishment when regarded to general academic accomplishment. pullmann and allik (2008) found that, generally, academic achievements are facilitated by high self-esteem. el-anzi (2005) suggested that studying these two variables (i.e. self-esteem and academic achievement) together can beneficially serve students, teachers, counselors and anyone working in the school environment. this is as a result of the strong, continuous interaction and positive relationship between them (alrabai, 2017, p. 2). as pointed earlier in this study, one significant challenge non-native english students face is their own language proficiency, and issues related to selfconfidence may appear as a result of that. many researches have conducted for the purpose of finding out the role of self confidence in second/foreign language learning. this section offers some results of these studies. tunçel (2015) conducted a qualitative research to investigate whether there is a correlation between self-confidence and learning turkish as a foreign language. to do so, 53 greek students who are studying turkish as a foreign language were selected. the findings of this qualitative study revealed that the students with higher self-confidence were more successful than the students with lower self-confidence, and self-confidence led to a more positive outcome in learning foreign/second language. naouel (2015) conducted her study hypothesizing that “the more algerian second year students of english trust their abilities, and the more they believe in their capacities, the more they will be able to enhance their speaking performance in the foreign language”. in other words, more confidence leads to more enhancements in foreign language speaking. to test the research hypothesis, 30 algerian second year students and 10 teachers of oral expression were randomly p a g e | 114 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 selected. the findings of this study revealed that “students of lower self-esteem have a low level of spoken language achievement, despite the fact that they have real linguistic abilities, while students of higher self-esteem attain a good level of spoken language production”. zare & riasati (2012) proposed a study to explore the relationship between language learning anxiety and self-esteem, and whether the learners‟ academic levels influence their level of anxiety and self-esteem. to come up with answers, 108 efl learners were selected based on cluster random sampling. two questionnaires were employed in the study. the findings revealed that “at the same time as the learners move forward in their academic studies, their anxiety level decreases. it can be explained that as learners progress in their studies, they can improve their language proficiency and get better oriented with their language learning environment and hence experience less anxiety”. martínez & villa (2017) conducted a quantitative study in order to describe the role that self-confidence factor plays when beginner students learn at the language department of philosophy and arts school from autonomous university of nuevo leon. in order to achieve that, a hundred and sixty-eight (168) participants were selected. then, a confidence in speaking questionnaire was administered to the subjects in the third week of classes and re-administered to a hundred and seventy-one (171) in the week 14 to see whether students' sense of confidence in speaking english had changed. this questionnaire was designed for typical university students by griffee (1997: 187) which consisted of 12 items with a 5-point likert scale to report degrees of agreement (5) or disagreement (1) in a spanish version because the young participants are beginner students who are at their first level of an english course. the quantitative analysis shows that the cronbach´s alpha of the first application is 0.812 and 0.839 for the second application. this demonstrates a good level of reliability according to george and mallery (2003). the median in the first application is 32.58 while in the second application it was 33.47. that is, students tend to agree with most of the items provided in the instrument; they show an increase in their self-confidence level. the data collected from the questionnaires was examined according to griffee‟s confidence construct where three self-confidence variables: ability, assurance and p a g e | 115 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 willing engagement compounded it. the three sets were looked independently and the questionnaire results of the two applications compared. thereafter, the results of the three sets were looked collectively to define which group of specific aspects of confidence has been most strengthened over the course. in general, students show they feel more ability to speak english in week 14 rather than in week 3; this might be a consequence of being exposed to more knowledge about grammar, vocabulary and pronunciation. students also reported feeling more comfortable when speaking english during the second application of the instrument, perhaps to the exposure to the target language and the practice in the classroom. the study also demonstrated that first level students show the common behaviors of beginner students when learning a second language, so their level of confidence is quite low. it can be concluded that more knowledge about language leads to more ability to speak english and both contribute to confidence. pramita (2012) conducted this quantitative study with the following research questions; “is there any positive and significant contribution of students‟ selfesteem to the students‟ english proficiency? (2) is there any positive and significant contribution of language learning strategies to the students‟ english proficiency? (3) is there any positive and significant contribution of students‟ self-esteem and language learning strategies to the students‟ english proficiency?” to come up with answers, 160 students from 270 populations were selected using systematic sampling. three tools were used for data collection namely:toefl prediction test, strategy inventory of language learning, and students‟ self-esteem questionnaire. based on this study finding, “there was a positive and significant contribution of students‟ self-esteem and language learning strategies on the students‟ english proficiency. so that two of these independent variables could be used to determine the english proficiency level of the students. the findings in this study also indicated that the variables of students‟ self-esteem and, language learning strategies were significantly associated with students‟ english proficiency”. it can be also indicated that the two variables can determine the increasing of english proficiency of students. hashemian (2012) conducted this study to investigate the relationship between self-esteem and second language learners‟ proficiency level, also to p a g e | 116 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 investigate issues related to it. to investigate that, 120 iranian second language learners were selected to take part in the study. three tools were utilized to gather the required data namely 1. oxford placement test 2.language learning strategies questionnaire 3.self-esteem questionnaire. then, they were asked to respond to the questionnaires. the participants were instructed that they read the items carefully so as to the result will be of higher reliability. besides, time was not limited when responding to the items. however, the results of this study revealed that the better predictor of the use of the participants‟ language learning strategies was proficiency level. it was apparent that there is a strong positive interrelationship between the degree of second language learners‟ self-esteem and their success in employing effective language learning strategies. a strong positive relationship between learners‟ proficiency level second language and their self-esteem was shown. in other words, the higher their degree of self-esteem, the higher the proficiency levels of second language learners and vice versa. and finally, a better predictor of language learning strategies use is the proficiency level of second language learners rather than their self-esteem degree. tılfarlıoğlu (2014) asked seven research questions to investigate the relationship between foreign language achievement and self-regulation, also to investigate issues related to it. in order to address the research questions, 383 volunteers were selected to participate in this study. questionnaire was used to collect data. the findings suggest that there is a meaningful positive correlation between self-esteem and success, attitude and success, self-regulation and success. it was also shown that there is a positive relationship between self-esteem and attitude, self-regulation and attitude, self-esteem and self-regulation. moreover, when these constructs come together, they significantly contribute to foreign language achievement. qiang & huili (2007) conducted this research aiming to investigate the correlation between self-concept and english speaking, self-concept and english listening, self-concept and english reading, and self-concept and english writing. they especially emphasized on the comparison between self-concept and english speaking skill. the 32 students that were selected to participate in this study were non english major. the study utilized three instruments through several stages of p a g e | 117 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 data collection. the statistical analysis showed that self-concept has relationship with listening. self-concept is also related to listening, and writing. it can be also noticed that students with high self-concept are likely to get better achievements in their english study. the findings revealed that there is an apparent correlation between self-concept and english study for any kind of language skill. even though there is noticeable variation in the relationship, the results showed that high self-concept leads to excellent english achievement. the one skill that is strongly influenced by self-concept more than any other skill is the listening skill. the researchers concluded that “a positive self-concept plays an essential role in college students‟ english study. generally, a student with high positive selfconcept often performs better”. in another point of view, students are also developing their self-concept during the process of english study. arnaiz (2012) designed this study to examine students‟ self-concept, a key factor to determine the process of foreign language learning, and its relation with the few selected variables. in other words, she tried to reveal the relationship between self-concept and gender, age, mark and language level. for that purpose, the selected participants for this study were 216 students enrolled in different english language courses from six different degree programs in a spanish university and from whose consent were taken. the only instrument that used in this research to measure the students‟ self-concept is the questionnaire auto concepto forma 5 (af5:self-concept form). the 30 items in the self-concept questionnaire were evaluated on a scale from 1 to 99. the findings reveal that “self-concept levels in students with different marks in english do not differ significantly. these findings contradict previous research showing that positive self-concept was linked to high academic achievement. in terms of differences between the self-concept levels of students with different levels of english, it was observed that those at a higher level have lower academic and global self-concept levels”. however, findings to the contrary can be encountered as shown in this study. binalet & guerra (2014) investigated students‟ motivation in learning a second language. for that purpose, in this quantitative study, the researchers selected thirty first year students. there were two instruments used. the first p a g e | 118 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 instrument is an 18-item questionnaire to measure the motivation in learning english, and the second is a grammatical judgment test. based on this study results, it can be discussed that “the motivational level of the students may not be an effective representative of the linguistic knowledge that they acquire. the result also shows that not all students who reported to have high motivation may do well in judging the grammaticality of the sentences in a grammar-focused exam. moreover, the scattered dots imply the insignificant notion that motivation is the sole predictor of language learning achievement”. also, it can be argued that motivation is not the only predictor of success in language learning. method the main aim of this study is to find out the correlation between efl students‟ perceived linguistic proficiency and their level of confidence in using english. to achieve that, the study has been designed to answer the following research questions: rq1 how confident are the students in using english? rq 2 what is the correlation between the students‟ perceived linguistic proficiency and their level of confidence? rq 3 does the gender of the students affect their confidence and/or selfassessment? to answer that, sixty first year students at the faculty of english language and literature, ajloun university in jordan, were selected based on convenience sampling. the subjects were asked to self-assess their linguistic proficiency using five-point liker scale and to respond to the survey questionnaire. findings and discussions the first research question „how confident are the students in using english?‟ was addressed in the survey questionnaire. the actual question asked was „as a non-native of english, are you confident of using english?‟ the students were asked to answer by choosing one of the following possible answers for each language skill: (1) hardly confident; (2) a little confident; (3) confident; (4) very confident. p a g e | 119 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 figure 1 below shows that there are no students showed a degree of confidence in their english proficiency by selecting the 'very confident'. the biggest group consists of those who selected „a little confident' with 44 respondents (73.33 %). the second biggest group consists of those who selected „confident' with 11 members (18.33 %). the smallest group consists of those who selected „hardly confident' with 5 respondents (8.33 %). therefore, it can be discussed that more than two-third 73.33 % of the students feel „a little confident' with their english proficiency (by choosing the number 2). 18.33 % of the students feel „confident' (by choosing the answer 3). 8.33 % of the students feel 'hardly confident' with their english proficiency (by choosing the number 1). figure 1 level of confidence in linguistic proficiency apparently, the majority (81.6 %) of the students admitted that they were not confident of their own english proficiency, with 5 students who are 'hardly confident' (8.33%) and more than two-thirds (44) of the students who are 'a little confident' (73.33%). on the other hand, only 11 students (18.3%) showed a degree of confidence in their english by selecting the 'confident' answer and there are no students who selected the 'very confident' answer. p a g e | 120 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 in summary, the majority of the students do not seem to exhibit much confidence in their own english proficiency, by indicating they are 'hardly' or 'a little' confident. however, the students showed a higher degree of confidence in reading and writing skills rather than listening and speaking. the second research question „what is the correlation between the students‟ perceived linguistic proficiency and their level of confidence?‟ was answered by testing the statistical associations between the two variables: the students' selfassessment scores and their level of confidence. first of all, anova (analysis of variance) was used to confirm if there were any statistically significant differences in selfassessment scores among the groups of people having different levels of confidence in their english proficiency. in this case, because there were four different degrees of confidence level, the subjects were divided into four different groups according to their confidence level. in order to ascertain whether there were differences in self-assessment means among the four groups, anova was used instead of a t-test, because a t-test is for ascertaining the significance of a difference between two groups and anova for between more than two (kinnear & gray 1999). when anova is used, 'the variance of the response variable should be equal in all population subgroups (peers 1996: 318), which is the homogeneity of variance assumption of anova. in other words, anova assumes that there is homogeneity of variance among groups whose means are compared. therefore, before anova is used, the homogeneity of variance needs to be confirmed. the levene statistic is usually used to confirm the homogeneity of variance among different groups before administering anova. if the homogeneity of variance is confirmed through the levene statistic, anova can be administered to find out whether or not there are differences among group means. however, although an anova test identifies the significance of difference among groups, they do not show where (between which groups) the differences lie. therefore, when anova finds evidence of differences among different groups, post hoc tests (turkey hsd and homogeneous subsets) need to be used in order to confirm where the differences lie. p a g e | 121 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 table 1: homogeneity of variances results test of homogeneity of variances satotmean levene statistic df1 df2 sig. 1.819 2 57 .171 in this case, the levene statistic for the test of homogeneity of variance indicates that there is no evidence for heterogeneity of variance, which allows anova to be administered. table 2: anova results anova satotmean sum of squares df mean square f sig. between groups 6.302 2 3.151 44.131 .000 within groups 4.070 57 .071 total 10.372 59 anova gives an f value of 44.131 with 2 and 57 degrees of freedom (p < 0.01), showing that there are differences in self-assessment means among groups. therefore, the result of the anova shows that there are statistically significant differences among groups. in other words, students with different levels of confidence have significantly different self-assessment scores from one another. however, as explained above, these results do not show the direction of the differences. the multiple comparisons among mean differences by the post hoc tests (turkey hsd and fisher‟s lsd) show that the group of students who are hardly confident' are significantly different from the other two groups of students. the group of students who are 'a little confident' are significantly different from 'hardly confident' students and 'confident' students. finally, the group of students p a g e | 122 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 who are 'confident' differ significantly from the two groups of students who are 'hardly confident' and „a little confident‟. therefore, all groups differ from one another. table 3: multiple comparisons results multiple comparisons dependent variable: satotmean (i) confident of using english (j) confident of using english mean differen ce (i-j) std. error sig. 95% confidence interval lower bound upper bound tukey hsd hardly confident a little confident -.63034 * .1261 1 .000 -.9338 -.3269 confident 1.27523 * .1441 3 .000 -1.6221 -.9284 a little confident hardly confident .63034 * .1261 1 .000 .3269 .9338 confident -.64489 * .0900 8 .000 -.8617 -.4281 confident hardly confident 1.27523 * .1441 3 .000 .9284 1.6221 a little confident .64489 * .0900 8 .000 .4281 .8617 lsd hardly confident a little confident -.63034 * .1261 1 .000 -.8829 -.3778 confident 1.27523 * .1441 3 .000 -1.5638 -.9866 a little confident hardly confident .63034 * .1261 1 .000 .3778 .8829 p a g e | 123 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 confident -.64489 * .0900 8 .000 -.8253 -.4645 confident hardly confident 1.27523 * .1441 3 .000 .9866 1.5638 a little confident .64489 * .0900 8 .000 .4645 .8253 *. the mean difference is significant at the 0.05 level. to test the strength and direction of the relationships between selfassessment scores and confidence, correlation tests, kendall's tau_b and spearman's rho need to be administered. in this case, because the two variables are different in type (self-assessment mean scores can be classified as an interval variable and the level of confidence can be classified as an ordinal: see 3.6.1), use of a more powerful correlation test, pearson's product moment correlation coefficient is not advisable in this case (because pearson's correlation coefficient can be used only between two interval variables, and in this case the two are different types of variables; see 3.6.1). instead, the correlation tests for ordinal data should be used. so, in this case, the relationship between the self-assessment means (interval variables) and the confidence level (an ordinal variable) was explored using kendall's tau and spearman's rho. table 4: correlations between the self-assessment means and the confidence level correlations satotme an confident of using english kendall's tau_b satotmean correlation coefficient 1.000 .624 ** sig. (2-tailed) . .000 n 60 60 confident of using english correlation coefficient .624 ** 1.000 p a g e | 124 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 sig. (2-tailed) .000 . n 60 60 spearman's rho satotmean correlation coefficient 1.000 .738 ** sig. (2-tailed) . .000 n 60 60 confident of using english correlation coefficient .738 ** 1.000 sig. (2-tailed) .000 . n 60 60 **. correlation is significant at the 0.01 level (2-tailed). the results of the kendall's tau-b (0.624; n= 60; p<0.01) and spearman's rho (0.738; n= 60; p<0.01) indicate that there is a statistically significant correlation between the students' confidence level and their self-assessment means. the correlation between confidence and self-assessment means is modest. therefore, the subjects having high self-assessment scores are more likely to have high confidence in using english and vice versa. as the results of the statistical tests show, there are differences in the selfassessment means among groups of different levels of confidence. all the differences in means among groups turn out to be statistically significant at the 0.01 level. in addition, a positive correlation is found between the self-assessment means and the degree of confidence. therefore, it can be concluded that a higher self-assessment score corresponds to a higher confidence level in the students. the third research question „does the gender of the students affect their confidence and/or self-assessment?‟ was answered by testing the relationship between the three variables: the students' self-assessment scores and gender, and their level of confidence and gender. the gender of the students was established in the survey questionnaire section 1. as seen in figure 2, female students outnumbered male students by 43 (71.67 %) to 17 (28.33 %). p a g e | 125 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 figure 2 gender of the students first of all, a t-test was administered to check if there are any differences in self-assessment scores between the two different groups of gender. the results of the t-test shown below in table 5 demonstrate there are no significant differences in selfassessment scores between female and male students: table 5: independent samples test result independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper satotm ean equal variances assumed .372 .544 1.220 58 .228 -.14591 .11963 -.38538 .09355 equal variances not assumed 1.244 30.66 7 .223 -.14591 .11726 -.38516 .09334 t-value: -1.220. df. 58 (p = 0.228) the difference in means between the two groups of students based on the gender as shown below in table 6 is 2.93 (for female) to 2.78 (for male), but this difference is not statistically significant (p> 0.05). therefore, it seems that gender does not relate to self-assessment scores. p a g e | 126 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 table 6: mean difference of self-assessment scores based on gender group statistics gender n mean std. deviation std. error mean satotmean male 17 2.7890 .40386 .09795 female 43 2.9349 .42267 .06446 the relationship between gender and the level of confidence was examined by means of crosstabulation, a chi-square test, and a phi coefficient test. because gender is a nominal variable, these tests were chosen in line with several researchers' recommendations. table 7: crosstabulation of confidence of using english based on gender gender * confident of using english crosstabulation confident of using english total hardly confident a little confident confid ent g e n d e r m a l e count 2 13 2 17 % within gender 11.8% 76.5% 11.8% 100.0% % within confident of using english 40.0% 29.5% 18.2% 28.3% f e m a l e count 3 31 9 43 % within gender 7.0% 72.1% 20.9% 100.0% % within confident of using english 60.0% 70.5% 81.8% 71.7% total count 5 44 11 60 % within gender 8.3% 73.3% 18.3% 100.0% % within confident of using english 100.0% 100.0% 100.0% 100.0% p a g e | 127 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the results from the cross tabulation in table 7 reveals that the range of the female students' confidence level is shown to be wider than that of male students. the female student group has 9 'confident' members (20.9 %), more than twothird of the female student group, 31 members, who are 'a little confident' (72.0%) and 3 members who are 'hardly confident' (6.9 %). on the other hand, the male student group has 2 'confident' members (11.7 %), has also the same number 'hardly confident', and more than two-third of the male students (13 students/ 76.4%) state that they are 'a little confident'. the results of the chi-square tests in table 8 below are discarded because of violation of one of the conditions for a chi-square test (chi-square is not recommended for the data in larger tables where more than 20 % of the expected frequencies are less than 5: see 3.6.1). table 8: chi-square tests results chi-square tests value df asymptotic significance (2sided) pearson chi-square .925 a 2 .630 likelihood ratio .955 2 .620 linear-by-linear association .909 1 .340 n of valid cases 60 a. 3 cells (50.0%) have expected count less than 5. the minimum expected count is 1.42. however, the results of the phi coefficient in table 9 below show that there is no statistically strong association between the two variables also this association is not statistically significant (p> 0.05). p a g e | 128 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 table 9: the result of the phi coefficient symmetric measures value approximate significance nominal by nominal phi .124 .630 cramer's v .124 .630 n of valid cases 60 phi =0.124; n= 60; ns.630 therefore, statistical tests do not identify any significant relationship between gender and confidence. conclusions and suggestions this question was answered by testing the statistical associations between the two variables: the students' self-assessment scores and their level of confidence. first of all, anova (analysis of variance) was used to confirm if there were any statistically significant differences in selfassessment scores among the groups of people having different levels of confidence in their english proficiency. anova shows that there are differences in self-assessment scores among the groups with different levels of confidence. in addition, a modest correlation is found between the self-assessment scores and the level of confidence. therefore, it can be concluded that students with higher selfassessment scores are more likely to be the ones with higher level of confidence and vice versa. these results corroborate previous research findings that students' language proficiency is closely related to their confidence (basco & han, 2016; pramita, 2012; soureshjani & naseri, 2011; koosha et al, 2011). based on the findings of this study, the hypothesis „there will be a significant positive correlation between the students‟ perceived linguistic proficiency and their level of confidence‟ was confirmed (fail to reject). the statistical tests reveal that there are differences in the self-assessment means among groups of different levels of confidence. all the differences in means among groups turn out to be statistically significant at the 0.01 level. in addition, a positive correlation is found between the self-assessment means and the degree of p a g e | 129 mohammad suleiman mohammad amro let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 confidence. therefore, it can be concluded that a higher self-assessment score corresponds to a higher level of confidence. in conclusion, the results fail to reject the null hypothesis. gender does not have any statistically significant associations with students' perceived language proficiency. therefore, as mentioned earlier, the widespread belief that female is better at language learning is not supported by the results of the study. or at least the female students do not perceive their proficiency as higher than male students. gender also does not have any statistically significant associations with the students ' confidence in using english. therefore, it is evident that being a female or a male does not make the person more or less confident in using english. confidence in using english is likely to involve perceived competence in englih and the lack of anxiety of using it (clement 1986). therefore, students might need to improve the spontaneity of using english to boost their confidence. proficiency (perceived/ actual) seems to need to be boosted first before confidence can be established, because it is a prerequisite for language students' confidence. references abdallah, a. a., & ahmed, a. g. 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(2012). the relationship between language learning anxiety, self-esteem, and academic level among iranian efl learners. pertanika j. soc. sci. & hum, 20(1), 219–225. http://doi.org/10.4304/tpls.4.11.2223-2230 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||105-124||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php students’ strategies in translating english idioms into bahasa indonesia of english language education nadilla ariyani nadillaariyani08@gmail.com rina listia rina_listia@ulm.ac.id elvina arapah elvina_arapah@ulm.ac.id lambung mangkurat university, banjarmasin, indonesia article history: received: 01 august 2021 accepted: 05 november 2021 this study aims are to describe the strategies that students use in translating the english idioms into bahasa indonesia. the researchers used descriptive qualitative research, and the subjects of this research were 50 students batch 2017 of english department universitas lambung mangkurat in translation class. the instruments to collect the data were a test and a questionnaire. the data analysis applied was descriptive analysis which involves organize it, divide it into manageable units, and summarize it. the findings showed that the students used four strategies. first, they used the idioms of similar meaning and form strategies. second, students translated using the idioms of similar meaning, but dissimilar form strategies. students who don’t know the same idioms from the sl used the third strategy, translation by paraphrase to see the entire context and paraphrase to find the meaning, change the idiom to non-idiom is easier to understand the meaning. the last strategy is translation by omission, if paraphrasing idioms is difficult then students will be omitted the entire idioms or sentences. corresponding author: rina_listia@ulm.ac.id keywords: translation; translation strategies; english idioms; introduction as a foreign language, translating english has many problems resulting from the differences between the native (source) and target language. the http://jurnal.uin-antasari.ac.id/index.php mailto:nadillaariyani09@gmaiil.com mailto:rina_listia@ulm.ac.id mailto:elvina_arapah@ulm.ac.id mailto:rina_listia@ulm.ac.id p a g e | 106 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 differences may be because of the culture or the linguistics background. translation happens when the source language changes to target language. translation is an actual issue to be discussed in the scope of foreign language learning. according to bell (1991) translation is about transferring the meaning from source language into target language. from the definition, it can be seen translation is not simply about literary changing word to word, sentence to sentence in source language into target language. yet, it also requires knowledge and understanding to choose the closest and the most proper equivalence in target language to properly convey the message contained in sources language into target language. according to newmark (1988:26) in his book mentions that translation is a process of people to transferring the meaning of a source language into a target language in a way that the writer or reader intends the language to be understood. there are many types of translation techniques; one of them is idiomatic translation. the idiomatic translation is a complicated process when translator transfers the meaning from source language to target language, every language has different translation, and idioms cannot be translated literally. a lot of english idioms that are so often used that native one cannot compare whether the sentence is an idiom or not. each country usually has a different idiom but the meaning is the same. translating idioms can be tricky, since people might find it difficult to find the equivalent meaning to the target language. this might be caused by their culture and different terms. for example, in western culture, milk is considered to be an important part of meal, while in eastern, its rice. for example, "cry over spilt milk" which means that getting upset over certain things, like spilled milk, is not going to fix it. in indonesia also has the same expression namely “nasi sudah menjadi bubur”, these two expressions are different but have the same meaning, english idioms use the word "spilled milk" as the object of regret, while in indonesia use "rice that has become porridge". cultural differences are also one of the idiom reasons for each country is different, because "milk" is more suitable for western countries while indonesia is more familiar with "rice" as a staple food for the eastern region. regarding to the explanation above, the researcher conducts a research entitle “the students’ strategies in translating english idioms into bahasa p a g e | 107 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 indonesia of english language education batch 2017 lambung mangkurat university” which aims to find out how the strategies that students use in translating source language contains idioms, so researchers or teachers who will later read this study will know the strategies in translating english idioms that most students use. method the design used in this study is descriptive in terms of qualitative data. qualitative research shows the meaning of something, its definition, its characteristics, its symbolism, and its explanation. in this study, the authors simply collected, categorized, and analyzed the data, and finally came to a conclusion based on the information collected. the subjects of the research in this study are 50 students from english language education study program batch 2017, lambung mangkurat university. the 50 students selected are those currently taking translation course in 3 classes. after translation test, 12 students re-selected randomly to be given questionnaire about the translation strategies. instruments in this study, the instruments are test and questionnaire. there is one test for every sample, the test used to find out the students’ difficulties in translating english idioms into bahasa indonesia. table 1. the idioms use for test no. idioms translation no. idioms translate 1. 2. 3. 4. 5. hit the books cry over spilt milk a bad egg curiosity killed the cat can’t judge a book by its cover belajar keras menyesali yang telah terjadi seseorang yang tidak dapat dipercaya penasaran membawa masalah besar jangan menilai 9. 10. 11. 12. silver spoon in his mouth a hot potato wolf in sheep’s clothing break a leg kaya dari lahir, kaya raya sesuatu yang hangat dibicarakaan, controversial seseorang yang terlihat baik sebenarnya berbahaya/jah p a g e | 108 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 have you heard about english idioms? where? (movie, book, class, orothers) 1. have you ever translated the english idioms into bahasa indonesia? (give the example of english idioms and translate to indonesia) 2. do you have strategy to do in translation process? how? 3. what strategies that you usually used in translating englishidioms? a. translate the idioms directly with the same form as the source language (word by word) b. translate with idioms that have similar meaning in bahasa indonesia c. paraphrase the idioms into another form d. shorten/leave out the part of the translation/idioms 4. why do you choose one of them to your strategies in translation process? 6. 7. 8. every cloud has a silver lining killing two birds with one stone barking on the wrong tree seseorang dari penampilan luarnya setelah kesulitan ada kemudahan menyelesaikan masalah dalam satu waktu dengan sekali tindakan berpendapat tentang sesuatu dengan cara yang salah, melakukan hal yang sia-sia 13. 14. 15 a piece of cake action speak louder than words raining cats and dogs at semoga berhasil, semoga beruntung hal yang sangat mudah tindakan lebih penting daripada ucapan hujan (sangat) lebat, hujan deras table 2. the questions use for questionnaire the procedure and techniques of analysis of the data were: in this research, the researcher conducted a test with fifteen sentences contains english idioms by asking the students of english language education of study program fkip ulm batch 2017 who had passed translation course to translate the idioms into bahasa indonesia. after that, students answer the p a g e | 109 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 questionnaire about idiom translation strategy. from the results of the test and questionnaire, the researcher is able to find out and describe the strategies that students use in translating english language containing english idioms. the students will answer the test with the time set. after that, researcher compared both expressions translate english and student into indonesian. researchers analyzed and classified the data collected according to their translation strategies. researchers created classifications of data to facilitate analysis. researchers analyzed student translation results and classify translation strategies into four categories for word translation. (1) using an idioms of similar meaning, (2) using an idiom of similar meaning but dissimilar form, (3) translation by paraphrase (4) deletions/translation by omission. and researcher also finds out the students’ reason in choosing translation strategy by students answer in questionnaire to complete the data triangulation. the following table shows the translation strategies for each term used in the tool. table 3. strategies in translating idioms possibly used by the students no strategy description example 1. using an idiom of similar meaning and form. in this strategy, the idiom in source text is rendered equivalently, not only in meaning, but also lexical items. sl: nobody expected him to be a cold-blooded murderer tl: tak seorangpun menyangka dia adalah pembunuh berarah dingin 2. using an idiom of similar meaning but dissimilar form. there are many idioms in one language that has their equivalents in another language with difference in form. translator is allowed to use different lexical items to translate idiom as long as the meaning remains the same. sl: he was tired and he was not a kind of person who beat about the bush. tl:ia lelah dan dia bukan tipe orang yang suka berbasa-basi. 3. translatio n by paraphras e. this strategy is often used when no equivalent idiom can be found to translate an idiom. this strategy is applied due to different stylistic preferences of the source and target languages. sl : this is not the time to lie down on the job tl: sekarang bukans aatnya untuk mengabaikan tugas p a g e | 110 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 findings and discussions findings the research was conducted on 02, 03, and 05 december 2019 at translation class english department of teacher training and education faculty lambung mangkurat university batch 2017. the total numbers of students’ take translation were 60 students, but the researcher just took 50 students who batch 2017 as subject of the research. because they have already passed translation as the students were assumed to have basic knowledge about the theory of translation and idiom. the researcher gave test to the students to collect the data. the test consisted of fifteen sentences that contained english idioms and asking the students to translate into bahasa indonesia in sixty minutes. after test, 12 students was chooses randomly 3 students each strategies to answer the questionnaire. because of the covid 19, students answer the questions through fill the google form. for the results of the data, researchers categorized student translations into four categories: (1) using an idiom of similar meaning and form, (2) using an idiom of similar meaning but dissimilar form, (3) translation by paraphrase, (4) translation by omission. table 4. using idioms of similar meaning and form result 4. translatio n by omission. if none of the previous strategies above can be applied, translators often have to leave out a part of the idiom. sl: i kick my car again for good measure. tl: aku menendang mobilku lagi. num of quest. idioms students’ translation real translation 1 hit the books bertarung dengan buku-buku belajar keras 2 cry over spilt milk menangisi susu yang tumpah menyesali yang telah terjadi 3 a bad egg telur busuk seseorang yang tidakdapatdipercaya 4 curiosity killed the cat rasa penasaran dapat membunuh kucing penasaran membawa masalah besar 5 can’t judge book by its cover jangan menilaibuku dari sampulnya jangan menilai seseorang dari penampilan luarnya p a g e | 111 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 based on the results in the table above, students use similar expressions and model strategies to translate english sentences, including vocabulary. students who don't understand the true meaning either translate literally or try to translate the source language directly into the target language. some idioms can be accepted for example, cry over spilt milk, can’t judge book by its cover, killing two birds with one stone, and wolf in sheep’s clothing, every cloud has a silver lining. which is acceptable because it has the same format as the original language? for example, students’ translated the idiom can’t judge book by its cover which means ‘you should not make decisions or form opinion based solely on outward appearance without knowing more about someone or something’ in bahasa indonesia’s sense this idioms has equal meaning as jangan menilai seseorang dari penampilan luarnya and students that translate this idiom used 6 every cloud has silver lining setiap awan memiliki garis perak setelah kesulitan ada kemudahan 7 killing two birds with one stone membunuh dua burung dengan satu batu menyelesaikan banyak masalah dalam satu waktu dengan sekali tindakan 8 barking on the wrong tree menggonggongi pohon yang salah berpendapat tentang sesuatu dengan cara yang salah; melakukan hal yang sia-sia 9 silver spoon in his mouth sendok perak dimulutnya kaya dari lahir; kaya raya 11 wolf in sheep’s clothing serigala berbulu domba seseorang yang terlihat baik sebenarnya berbahaya/licik 13 a piece of cake sepotong kue; potongan kue hal yang sangat mudah 14 action speak louder than words aksinya terdengar lebih keras daripada katakatanya tindakan lebih penting daripada ucapan p a g e | 112 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 same meaning and similar form strategy into jangan menilai buku dari sampulnya. this idiom is very often used; this makes this idiom sounds familiar to students and translate into same form is reasonable. students’ translated the sentence contains the idiom 'she’s a wolf in sheep’s clothing' which means ‘a dangerous person who is pretending to be harmless; an enemy who is disguised as a friend', in bahasa indonesia’s sense, this idiom has equal meaning as seseorang yang licik atau seseorang yang berpura-pura baik. actually in indonesian this idiom has the same form with english as serigala berbulu domba so students directly translate these idioms used same form with source language. but for some idiom like hit the books, a bad egg, curiosity killed the cat, barking on the wrong tree, silver spoon in his mouth, a piece of cake, and action speak louder than words, this idioms can be dangerous if translate it used similar meaning and form strategy because some idiom have different meaning as literal and will make far from the true meaning. but students still translate it literally even though the results of the translation are wrong and far from the actual translation. students must be careful in translating using this form because if not careful the translation results will be considered wrong. table 5. using idiom of similar meaning but dissimilar form result num of quest. idioms students’ translation real translation 2 cry over spilt milk nasi sudah menjadi bubur menyesali yang telah terjadi 3 a bad egg brengsek seseorang yang tidak dapat dipercaya 4 curiosity killed the cat rasa penasaran (dapat) membunuhmu penasaran membawa masalah besar 6 every cloud has silver lining badai pasti berlalu; setelah gerimis terdapat pelangi setelah kesulitan ada kemudahan 7 killing two birds with one stone sekali dayung dua tiga pulau terlampaui menyelesaikan banyak masalah dalam satu waktu dengan sekali tindakan p a g e | 113 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 there are many idioms in one language that has their equivalents in another language with difference in form. translator is allowed to use different lexical items to translate idiom as long as the meaning remains the same. based on the results, students who used this strategy can found out the same idioms in target language form. student translations include the word "a bad egg" which means "bad / unreliable person" the students translate into ‘brengsek’ used dissimilar form strategy, because the word of ‘berengsek’ in kbbi (indonesian’s dictionary) is a slang word in indonesia. "curiosity killed a cat" means "curiosity can lead to dangerous situations" then students translated into ‘penasaran dapat membunuhmu’. students’ translating the sentence contains the idiom 'every cloud has a silver lining' which means 'there is hope in the most difficult situations / there is an element of good in every bad situation’.in bahasa indonesia’s sense, this idiom has equal meaning as setiap kesulitan terdapat kemudahan/setiap kesulitan atau situasi tidak menguntungkan pasti tetap ada faedahnya. students who translate the idiom using similar meaning but dissimilar form strategies, students find idioms from the target language that have meaning not much different from the source language into 'storms must pass' or badai pasti berlalu. students translating“killing two birds with one stone: which means 'achieve two aims at once' then students find idioms from the target language that have the same meaning as the source language; students translate them into ‘sekali dayung dua tiga pulau terlampaui’. and etc. 8 barking on the wrong tree sia-sia menjaring angin; menabur biji diatas batu berpendapat tentang sesuatu dengan cara yang salah; melakukan hal yang siasia 10 a hot potato berita panas/hangat sesuatu yang hangat dibicarakan; kontroversial 13 a piece of cake sesuatu yang kecil; gampil hal yang sangat mudah 14 action speaks louder than words tong kosong nyaring bunyinya; banyak bertindak sedikit berucap tindakan lebih penting daripada ucapan p a g e | 114 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 this translation is an example of how an idiom equivalent has the same meaning but differs in lexical items. the table below shows the results of students in translating english sentences containing idioms used an idiom of similar meaning but dissimilar form strategy. table 6. translation by paraphrase result num of quest. idioms students’ translation real translation 1 hit the books belajar (dengan) keras belajar keras 2 cry over spilt milk menyesali/ menangisi yang telah terjadi menyesali yang telah terjadi 3 a bad egg seorang yang tidak dapat dipercaya; seseorang yang jahat seseorang yang tidak dapat dipercaya 4 curiosity killed the cat penasaran dapat membawa masalah penasaran membawa masalah besar 5 can’t judge book by its cover jangan menilai seseorang dari penampilan luarnya saja jangan menilai seseorang dari penampilan luarnya 6 every cloud has silver lining setiap kegagalan adalah awal kesuksesan; setiap kesulitan terdapat harapan; setelah kesulitan terdapat kemudahan setelah kesulitan ada kemudahan 7 killing two birds with one stone melakukan dua hal (masalah) dalam satu waktu menyelesaikan banyak masalah dalam satu waktu dengan sekali tindakan 8 barking on the wrong tree melakukan hal yang salah; melakukanhal yang sia-sia berpendapat tentang sesuatu dengan cara yang salah; melakukan hal yang sia-sia 9 silver spoon in his mouth terlahir dari keluarga berada; terlahir kaya raya; keluarga kaya; sangat kaya kaya dari lahir; kaya raya 10 a hot potato berita yang sedang banyak dibicarakan; berita kontroversial sesuatu yang hangat dibicarakan; kontroversial 11 wolf in sheep’s clothing seseorang yang hanya berpurapura; seorang yang licik; pengkhianat seseorang yang terlihat baik sebenarnya berbahaya/licik 12 break a leg semoga berhasil; semoga beruntung; semoga menang semoga berhasil; semoga beruntung p a g e | 115 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 13 a piece of cake sangat mudah; lebih mudah hal yang sangat mudah 14 action speaks louder than words yang dilakukan lebih penting dari yang diucapkan; perbuatan lebih penting dari perkataan tindakan lebih penting daripada ucapan 15 raining cats and dogs hujannya sangat deras; hujan deras (lebat) hujan (sangat) lebat, hujan deras this strategy is often used when no equivalent idiom can be found to translate an idiom. this strategy applies because the different form definitions for sl and tl are different. other indonesian languages do not have the same meaning and vocabulary structure as the example above. therefore, translators need to describe them in different words. thorough study is not a vocabulary, but it is acceptable because it has the same meaning as the original term. transcript translation is used to help the reader understand the meaning and to make the translation natural and to avoid misunderstandings by the reader. the table above shows the transfer results of translation students used in the transition strategy. based on the results, students translate in context of sentences and don’t translate into another idiom. from the four strategies that the researcher finds, this strategy is the most students used. mostly, students just paraphrase the sentences included the idioms. for example, hit the books into belajar keras. there is no indonesian idiom that has equal meaning and lexical items like the idiom in the example above. therefore, translator has to express the idiom with different words. belajar keras is not an idiom, but it is acceptable because it conveys the same meaning as the original idiom. students translated the sentence contains the idiom 'a hot potato' which means ‘a controversial issue or situation'. in bahasa indonesia’s sense, this idiom has equal meaning as masalah atau situasi yang kontroversial, sensitive, dan hangat dibicarakan. students translating this idiom used the translation by paraphrase strategy. students translate a hot potato into berita yang sedang banyak dibicarakan. translation by paraphrasing is used to avoid misunderstanding through the readers, to make readers easily understand the intention, and to make the translation natura. p a g e | 116 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 7. translation by omission result num of quest. idioms students’ translation real translation 1 hit the books belajar belajar keras 2 cry over spilt milk menangis sia-sia menyesali yang telah terjadi 4 curiosity killed the cat rasa penasaran; kamu penasaran penasaran membawa masalah besar 5 can’t judge book by its cover jangan langsung menilainya jangan menilai seseorang dari penampilan luarnya 6 every cloud has silver lining bersabarlah/ akan ada hikmahnya setelah kesulitan ada kemudahan 8 barking on the wrong tree salah; sia-sia berpendapat tentang sesuatu dengan cara yang salah; melakukan hal yang sia-sia 9 silver spoon in his mouth orang kaya; berada kaya dari lahir; kaya raya 10 a hot potato isu tersebut sesuatu yang sedang hangat dibicarakan; kontroversial 11 wolf in sheep’s clothing licik; pengkhianat seseorang yang terlihat baik sebenarnya berbahaya/licik 12 break a leg semangat semoga berhasil; semoga beruntung 14 action speaks louder than words bertindaklah; tindakan lebih penting tindakan lebih penting daripada ucapan 15 raining cats and dogs hujan hujan (sangat) lebat, hujan deras if none of the previous strategies above can be applied, translators often have to leave out a part of the idiom. for example, everyone who attends that university was born with silver spoon in his mouth. born with silver spoon in mouth is an idiom that represent the people that was born wealthy, but some students omitted into kaya only. the table above is explained by the fact that students translating sentences have the word "multiplication book" which means p a g e | 117 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 serious study. this strategy involves reckless translation. although this translation is still rational and ambiguous, but acceptable. studies show that students using this strategy abandon words and phrases if they don't know what they really mean. students simplify meaning when translating sentences and expressions. after analyzing the data, each term is divided into four classification strategies. details are given in the table below. table 8. the description of students’ translation result idioms classification 1 2 3 4 5 hit the books 4 0 19 10 17 cry over spilt milk 18 13 11 5 3 a bad egg 14 5 19 0 12 curiosity killed the cat 10 5 26 9 0 can’t judge a book by its cover 19 0 24 7 0 every cloud has a silver lining 10 12 20 6 2 killing two birds with one stone 13 28 9 0 0 barking on the wrong tree 16 4 21 9 0 silver spoon in his mouth 14 0 13 17 6 a hot potato 0 16 24 8 2 wolf in sheep’s clothing 29 0 16 5 0 break a leg 0 0 30 5 15 a piece of cake 5 5 22 0 18 action speaks louder than words 10 14 18 4 4 raining cats and dogs 0 0 31 13 6 *classification: (1): using an idiom of similar meaning and form (2): using an idiom of similar meaning but dissimilar form (3): translation by paraphrase (4): translation by omission (5): no/error translation based on the results above, many students are translating used the translation by paraphrase strategy. although, the test aims to see what strategies students use in translating idioms, students still see the context of sentences in p a g e | 118 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 translating idioms. often, students who do not know the meaning of an idiom are helped by looking at the context of the sentence, sometimes this helps students, but sometimes they even fall into the wrong meaning. however, students mostly translate idioms by paraphrasing the entire contents of sentences, but there are also some that only translate idioms directly literally or look for idioms that have the same meaning in indonesian. findings of translating strategy questionnaire after completing the translation test, 12 students were selected to complete the questionnaire. twelve students were selected to represent each strategy used to answer the translation quiz. the first question a student must answer is "have you heard an english word?" students' reactions range from movies, books, songs, classes to the internet. the second question: "have you ever translated the english idioms into indonesian? (give the example of english idioms and translate to indonesian)" the students gave examples of idioms and translated them into indonesian. some examples given by students are break a leg (semoga beruntung), killing two birds with one stone (sekali dayung dua tiga pulau terlampaui), piece of cake (sangat mudah), it's raining cats and dogs (hujan deras), and many more. third question: "do you have a strategy to do in the translation process? how?” students answer by means of translate word by word, use free translation or literal translation, and some students answer by looking for easy vocabulary. what are the commonly used strategies for translating english idioms? "and the fifth question:" why choose one of them for the strategy of the translation process? "here, the researchers offer four options based on the strategies they have learned. from 12 students selected to answer the question, there are 3 students chose to translate the idioms directly with the same form as the source language because they thought that by translating directly, they would know the true meaning of the idiom. the other choice (3 students) is translate with idioms that have similar meaning in indonesian, students who choose this strategy think that idioms cannot be translated directly because it has indirect meaning, and it is often related to the culture of a community. another answer is p a g e | 119 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 that 3 students choose to paraphrase the idioms, students who use this strategy state that they only follow the senses because some idioms students can understand by translating into the same idiom form in indonesian but for idioms that are not familiar the students will use this strategy to understand them, if the idiom form is in one sentence it will be easy to paraphrase the idiom by looking at the sentence form. another opinion is by changing it to a non-idiom form, the reader will more easily understand the meaning of the sentence. the last strategy that 3 students chose was "shorten / leave out the part of the translation / idioms" students who chose this strategy stated that it is easier to cut off the idiom/sentence and if students don’t know the meaning of the idioms in a sentence, i’ll focus to the sentence and ignore the idiom. table 9. the students translating strategy questionnaire results 5 why do you choose one of them to your strategies in translation process? strategy 1 strategy 2 to make easiest and i can know the true meaning of the idioms it is easier for me to translate using word by word when i used word by word translation, i can imagine the meaning then because an idiom cannot be translated directly. it has indirect meaning, and it is often related to the culture of a community. i think it will be easier to translate by finding a similar meaning to indonesian. because by finding the similar idiom meaning, we can actually understand what the idiom in english about is, rather than translating it literally. strategy 3 strategy 4 so, it will make sense if someone read it. by changing it to a non-idiom form, the reader will more easily understand the meaning of the sentence. there is many times where i know what the idioms mean, but due to my unfamiliarity with indonesia's idioms, i cannot find its equivalents. i would rather explain what the idioms entails rather than translating it wordfor-word as it would sound ridiculous if the other party does not understand the idiom it is easier to cut off the idiom/sentence easier to find the short form of the idioms in bahasa indonesia p a g e | 120 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 discussions in the discussion of testing translation strategies, researchers used baker's theory to translate english idioms. it consisted of the four strategies presented (1) the use of expressions that had the same meaning as the form, (2) use words that have similar meanings but in different formats, (3) translation by changing the phrase, and (4) translation by deletion. first, if you use expressions with similar meanings and styles, this strategy applies when the target language separates words that have the same meaning in the lexical composition. this means that the terms tl (target language) and sl (source language) are similarly structured and have the same lexical text meaning. in this case, the indonesian idiom has the same meaning and vocabulary structure as that of english. not all english have the same indonesian language as they are different languages. (ardhiani, 2018) said that students used this strategy when found out the equivalent of the text that the english idiom will have similar meaning and form in indonesia. for this reason, this strategy is rarely used to translate idioms. however, many of the students in this study used these terms. second, using idiom of similar meaning but dissimilar form, this strategy used different lexical items to express more or less the same idea. this strategy is used when the translator encounters the idiom which has no similar lexical items in tl, but still shares the similar meaning (baker, 2006:74). from this research, less of students used this strategy in translated the idioms. some students most used this strategy in idioms because students known the same idioms in different form in tl and they still have the same meaning some students use this strategy more than others because they already know the same vocabulary differently in the target language. dian (2018) stated that is hard to students used this strategy if students have less of knowledge about the idioms in tl which means indonesian’s idioms in this research. if i don’t know the meaning of the idioms in a sentence, i’ll focus to the sentence and ignore the idiom p a g e | 121 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 third, translation by paraphrase, translation by paraphrase is the most preferred strategies in translating english idioms into non-idiomatic expression in bahasa indonesia. in this research, the researcher found that most of the students used this strategy in translate the idioms. students stated that translating idioms paraphrase would make it easier to understand the contents of the sentence for both the writer and the reader. besides that, students use this strategy a lot because of the lack of students' knowledge of idioms in indonesian form. students do not know that the english idioms have a similar meaning in the indonesian form, even though there are students who know the indonesian form they still choose to paraphrase the idioms so that they are easy to understand and read. baker (2006) states that translation by paraphrase is the most common way of translating st (source text) idioms which do not have the equivalent in tt (target text). it is not easy to find the equivalent of sl idiom or there is no appropriate idiom and then transferred it into tl idiom. last, translation by omission, the omission strategy is when the translator chooses not to translate the idioms because the equivalent is not available in tl, the meaning is not easy to be paraphrased and it is omitted because of the stylistic reasons. therefore, the use of this strategy can be regarded as justifiable, if the omission is to avoid the lengthy explanation and the inexistence of idiom does not affect the whole meaning of the text. as with single words, an idiom may sometimes be omitted altogether in the target text. it happens because there is no equivalent in the target language; its meaning cannot be easily paraphrased, or for stylistic reasons (baker, 1992: 77). based on the student answers and their choices in the questionnaire, when taking the translation test, it turns out that not all of the students' choices match their choices when doing the translation test. the results of the translation test show that most students change and translate sentences and new words, but they are familiar with why they choose strategies for translating english idioms. it depends on what. students often choose direct translation or switch to jargon / transcription. in testing, students prefer to translate using this strategy because it makes the student's work easier. for students who have knowledge of the idioms p a g e | 122 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 form from indonesian, they will choose this strategy because it is also felt that it will make it easier for readers and does not reduce the aesthetics of an idiom. conclusions and suggestions researchers have concluded that the strategies students use depend on their understanding of their expressions. students believe that they can find the meaning of these words directly through translation, so they translate using expressions and formation strategies that have similar meanings. students translate using idioms of similar meaning and form strategies because they think that they will find the meaning of these idioms by translating directly. students who translate using idioms of similar meaning but dissimilar form strategies, have the reason that idioms cannot be translated directly because idiom is have indirect meaning. but even so students must have more knowledge about idioms from the target language and source language, because if students do not find or do not know the same idioms from the source language then students will use translation by paraphrase, students will see the entire context of sentences containing idioms and paraphrase to find the meaning. the last strategy is translation by omission, students translating using this strategy have the reason that if paraphrasing idioms is not easy then students will be omitted the idioms. some of the students of this research seem have lack of knowledge in english idioms, they also have a lack of knowledge in translation. therefore, the students cannot able to understand exact meaning of idioms in english, and translate them into bahasa indonesia after drawn conclusion from the sentences. nowadays the idiomatic expressions are common in daily speech. it is important to students to have good knowledge about translate and analyze english idioms. a special subject about idioms at university is necessary to students. students can recognize and interpret the idiom correctly. from this research, it can be seen that the strategy most used by students in translating english sentences contains idioms is paraphrase strategy. students are expected through the lecturer to introduce that there are other strategies that can be used in translating idioms. in translating idiomatic expressions, a translator has to pay attention and be careful in choosing the most appropriate strategies. translators also have deep p a g e | 123 nadilla ariyani let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 comprehension about idiomatic expressions as well as the culture and languages of the source language and the target language to produce a good translation. references akbari, m. (2012). structural shifts in translation of children’s literature. international journal of linguistics, 4(2), 576–594. https://doi.org/10.5296/ijl.v4i2.1911 ardhiani, a. (2018). translation strategies of idiomatic expressions in laura inggalls wilder’s little house on the prairie in djokolelono’s translation of rumah kecil di padang rumput. english language & literature journal, vii(2), 159–168. ayuningtyas, d. p., ifadah, m., & aimah, s. (2018). students ’ difficulties in translating idiomatic expression from english to indonesian. 2nd english language and literature international conference (ellic) proceedings, 2, 494–501. babbie, e. r. (2010). the practice of social research (12th ed.). belmont, calif: wadsworth cengage. baker, m. (2011). in other words: a coursebook on translation (2nd ed.). routledge. baker, m., & saldanha, g. (2005). routledge encyclopedia of translation studies (3rd ed.). routledge. bell, r. 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(2002). idioms organiser. thomson heinle. ieee paper template in a4 (v1) radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 let: linguistics, literature and english teaching journal ||volume|| 9 ||issue|| 1 ||pages|| 22-51 || 2019 || |p-issn: 20869606 ; e-issn: 25492454| a study on the register of polity radityo tri nugroho radityotrinugroho88@gmail.com universiti pendidikan sultan idris afifah linda sari alindapersad@gmail.com antasari islamic state university article history: received: 18 th april 2019 accepted: 2 nd may 2019 abstract the language of indonesian politics is quite interesting. there are many phenomena of language abuse such as language manipulation and meaning reduction, which often occur. this research is meant to find 1) the form of the polity register, 2) the kinds of meaning polity register and 3) the characteristics of the polity register. dealing with the research method, the writer applies qualitative method. the writer takes the data from the indonesian newspaper “suara merdeka” which contains register polity. she collects the data by reading, scrutinizing, and listing them. to analyze the data, the writer uses semantic analysis based on poedjosoedarmo theory to determine the changing meaning of the register. having analyzed the data, the writer finds two forms of polity register namely: word and phrase. the words are in the form of simple word (26, 7%), compound word (26, 7%), and complex word (24, 4%), abbreviation and blended, each has 2,2%. in the form of phrase (17, 8%) related to the meaning, the writer finds five kinds of changing meaning, namely: narrower than the real meaning (8, 9%), share some features whereas each of them has different meaning (24, 5%), identical to the real meaning (13,3%), and different from the real meaning (53,3%). meanwhile, the language styles of indonesian polity register are euphemism (57,7%), metaphor (6,7%), hyperbola (13,3%), and metonymy (22,2%). the result of this research shows that the biggest amount of the register meaning of the indonesian polity is different from the real meaning and tends to be euphemism. those phenomena indicate that the polity register used by indonesian politician tends to hide the real meaning. these may happen since there are some interests behind the indonesian polity register, among others are to maintain and to retain power. in sum, the register is used to keep the authority goes on. corresponding author: tel.: ...................... keywords the language of indonesian politics; polity register; the kinds of meaning polity register available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:alindapersad@gmail.com p a g e | 23 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 introduction people as zoon politicons always need to do interaction. nobody can interact with others without language. in the interaction setting, people may use many kinds of language variation, which reflects changes in situational factor, such as addresses, setting, and topic. every language has a different style, which depends on many factors, for example: dialect, social status, idiolect, area, oral & written text, creating words system and new expression (nababan in sutopo, 1997: 70). in other words, it is obvious that language style also influences the language use. people utilize the specific vocabulary associated with different occupational groups or people‟s understanding. there are so many groups in our life, although they live in the same society. they are doctors, teachers, and politicians, even athletes. each group of people has its own vocabulary to express its feeling. the politicians‟ community uses their own vocabulary in communication that cannot be understood by other community. polity generally tends to discuss power, authority, and influence. political world deals with how to organize the mass and how to persuade people to build public opinion. therefore, to master public opinion it requires a medium of communication; language. political language is the language, which is used to reach the aim of polity (nimmo, 1993: 75). in fact, to convey the message, politicians often use a particular word, which has different interpretation from real meaning. for example, the word suksesi (succession) universally has semantic feature keberhasilan (success). meanwhile, the word suksesi in political world does not mean success, instead it means change the ruler, for instance the president. a particular word such as the word suksesi is usually called a register register means the language of a group of people with common interest or job or the language used in situation associated with such group. holmes (1992: 72) argues that register is usually characterized by vocabulary differences; either by the use of particular words or by use of the words in particular sense. p a g e | 24 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 common people may not understand the special language used in polity when they get in touch with it because the meaning that appears at the surface is not always the same as the real meaning. in the political realm, politician uses language strategy not only to attack the rivals but also to produce certain effect. they use language not only to express idea but also to hide it because there is an interest behind of the idea. for example, “tidak sesuai dengan prosedur dan inskontitusional”. (megawati. s. p. republika 8 juni 2001). the statement conveyed by megawati as vice president during abdurraman wahid administration shows disagreement with president abdurrahman wahid‟s policy. the aim of the statement is to create opinion that what the president has done is wrong by using the word “tidak sesuai dengan prosedur dan inskonstitusional” misprocedure and unconstitutional. the term is the example of euphemism, which tends to mean pelanggaran sistem (breaking the law.) language phenomenon used by indonesian politician is very interesting. language abuse such as, language manipulation, meaning reduction often occurs (anderson in danang, 2003: 3). this indicates that indonesian political language is a sign or reflection of diseases. in polity, there is unequal communication between politician and common people. politicians with their own power always empower language for their interest. consequently, it raises some phenomena in which common people often do misinterpret the political language of politicians. every regime in indonesia has its own characteristics of political language. each of three regime; old regime, new regime and post new regime has its different repertoire. linguistically, the differences show at the level of vocabulary, grammar, and text structure. the term of old regime is concerned with the word revolusi to describe that indonesia did a big revolution. meanwhile, the term new regime is concerned with the keywords pembangunan (development) to express that indonesia is a developing country. the terms that appear are reflections that are the political elites. political language at the end of new regime (post new regime) must have characteristics, which are different from the previous regimes. political language of post regime has so many kinds of term that have different meaning from the previous regimes, for example: the word kkn. during p a g e | 25 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 new regime era the term kkn was only popular among university student community as abbreviation of kuliah kerja nyata (the real field work) which refers to the compulsory (rural) social action internship for advance university students. meanwhile, at the end of new regime (the reform era) the term kkn is more popularly related with korupsi, kolusi, and nepotisme (corruption, collusion, and nepotism) that is full of political nuance. because of the uniqueness of special language used in polity, the writer is interested in doing research closely related with register used in polity. the writer thinks that it is very important to study register used in political world. thus, the writer decides to conduct a study entitled "a study on the register of polity”. some previous researchers have ever done concerning with the studies on register: diana imama (2002) in her research “a semantic analysis on the english register of the internet”. she finds that register in the internet is in form of word and compound word. generally most registers are new words and do not have real meaning. alvari kunto prabowo (2001) is the next researcher who studies register. in his study “analysis on english register used in formula i championship”, he reveals that the register is created by the race component and most of them are different from the original words. alvari also finds that the real meaning and the contextual meaning of each register have indirect relationship. moreover, there is no certain basic rule in making the register. the register is classified into the aerodynamic register, circuit & race terms register and technique register. ralp heri (2001) conducted the similar research. in his research “a descriptive analysis on register used in national basketball association (nba) games in united states in america”, he finds that generally register is in the form of word and phrase. he also finds that each register which is used to represent one event that happen in either game. his study shows that the differences in meaning between general meaning and the contextual meaning of each register are quite significant. the other researcher who has similar topic is slamet widodo (2004) that is “register export-import document”. he finds three categories of the language p a g e | 26 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 forms, namely: word, abbreviation and phrase. he also finds the other form of relation of meaning among words namely: polysemy & homophony. meanwhile, nur liana imama (2003) describes the register used by doctors and nurses in dr. sarjito hospital yogyakarta. she finds that mostly the meaning of the register does not have the real meaning. from those studies, it is clear that there is no study of register on polity. therefore, this study will fill the absence of the study under the topic of register used in political world. literature review a. register notion of register register is considered to be language variety, along with dialect, slang, and jargon`. example of register in this framework includes aviation language, journalese, legalese, literary language, scientific language, technical language, and mythical language (biber, 1994: 51). the term register narrowly describes the specific vocabulary associated with different occupational groups. holmes (1992: 276) notes that the register is the language of group of people with common interest, job, or the language used in situation associated with such group. in some sense register is „in-group‟, which leads to express and speedy communication of information among those who know and use them but are confused those who don‟t. a politician has particular words to keep the power goes on. biber (1994: 51) states that register as a communication that recurs regularly in a society (in term of participant, setting, communicative function, and so forth) will tend overtime to develop identifying markers of language structure and language use is different from the language of other communication situation. wardhough (1977: 162) argues that register is the particular vocabulary choices made by individual or a group to fulfill the variety of language function to add up communication. meanwhile, biber and figenan (1994: 316) note that register is a term for the full range of language varieties associated with difference in communicative situation. of course, register is included in sociolinguistic study. sociolinguistics is the study of language in use. if sociolinguistic is a widep a g e | 27 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 ranging term, register is equally tough to corral. broadly conceived, a register is a language variety that is viewed with respect to its context of use. register is a set of language items associated with discrete occupational or special groups. as fergusson (1994: 20) states people participating in recurrent communication situation tend to develop similar vocabularies, similar features of intonation, and characteristic bits of syntax and phonology that are used in a situation is called register. in summary, it is clear that register is a language variety used in certain community, which has specific meaning distinguished according to use. it is socially typical; it is used in certain situation, occupation/ certain groups and usually has certain purposes. the writer considers the register here as vocabulary. forms of register a. word a word is the smallest meaningful unit that can be used independently to convey meaning (katamba 1994: 56). based on the definition of morphology, word is the smallest free form that forms language. according to srijono (2001: 51), word is the smallest free form found in language. free form means that word can stand by itself. example of word is house. baurer (in yule 1985: 7) also notes that there are same forms of word such as simple word, blends, clip word, acronym and abbreviation. 1. simple word: simple word is a word that consists of a single morpheme. for example: train, boy, and book. 2. blended: blending is the fusion of two words into one, usually the first part of one word with the last part of another, so that the resultant blends consist of both original meaning. for example the word motor and hotel became motel, which is used to mean a hotel for motorist. 3. clipped word: clipping is a process in which a word is formed by shortening a longer one, such as zoological garden becomes zoo. 4. acronym: acronym is the result of forming a word from the first letter or letter of each word in phrase. such as radar (radio detecting and ranging) 5. abbreviation: abbreviation is shortened form, especially of word. yule (1985) states that another reduction process of word is the use of p a g e | 28 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 initialization or usually called abbreviation such as: fbi that stands from of federation bureau of investigation. the capital letter is sounded separately. b. compound word compound word is a word formed by combining of two independent words to create lager word and the resulting meaning is new or different from its elements. for example: greenhouse. c. phrase phrase is group of words (often without finite verbs) forming part of sentence. a term phrase used in grammatical analysis refers to a single element of structure, typically containing more than one word and lacking subject, predicate structure type of clause. hornby (1974: 629) classifies phrase into following forms: verb phrase, noun phrase, participial phrase gerund phrase, and adjective phrase. kinds of meaning every register human being produced has its own meaning. sometimes it is difficult to deliver the massage because in the same term some people have different interpretation from others. it is also concerned with the context and the user of register. according to larson (1988: 271), meaning can be classified into four, namely: a. lexical meaning: the meaning that is given by dictionary. for example: the word chair in the dictionary has meaning moveable seat with a back, for one person. b. grammatical meaning: the meaning that is expressed by grammatical ending, word or intonation or the part of meaning that varies from one paradigm of others. for example is the word can. the meaning can be possibility and container for food or liquids. it depends on where the position of the word in a sentence. in a sentence they can read, the word can has function as auxiliary verb form. meanwhile, in the sentence he kicked the can hard, the word can function as an object in noun form. c. textual meaning: the meaning that is acquired from relationship between one word to another in a sentence. for example is morphology. the word p a g e | 29 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 morphology in the biology text is scientific study of the form and structure of animals and plants. while in the linguistics text the word morphology is a study of form of words. d. contextual meaning: the meaning that rises from situation, phrase, and sentence is used. for instance: do you smoke? the interpretation of possible and effect can be strongly influenced by situation in utterance where it takes place. if the question do you smoke? is asked by a physician, it does not function as a means of starting a conversation, but as a medical question. b. polity notion of polity polity is a general term that refers to political organization of a group. it is often used to describe a loosely organized society such as a tribe or community, but it can also mean any political group including a government or empire. it is also used to describe religious political organizations, particularly christianity. subtypes of polity include hierarchical, presbyterian, and congregational. aristotle described a polity as rule by the many, who are neither wealthy nor poor, in the interests of the whole community (wikipedia, free encyclopedia 2005). as it is written in webters school dictionary (1980: 1788), polity is political organization, a form of political organization, politically organized, and the form of government of religious denomination. the term polity can be separated from the politician. the politician as a main actor of polity has an important role. it is defined in bewers dictionary of politic in beard (2000: 7) that politician is a practitioner of the art of politics, essential to working of human society but frequently despised by those outside the political arena. indeed, the word is sometimes abused. the word politician in denotative meaning has definition is person who is practically engaged in running a country, district or town. however, the connotative meaning surrounding the word politician is nearly negative. characteristics of the political language political language is the language, which is used to reach the aims of politic. according to beard (2000: 6), political language is a language used by politicians. the features of political language vary, as do its purposes. where politicians p a g e | 30 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 interact with society generally, their purposes may be to persuade voters with a party loyalty to turn out to vote, to move a floating voter's party allegiance, or to make people adopt general political or social attitudes, so the people support a given policy. according to dan nimmo (1993: 102), politicians in provoking the mass often use the language, which contains euphemism, symbol, hyperbole, and metaphor. a. euphemism refers to something offensive or delicate to make it sound more pleasant or acceptable than really is. for example, pass away is used to replace the word die. b. metaphor, as is it told by aristotle (in graves & mc bain, 65), gives something a name that belongs to something else. for example, life is fire. from the example it is clear that the writer compares directly the life as fire, life is so hard and dangerous. if people are not careful, it can burn them like fire. in addition, beard (2000: 19) notes that metaphor refers to word or phrase, which is used to establish comparison between one idea and another. c. puffery (hyperbola) or overstatement is simple exaggeration in the service of truth (perrine, 1977: 102). for example, the river boils through the sentence. the word hot never appears yet; a practical reader is to bond to interpret or to associate boils as hot. since the authors describe extremely hot water by means of such an expression, the writer creates a hyperbole. d. symbol is defined as something that means more than what it is (perrine, 1977: 81). for example, this is the hour. from the example, hour is the use of figurative meaning of something that is not the character of the object itself. this means that it is time to start a new life where people can change their life style to make life better. e. metonymy, involves replacing the name of something with something that is connected to it. for example, “the white house today threatened saddam hussein with military action over the un inspector affair.” the metonymy “white house” represents the president of united state, his advisors and government. “saddam hussein” represents the country or people of iraq. method p a g e | 31 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the writer employs the qualitative research. moloeng (1983: 3i) affirms that qualitative research is a research of which the data in the forms of written and oral words are descriptively analyzed. in slightly different way, milles and hubberman (1992:2) maintain, ”qualitative data tend to be in the form of words than series of number”. it does not present data and research result in the form of digits or statistic but it yields the data and the results in the form of phenomenon description. the object of the study is the register used in political language that takes from the indonesian newspaper “suara merdeka” which contains register polity. the source of data refers to the subject from which the data are obtained. they are considered as the material of the research. the data of this research are register used in indonesian polity at the b.j. habibie administration period. the data are javanese, indonesian, and english words that are taken from indonesian newspaper such as “suara merdeka” published on october, november and december 1998. in collecting the data, he employs the steps as follows: (1) reading the newspaper; (2) the second step is scrutinizing the data and selects the data that belong to polity register; (3) the third is taking a list of polity register. the technique of data analysis used in this study is descriptive qualitative analysis. this study will use such kind of technique to analyze the meaning of register and the characteristic of it. the steps to analyze the data are as follows: (1) classifying the register into form of register into each element of words, abbreviation and phrase; (2) elaborating the register meaning based on classification above; (3) defining the register according to its characteristic. findings and discussions data analysis 1. the similarities between english and indonesian passive voice. a. word 1) simple word simple word is a word that consists of single morpheme. the example of simple word describes as follows: p a g e | 32 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 a) anarchy “the anarchy political condition will increase in 1999” the term anarchy is called simple word because it a single morpheme and does not has affixes. b) cendana “the former minister of defense and security denies that his party is funded by cendana family”. the term cendana is called simple word because it a single morpheme and does not has affixes. c) euphoria “b.j. habibie states that the aim of the law discussion is to realize immediately the final process of reformation so that the euphoria will also too comes to an end soon”. the term euphoria is called simple word because it a single morpheme and does not has affixes. d) crony “the land of suharto and his crony have been known just between 6 areas and 9 areas”. the term crony is called simple word because it a single morpheme and does not has affixes. e) koalisi “pan will do coalition with any party as long as having the same platform”. the term coalition is called simple word because it does not has affixes. f) longer “although soeharto has lengser he still has a power”. the term lengser is called simple word because it a single morpheme and does not has affixes. g) makar “pakpahan is declared guilty by the court because of a makar act”. the term makar is called simple word because it a single morpheme and does not has affixes. p a g e | 33 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 h) manuver “the meeting of suharto and gus dur is a political maneuver only”. the term maneuver is called simple word because it a single morpheme and does not has affixes. i) referendum “the referendum holding needs a preparation in order that the society be able to know and understand the real condition so that they may accept the result of referendum”. the term referendum is called simple word because it a single morpheme and does not has affixes. j) radical “what must be alerted, adds juwono, is that university student action is frequently infiltrated particularly by the non university student radical group”. the term radical is called simple word because it a single morpheme and does not has affixes. 2) complex word complex word is a word that contains two or more morphemes. a) oposan “it‟s better for golkar to be an opposition”. the term oposan is derived from english word opposition. the term opposition is called complex word because it consists of two morphemes: opposite (free morpheme) and {-ion}. b) recalling “recalling is a manifestation of the golkar frightening on (indonesian democratic party) pdi as a real power”. the term recalling is called complex word because it consists of three morphemes: {re-}, call (free morpheme) and {ing}. c) reformation “the people‟s consultative council (mpr) did not make fundamental reformation problem decision, but the only the marginal one”. p a g e | 34 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the term reformasi is derived from english term, reformation. it belongs to complex word because it consists of three morphemes: {re-}, format (free morpheme) and {-ion}. d) reshuffle “this is the best time for president bj habibie to reshuffle his cabinet”. the term reshuffle is called complex word because it consists of two morphemes: {re-} and shuffle (free morpheme). e) status quo “do not make decision which preserves status quo”. the term status quo is called complex word because it consists of two morphemes. status and quo. 3) compound word compound word is a word formed by combining of two independent words to create lager word and the resulting meaning is new or different from its elements. a) platform “pan will do coalition with any party as long as having the same platform”. the term platform is called compound word because it combine from two independent of words: plat (noun) + form (noun) which create the larger word that the new meaning is different from its elements. b) trademark “amien should keep his nation trademark going on”. the term trademark is called compound word because it combining from two categories of words which create the larger word that has new meaning. the meaning of trademark cannot be predicted by the lexical meaning of trade and mark. the compound has new meaning which is different from its elements. c) sidang rakyat “in the people assembly students will insist three demands which are not accommodated by people‟s consultative council, mpr and special assembly”. p a g e | 35 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the term people assembly is called compound word because it combines from two lexical categories of words: people and assembly, it creates the larger word that has new meaning which is different from its elements. d) political cosmetic “the interpretation is negative, the opinion is a political cosmetic only” the term political cosmetic is called compound word because it combines from two lexical categories: (political and cosmetic) which create the larger word that the new meaning which is different from its element. e) money politic “he promises that he would like to hold pan to be the most democratic party and does not do money politik”. the term money politik belongs to compound word because it creates new meaning or special meaning, and special meaning can be determined from of its part (the meaning of money and the meaning of politik). 4) blended blending is the fusion of two words into one, usually the first part of one wor with the last part of another. a) ratih (rakyat terlatih). “the aim of ratih establishment is not to against each other”. the term ratih belongs to the blended category because it a fusion of two words into one, the first part word (rakyat) with the last part word (terlatih). 5) abbreviation abbreviation is the shortening form of the phrase by taking the first letter. a) kkn (korupsi, kolusi, nepotisme). “the judiciary will immediately accomplish corruption, collusion, and nepotism (kkn) case as the first commitment” kkn is called abbreviation because that is short form by taking the first letter. korupsi, kolusi, nepotisme. b. phrase p a g e | 36 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 phrase is regard as a grouping of one or more words that focus around a head word for example a noun phrase has a noun headword. 1) noun phrase a) agenda reformasi “the reformation agenda is not only how to create the democratic authority system” agenda reformasi is called noun phrase because it has the head “ agenda” and modifier “ reformation. the structure: agenda (noun) + reformation (noun), it is a noun phrase with the head is agenda b) elite politic “the central java regional deputies broad of knpi calls on elite politic to restrain their desires”. elite politik is called noun phrase because it has the head “ politik” and modifier “ elite”. the structure: politic (noun) + elite (noun), it is a noun phrase with the head is politic. c) laskar orba “hamzah haz will lead the leadership of political party at regional level (dpp) for 1998–2003 period that has the members of the remaining people of laskar orde baru”. laskar orba is called noun phrase because it has the head “laskar” and modifier “orba”. the structure: laskar (noun) + orba (noun), it is a noun phrase with the head is laskar. d) move politik “kwik kian gie assumes that the fpp and fkp opinion is a political movement only to reach the pseudo support”. political movement belongs to noun phrase because it has the head “movement” and modifier “political”. the structure: political (noun) + movement (noun), it is a noun phrase with the head is movement. e) pemerintah transisi “the habibie‟s administration is just a transitional government”. transitional government belongs to noun phrase because it has the head “government” and modifier “transitional”. the structure: government p a g e | 37 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 (noun) + transitional (adjective), it is a noun phrase with the head is transitional. 2) adjective phrase a) radical revolutionary “habibie knows that there is a tendency of a group of society to do radical revolusionary “ radical revolutionary belongs to adjective phrase e because it has the head “revolutionary” and modifier “ radical”. the structure: revolutionary (adjective) + radical (adjective), it is a noun phrase with the head is sovereignty. 2. the kinds of meaning of register polity a. the real meaning is narrower than register meaning 1) crony “the land of suharto and his crony have been known just between 6 areas and 9 areas”. the lexical meaning of the term crony is “close friend” (hornby, 1995: 277). meanwhile, in the indonesian political context the term crony has negative sense/meaning. it refers to the “particular suharto‟s colleagues especially for those who are government officials”they are usually suspected to have done collusion, corruption and nepotism. the register meaning is narrower than the real meaning. 2) euphoria “bj habibie states that the aim of the law discussion is to realize immediately the final process of reformation so that the euphoria will also to come to an end soon”. the lexical meaning of the term euphoria is “an intense feeling of happiness and pleasant excitement” (hornby, 1995: 394). meanwhile, the register meaning is a condition in which the people feel so happy and over enthusiasm to do reform movement in all way including doing the destructive action to express unbearable emotion that is inhibited for p a g e | 38 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 along time during the new order regime. the register meaning of the term euphoria is narrower than the lexical meaning. 3) koalisi “the land of suharto and his crony has been known just between 6 areas and 9 areas”. the lexical meaning of the term crony is “close friend” (hornby, 1995: 277). meanwhile, in the indonesian political context the term crony has negative sense/meaning. it refers to the particular suharto‟s colleagues especially for those who are government officials. they are usually suspected to have done collusion, corruption and nepotism. the register meaning is narrower than the lexical meaning. b. the real meaning is identical with the register meaning 1) konstitutional “the general election is considered as the only one constitutional medium to continue reform movement”. the lexical meaning constitutional is “something that allowed by or limited by a constitution “(hornby, 1995: 247). the register meaning of the term constitutional is the same as the real meaning. 2) kkn “the judiciary will immediately accomplish corutption, collusion, and nepotism (kkn) case as the first commitment”. the term kkn (korupsi, kolusi, nepotisme) is intensively used by some politicians. the use of this abbreviation is much more effective than the long one. this term becomes an identity of status quo. this term does not have a new meaning. the meanings of each word are: corruption: “the act of corrupting” (hornby, 1995: 261) is such kind of bribery act or disusing of the fund of state/organization. collusion: “a secret agreement or understanding between two or more people with the aim of deceiving or cheating others” (hornby, 1995: 221). p a g e | 39 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 nepotism: “the practice among people with power or influence of favouring their own relatives especially by giving the job” (hornby, 1995: 779). the register meaning is same as the real; meaning 3) agenda reformasi “the reformation agenda is not only how to create the democratic authority system”. the above sentence has a register in the form of noun phrase. when we give meaning of each word, agenda means “the matter of business to be discussed” (hornby, 1995: 23). while the reformation is “the action of reforming something”(hornby, 1995: 980). lexically, the term reformation agenda is the matters of business to be discussed in the action of reforming something. meanwhile, the contextual meaning refers to the things demanded to be changed and fulfilled by the government, among others are: a) eradicating the case of corruption, collusion, and nepotism. b) bringing suharto into the court. c) dismissing the new order. the register meaning is identical with the real meaning 4) elite politik “the central java regional deputies broad of knpi calls on elite politic to restrain their desires”. this term is taken from the word elite and politic and combined to be a noun phrase. the lexical meaning of the word elite means “a group considered to the best or most important because of their power” (hornby, 1995: 374). the contextual meaning of the term elite politik is” people who have a main position in political institution such kinds of the party leader”. the junior usually obeys them and their speeches have great influence in shaping public opinion. the register meaning is same as the real meaning. 5) pemerintah transisi p a g e | 40 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 “the habibie‟s administration is just a transitional government”. the lexical meaning of the word transitional is one holding power of a temporary a period of change. it means that the habibie‟s government is “temporal government to replace the absence of government before the new authority is formed”. the register meaning is the same as the real meaning. c. the real meaning is different from the register meaning 1) anarkhis “the anarchy political condition will increase in 1999”. the lexical meaning of term anarchy is “the absence of government or control in society” (hornby, 1995: 38). meanwhile, in the political context the term anarchy refers to”such a kind of action which tends to mean a destructive action and disobeys the norm and constitution”. it is probably caused by the inability of the government to control what the people want to do since they do not respect the government any more. the register meaning is different from the real meaning. 2) condone “the former minister of defense and security denies that his party is funded by cendana family”. the lexical meaning of the term cendana is a kind of plant or flower which has hard wood with sweet smell. meanwhile, in political context this term means as the “suhartos”. the term cendana here refers to the address where the suhartos live in. it refers to the name of street, cendana street. the register meaning is quite different from the real meaning. 3) makar “pakpahan is declared guilty by the court because of a coup de tat act”. the real meaning of the word makar is trickery. the lexical meaning of the term makar is “revolt the action or stated of protesting against or resisting authority” (hornby, 1995: 1008). in political context the term makar is revolt against the authority, which is done smoothly (coup de tat). the register meaning is different meaning p a g e | 41 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 4) radical “what must be alerted, adds juwono, is that university student action is frequently infiltrated particularly by the non-university student radical group”. terminologically meaning of the term radical is basic or root. the lexical meaning of the word radical is “favoring thorough or complete political or social reform holding extreme views” (hornby, 1995: 985). the term radical is popular enough in political realm. it usually has negative sense. this term radical is often used to label “a group or people who do frontal and destructive movement against the authority”. the register meaning is quite different from real meaning. 5) recalling “recalling is a manifestation of the golkar frightening on (indonesian democratic party) pdi as a real power”. the lexical meaning of the word recalling is “to remind something in order that somebody/something return “(hornby, 1995: 971). meanwhile, the meaning of the term recalling in political context is recalling somebody to turn back to the party from certain position in political institution. the position in this case is usually higher than the previous position before being recalled. for example: the recalling of the golkar members from mpr (people‟s consultative council). the essence meaning of the word recalling is almost similar with reshuffle. it refers to the retiring action. the reshuffle is done by the senior figure that has higher position, for example is the reshuffle of cabinet done by president. meanwhile, recalling refers to “an act to withdrawal off the cadre who is done by the party‟s leader”. the register meaning is quite different from the real meaning. d. the real meaning and register meaning can share some features of meaning whereas each of the has different meaning. 1) lengser “although soeharto has slide down he still has a power” p a g e | 42 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 the term lengser originally comes from javanese word. the lexical meaning of this term refers to a movement from higher position into lower one. meanwhile, in indonesian polity context lengser is “an abdication from some political position”. usually this term does not stand alone but stand with keprabon, which textually means crown. completely the meaning of lengser keprabon is the king‟s stepping down from his crown. this term is to express the presidential succession. this register is quite popular at the end of moment of the suharto administration. the real meaning and the register meaning share some features whereas they have different meaning. suharto as an act of retreat says this register. this term shares some feature with the real meaning but has different meaning 2) manuver “the meeting of suharto and gus dur is a political maneuver only”. the lexical meaning of term maneuver is “a movement performed with care and skill” (hornby, 1995: 714). this term is usually used in military field especially in aviation, which tends to mean a kind of difficult movement. meanwhile, in political context the term maneuver refers to “an action of politician or political institution which is difficult to do due to having a high risk and dangerous effect”. maneuver refers to a skillful action in holding reform movement. the real meaning and register meaning are share some features whereas they have different meaning. 3) legitimasi “the result of particular assembly of people‟s consultative council (mpr) 1998 will not get the people legitimacy” the lexical meaning of the term legitimacy is “allowed by law or by rules” (hornby, 1995: 674). in political context this term refers to the people acknowledgment, meaning that the assembly is illegal and cannot be accepted by people, although accordance to law and constitution the assembly is legal. the register meaning and the real meaning share some features whereas each of them has different meaning p a g e | 43 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 4) oposan “it‟s better for golkar to be an opposition”. the lexical meaning of the term opposition is “contrary position with somebody or something, the state or action opposing somebody/ something” (horny, 1995: 814). in political context the register meaning refers to “the doer who opposes with government or the political institution that has contrary role with the government. the term opposition exists due to the party institution that does not get enough vote to get a position in parliament”. therefore, they choose to be a competitor to control the government. the register meaning and the real meaning share same features whereas each of them has different meaning. 5) reshuffle “this is the best time for president bj habibie to reshuffle his cabinet”. the lexical meaning of the word reshuffle is “to change around the jobs done by a group of people especially in a government” (hornby, 1995: 997). although reshuffle can be done in any field, this term is more popular in political realm. reshuffle refers to “the reform of the cabinet structure due to mismatch of the cabinet skill with the job or the cabinet which do not have good performance”. in fact, reshuffle is not only reforming or changing the cabinet structure but also making people retire early. this term shares some features with the real meaning but it has different meaning. 3. the language styles of register polity a. euphemism euphemism refers to something offensive or delicate to make it sound more pleasants or acceptable than really is. for example, pass away is used to replace the word die. 1) ratih ratih (rakyat terlatih) is euphemism it makes term of semi military training sound more pleasant becomes people trained. 2) krony p a g e | 44 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 krony is euphemism of the suharto and his group who do corruption, collusion and nepotism. 3) koalisi koalisi is euphemism of the the fusion, fusion of two parties or more 4) lengser lengser is euphemism off the an abdication act or retreat act. 5) makar makar is called euphemism because it sound more pleasant than the trickery act. 6) legitimasi legimasi is euphemism of the acknowledgment 7) konstitusi konstitusi is euphemism of the legality 8) oposan oposan is tends to means the competitor of government, it is more pleasant than the term competitor. 9) reformasi reformasi is euphemism off the changing, the great change especially in government. 10) resuhffle reshuffle is tends to meant a retreat act. b. hyperbola hyperbola is simple exaggeration in the service of truth .is gives something a name that belongs to something else. for example, life is fire. from the example it is clear that the writer compares directly the life as fire, life is so hard and dangerous. 1) anarkis anarkhis is the overstatement of the uncontrolled situation 2) euphoria euphoria is the overstatement of the felling happy. 3) radikal p a g e | 45 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 radikal is the overstatement of the destructive action 4) kkn kkn is the exaggeration of the crime act namely: korupsi, kolusi and nepotisme 5) laskar orba it is called hyperbola because it the overstatement of the number of people not the in large number. 6) radikal revolusioner it belongs to hyperbola because it makes sense of the term over than really is. c. metaphor a metaphor is gives something a name that belongs to something else. for example, life is fire. from the example it is clear that the writer compares directly the life as fire, life is so hard and dangerous. 1) manuver maneuver refers to a skillful action in holding reform movement. the terms maneuver is a metaphor to make polity more vivid. 2) agenda reformasi this term is a metaphor, which is used to describe that reformation has some agenda that have to do like human being. 3) move politik this term is a metaphor. the usage of movement to describe that the polity is like human being that can move. d. metonymy metonymy is involves replacing the name of something with something that is connected to it. 1) cendana cendana is represents of the suharto family; cendana here refers to the name of the street where the suharto lives in. 2) status quo status quo is refers to the suharto government p a g e | 46 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 3) pro reformasi pro reformasi is represents of the group of people who do not agree with the suharto administration to stay along. 4) pro status quo pro status quo refers to the group of people who agree with the suharto administration to stay along. 5) kelompok ciganjur kelompok ciganjur represents some names of elite politic, namely: megawati, gusdur, sri sultan, and amin rais. 6) alat negara alat negara is something that can help the nation it refers to the military institution 7) mesin orba mesin orba refers to the golkar because golkar like a machine that always obeys and follows on the instruction of orba 8) partai hijau partai hijau refers to the united development party “ppp” 9) oposisi terbuka oposisi terbuka represents kemal idris and friends 10) era reformasi era reformasi refers to the era after suharto government. discussion of the finding having analyzed all the data, the writer finds out several findings the arrange the findings which are divided into three classifications. i.e. finding based on the forms of the register, kinds of meanings and the characteristics of the polity register. following is a table of the result of the data classification based on the forms of the register, kinds of meaning, and the characteristics of the political language. table 1. the classification of polity register p a g e | 47 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 no case 1 forms of the register number % 1) simple word 10 22,2 2) complex word 11 24,4 3) phrase 8 17,8 4) compound word 14 31,1 5) abbreviation 1 2,2 6) blended word 1 2,2 σ 45 100 2 meanings of the register 1) narrower 4 8,9 2) share some features 11 24,4 3) different 24 53,3 4) identical 6 13,3 σ 45 100 3 the characteristics of political language 1) euphemism 26 57,7 2) metaphor 3 6,7 3) hyperbola 6 13,3 p a g e | 48 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 4) metonymy 10 22,2 σ 45 100 as briefly seen in the table, for category of the form of the register polity, the writer found 14 terms (31,1%) for compound word, 11 terms (24,4%) for simple word, 10 terms (22,2%) for complex word, 8 terms (17,78%) for phrase, and for the blended and the abbreviation each has one term (2,2%). it is clear that compound word category is the biggest number found (31,1%). it means that the politician often use compound word in their speech. it may happen since the compound words usually have ambiguous meaning. for the classification based on the meaning category, the table shows that there are 4 meanings in polity registers namely: the register meaning is narrower than the real meaning: 4 terms (8,8%), the register meaning is identical with the real meaning: 6 terms (13,3%), the register meaning and the real meaning share some of the feature whereas has different meaning: 11 terms (24,4%), and the register meaning is different from the real meaning: 24 terms (53,3%). from the table it is obvious that most of the register meaning (53,3%) is different from the real meaning. it means that the register used in indonesian polity has its own meaning and tends to occur semantic change. it may happen because the politicians do semantic monopoly, the politicians have authority to give meaning of the register. for the last category related to the characteristics of the political language, the data show 26 terms for euphemism (57,7%), 3 terms for metaphor (6,7%), 6 terms for hyperbola (13,3%), and 10 terms for metonymy (22,2%). it is clear that the euphemism is the most dominant category usually used. it means that the register in indonesian polity is full of euphemism nuance; it is used to make things smooth so that the other do not realize what truly happen. politicians use euphemism as a way to hide or manipulate reality in order to retain and maintain power by control the image development and attract the mass sympathy. conclusions and suggestions p a g e | 49 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 conclusion based on the form of the register, the writer finds two forms i.e. word and phrase. and the word are in the form: compound word, the simple word, complex word, phrase, and blended and abbreviation. the biggest number of term (31,1%) is compound word. it means that the politician often use compound word in their speech. it happens since the compound words are usually ambiguous and tends to have different meaning. related to the meaning of the register, the writer finds four kinds of meaning, i.e. the register meaning is narrower than the real meaning, the register meaning is identical with the real meaning, the register meaning and the real meaning share some features whereas their meaning is different, and the register meaning is different from the real meaning. the most of the register meaning (53,3%) is different from the real meaning. it means that the register in indonesian polity has its own meaning and tends to occur semantic change. it may happen because the politicians do semantic monopoly, the politicians have authority to give meaning of the register. viewed from the characteristics of the political language, the writer finds 4 kinds of characteristics of the register polity, namely euphemism, metaphor, hyperbola, and metonymy. the result shows that euphemism is the most dominant term (57,8%). it means that the register in indonesian polity is full of euphemism nuance; it is used to make things smooth so that the other do not realize what truly happen. politicians use euphemism as a way to hide or manipulate reality in order to retain and maintain power by control the image development and attract the mass sympathy. suggestion based on the result of this study, the writer would like to presents some suggestions as follows: 1. for the reader the readers should be careful in identifying the meaning of the register of the polity in order to have better understanding and right interpretation. 2. for the politician p a g e | 50 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 a. the politician should be careful in using and empowering the language as a means of maintenance of the authority, because it has many implications; linguistically, sociologically, and psychologically. b. the politician should be honest in delivery the message in order that the information distortion can be avoided c. the politicians should select and choose the right words to avoid unequal information between politician and society. 3. for next researcher a. political language is very interesting and always changes. therefore, the writer hopes there will be a researcher who will conduct the same topic but in different point of view, such as pragmatics, or discourse analysis frame work. b. the writer hopes that there will be researcher who will complete the polity register. references alvari kunto prabowo. 2001. a descriptive analysis of register used in formula i championship. unpublished s1 research paper. ums. anam sutopo. 2000. “language phenomena in political crisis” in humanity. (page 7992). surakarta: language centre of muhammadiyah university of surakarta. beard, a. 2000. the language of politics. london: routledge. biber, douglas and figenan. 1994. sociolinguistic perspective register. new york: oxford university press. danang santoso. 2003. bahasa politik pasca orde baru. jakarta: wedatama widyasastra. diana imama. 2002. a semantic analysis on the english register of the internet. unpublished s1 research paper. ums. djoko srijono. an introductory course of liguistics. surakarta: muhammadyah university press. dwi purnanto. 2002. register pialang kendaraan bermotor. surakarta: muhammadiyah university press. graves, bf and mc baic., d j. 1972. lynes voices: approach to the poetry of contemporary song. new york: john willey & sons inc. p a g e | 51 radityo tri nugroho let: linguistics, literature and language teaching journal vol. 9 no. 1 2019 hornby, a.s. 1995. oxford advance learner dictionary. oxford: great britain. holmes, janet. 1992. an introduction to sociolinguistics. new york: longman. hymes, d. 1977. foundation in sociolinguistics. cambridge: cambridge university press. katamba, francise. 1994. english words. london: routlegde. larson, m l. 1988. semantic volume 1. cambrige: cambrige university press. merriam. 1998.webster‟s third new international dictionary. london: enclycopedia britanica. inc. moeloeng, lexi j. 1989. metodologi penelitian kualitatif. jakarta: depdikbud press. nababan, pwj. 1991. sociolinguistik: suatu pengantar. jakarta: gramedia. nimmo, dan. 1993. komunikasi politik. bandung: rosda karya. perrine, lawrence. 1997. sound and sense: an introduction to poetry. new york: harcout brace javanovich. ralp heri. 2001. a descriptive analysis on register used in national basketball. association (nba) games united state america. unpublished s1 research paper. ums. tim bahasa. 2001. kamus bahasa jawa. 2001. yogyakarta: kanisius. wardhough, ronald. 1986. an introduction to linguistics. blackwell: cambrige.zuhriah ariatmi. 1997. euphemisme dalam surat kabar harian di indonesia. yogyakarta: ugm. pakem is abbreviation of active study, creative, effective, and please 1 an analisis of pakem approach chamisah a lecturer at english department, tarbiyah faculty iain ar-raniry darussalam banda aceh this article aims to explain the consep of pakem approach in accordance with the principle of particular learning model,namely,active learning, creative learning, effective lerning,and joyful learning. the elaboration of this issue will relate to the condition of teaching learning prosess. due to that point, the characteristics of implementing pakem are introduced. it uses various sources of learning, and applies various activities based on these. in addition the results of students’ creativities are displayed. furthermore, the teachers apply various methods of teaching and at the end of activity, the teacher together with students do reflection and usually when doing evaluation, teachers apply classroom based assessment that focuses on its process. in line with this, this article also explains some consideration when applying this approach such as understanding students’ behaviors as an individual and in a group. finally it explains about the process of teaching learning process. key words: pakem; active learning, creative learning, effective learning, joyful learning 2 in indonesia, pakem is not a new approach anymore. however, at the matter of fact, not all of the teachers apply this as it is. it could be happened because they do not pay attention on the original concepts of this approach. the following is the discussion about the approach. a. the definition of pakem pakem is an abbreviation of pembelajaran (teaching learning), aktif (active), kreatif (creative), efektif (effective) and menyenangkan (joyful) (suparlan et al 2009). 1 its characteristic focuses on study principles for a particular learning model. therefore, it will be meaningful when the discussion of pakem is collaborated with the discussion of study principle. 1. active learning active in teaching learning means a teacher has to create situation in such a manner so that a student actively enquires, asks question, and tells his idea (johar; et al, 2006). 2 learning is an active process of a student in developing his knowledge. therefore, it is not passive process where the student just accepts speech from teacher. as a consequence, if learning does not give opportunity to student to share actively, the study opposes concept of learning; active student is importance for the agenda of forming creative generation, productive that benefit him and others. therefore, learning does not only mean to hear teacher‟s reading and his describing for items, but also to transfer knowledge from teacher to students. in the opposite, learning means to facilitate students with experiences that support 3 them to actively construct their understanding, manage it to be a skill, applies it and uses it as a source for proper behaviour in their life. consequently, learning has to create situation that motivate students to involve in an activity physically and mentally. physically, active learning is marked by “learning by doing”. students also must use critical, reflective and creative ideas. so, students‟ understanding about knowledge will be deeper and would give guidance toward their attitude in their life. in line with this the book embracing diversity explains as follows: for some of us, we learn base on “learning by doing”, that is through actually doing activities and gaining experience. it‟s getting children to learn new information through different activities and teaching methods. these activities are often linked to children‟s practical experiences in everyday life. this linkage helps them to understand and remember what they are learning, and what they have learned later on in their life (team unesco, 2000). 3 related to the above statement, it is clear that learning by doing is considered as a good way in experiencing something, especially for children .this activity could help them much to understand new things in their daily life. the more children getting involved in practical situation the more they experience new materials in their life. in addition, mc graw said that one way to increase learning is to encourage creation of more synaptic connection in the brain through movement. the more connection has the better and faster one becomes at assimilating information, solving problems, and thinking. brain scans show that children learned best when they are actually moving and learning at the same 4 time. movement stimulates the necessary neurons and electrical wiring that facilities the child‟s ability to absorb information or learn (mc graw, 2006). 4 therefore, the physical movement not only strengthen the body, but also crucial to brain and nervous system development. learning by doing is imperative to improve a child‟s ability to make data and utilize it in effective way, clearly. based on the research, children need to be more active physically and spend less time sitting at both home and school. 2. creative learning teacher has to create various activities in teaching-learning process that support different students‟ competencies. students‟ product also should be assessed and shown out in front of class or in announcement board of school (johar; et al 2006). 5 students are motivated to be productive as according to their potency. difference of existing potency does not be made as obstacle, but it is exactly made opportunity for worthwhile product to each other learning and equipping. creative learning tends not to be a learning dogmatically. the students are motivated to be sceptic toward material of learning. they are offered opportunity to find out truth in their way that more useful and quicker. students are invited to look for alternative, to study positive and negative side, take decision as well as conclusion of the study. early childhood learning of a child in trying or doing something donates great impact in his teaching and his future education. any attempts that students do will return result on his learning. the experience will make him more diligent 5 and make him more independent; student will feel optimism in facing life. therefore experience is a process that impacts to students‟ ideas, way of thinking, way of taking decision, etcetera. good planning is highly recognized as the underlying strength to successful teaching. inspiration and spontaneity are sprinted, energizing qualities that add high interest to many lessons. however without a solid, functional plan there is no guarantee that effective instruction will automatically occur. teacher must have a process to guide in teaching learning to create a plan for interaction that help children learn, and will let them evaluate their learning success (donna i bennet,1994). 6 3. effective learning active state and joyful is not adequate when learning process is not effective and while learning materials does not mastered by student after learning process took place. in other words, the objective of learning is not achieved after the learning process carried out by teacher. effective learning is a condition and situation learning that are designed (effect instructional) and contribute positive impact that reach target of learning effectively and efficiently (johar; et al. 2006). 7 in an effective learning, students need to be involved actively in learning process, because they are the centre of learning and activity. students have to participate in directional question and answer, and look for resolving to various learning problem. educational participation must be forced to students to interpret and mind the information that can accept by common sense. this strategy needs mutual-transfer of mind between students and teachers, discussion, and debate to 6 reaching same understanding to each standard item through effective and meaningful learning. through effective learning, knowledge and competences of students would be improved, saved in brain and would shape their personalities through “sensible process” (e. mulyadi 2005). 8 in the opposite, if learning only active and joyful but not effective, the learning will be just like playing usual game. effective learning is usually marked with using of efficient time to complete task. it means that time used by students tailored with a clear instruction for task completion. very little time of students waste away for non-academic activities. therefore, students focus on executing duty, and reach expected goal set up earlier by teachers. classroom‟s climate is important. if students‟ experience in the classroom a caring, supportive place, where there is a sense of belonging and every one is valued and respected, they will tend to participate more fully in the process of learning. various task dimensions can fasten motivation to learn. ideally, task should be challenging but achievable. relevance also promotes motivation, as does “contextualizing” learning that is helping students to see how skill can be applied in the real world. task that involve “a moderate amount of discrepancy or incongruity” are beneficial because the stimulate student‟s curiosity, an intrinsic motivator. 4. joyful learning joyful is a situation of teaching learning that provides a happy atmosphere, so that students will pay more attention on learning (johar; et al 2006). 9 as a result, high focus of students to on-going learning process improves students‟ 7 mastering toward material of learning, which finally improves the ability of students. in joyful situation, students will learn seriously if they feel enjoyable and without being pressure. joyful learning is not identical with study that preferably using music or hymn. joyful learning occurs when students sit in a happiness situation. this condition will happen if students feel challenged, and get benefit of the task given. besides, the study will be joyful if students are treated in a human way by teachers and appreciated for their success. in addition, the situation of learning which is conducive is important. to get a conducive situation, learning had to be supported by various learning facilities and environment of learning; adequate building-classroom, availability of medias and laboratory, library, supportive water and school sanitation, teachers attitude and appearance, harmonious relation among students with teachers and among students themselves, and also availability of study materials and so forth. the situation learning that joyful will hearten and grow activity and creativity of student (e.mulyadi, 2004). 10 moreover, a school success has a lot to do with relationships. new staff members learn from interactions with the principal, other teacher, students, support staff, and parent what beliefs and values are important in that school setting. they learn what behaviours are accepted and which ones are frowned upon. how decisions are made, how conflict is dealt with and so forth. to put it another way, they become familiar with the culture of the school (eric1997). 11 8 the relationship among teachers, students, and staff should be established in order to produce a good environment, therefore in teaching learning process it is expected teachers and others have a good cooperation so that teaching and learning will automatically well-organized. the following are illustration of pakem (suparlan et al 2009): 12 a. students are involved in many activities to develop their ability and these emphases on learning by doing. b. teachers use various media assistances and methods, including using environment as source of learning c. teachers arrange the class with books and materials of learning, more drawing and provide reading corner in the class. d. teachers apply approaches co-operatively and interactively, such as group work, and partnership method. e. teachers support students to find out their own way in resolving problems, to express ideas, and implicate students in creating their school environment. b. characteristic of pakem in a direct view, there are some visible uppermost characteristics in learning process by using pakem (suparlan et al 2009): 13 1. it has various sources of learning, and shall no longer rely on book as single source. this matter has been conducted by aiming to enrich 9 experience of learning. not solely deny at all that schoolbook as one of the source of learning. 2. the various sources of learning are designed by various activities. 3. school result activities are put at the corner of class, wall, blackboard, and even added with string of nail anywhere in the class. the display is result of student masterpiece result or discussion. 4. it has various schools‟ activities; started with individual activity in few minutes, and followed by peer and small group activities. finally they do presentation. 5. the students attempt to develop the best duties to achieve maximum result. 6. a teachers plays as fasilitator. 7. at the end of learning process, the students do reflection‟. and usually the students‟ creativities are displayed c. some considerations in applying pakem according to dirjen dikdasmen, there are several considerations in applying pakem. the considerations to be paid attention in applying pakem in teaching learning process are as follows (suparlan et al 2009): 14 1. understanding children behaviour usually, children have high curiosity and imagination. countryside children, town children, plutocrat children, pauper children, indonesian children and others – in a normal condition are born and have the above nature mentioned. 10 both of the nature is authorized capital for them to expanding of attitude, creative thinking and critical thinking. activity of study is one of the ways that must be proceeded to fertilize for expanding, and both the nature are god award. study atmosphere where teacher praises child because of his masterpiece result, teacher raise challenging question, and push child to do an effort such way for fertilization in a study. many people were born in different conditions so that most of them tend to learn differently. these happen because each individu has different characteristics whether the way he learns or the way he processes the information. however, it is obviously true that the information store in our brain is similar between one another although the way of learning could be different 2. understanding student as individual the students come from different family environment and have different ability. in pakem, individual difference is required to be paid attention and this must be mirrored in activity of study. all children in class do not always do the similar activity, but difference as according to speed learning. children posses special capability can be exploited to assist their friends of who are „weak, (tutor coeval). recognizing ability of a child is important for teacher to assisting him/her so that learning and result of that child become more optimal. in applying pakem, teachers should pay attention on how students learn. understand on how students learn automatically help the teachers to present a 11 good material that is very helpful for students in order to understand and get easier to grasp the knowledge. 3. considering behaviours of children in organization learning as social creature, children since childhood naturally are engaged in a partnership or team in playing. his/ her behaviour can be exploited in organization learning. in doing duty or study something, children can work in partner or group. pursuant to experience, children finish duty better if they are in a team. it facilitates them to an interaction and gives opportunity to compare note among them. however, the children also need to complete duty alone in some other works, so that individual talent expands. in the school, students tend to be involved in the group activity, although some of them might prefer to stay away from friends. in learning, teachers also create a good learning environment, such as mixing them in the group so that they learn material as if they are playing casually. therefore, the objective of learning can be reached. 4. developing ability for critical thinking, creative, and ability for problem solving basically, living is to solve problem. in this case, a student needs ability to think creatively and critically. critical to analyse problem will offer a creative thinking to bear trouble-shooting alternative. both types of think, critical and creative, are coming from feeling to know and curious for a problem and solution. sometimes, critical and creative are from second imagination of a child since they 12 were born. therefore, a task for a teacher is to develop this child, and for example often give duty or raise open questions. question which is started with words “what is going on if …” better than started with words” what, how much/many, when, what generally closed (correct answer only one). in our daily life, different individual actually has different characteristic, whether it is from different places, ages or different circumstances. in children‟s life, they prefer to be involved in the activity where they can play all the day learning everything; otherwise, adults may tend to be free. therefore, teaching requires a teacher to be more active to make them enjoy in learning. 5. developing classroom as an interesting place the interesting classroom is very suggested in pakem. student‟s work result is better filled class room. because it is expected to motivate students to work better and generate inspiration for other students. it can be in the form of individual activity result and or in partner or group result. display can be in the form of picture, map, diagram, model, original object, poem, composition, and so forth. classroom that is full of display results of students‟ work and arranged better can assist teacher and students, because all of them can be served as reference when studying. in line with this, mayra pollack sadker mentions in his book that good managers also carefully arrange their classrooms to minimize disturbances, provide students with a sense of confidence, and make sure that instruction can 13 proceed efficiently. they set up their rooms according to the following principles (mayra pollack sadker; et al 2005): 15 a. teachers should be able to see all students at all times. students‟ desks should be arranged. so the teacher can see every body from any instructional area with all students in direct line of sight, a teacher‟s nonverbal cues can often short-circuit off-task students‟ behaviour. b. teaching materials and supplies should be readily available. arranging a self-help area, so that students have direct access to supplies encourages individual responsibility while freeing up the teacher to focus on instructional activity. c. high-traffic areas should be free of congestion. place student desk away from supply cabinets, pencil sharpeners, and so on. minor disturbances ripple out, distracting other students from their desks. d. students should be able to see instructional presentations. research shows that student who are seated far away from the teacher or the instructional activity is less to involve in class discussions. good teachers see the entire classroom as their stage and they intentionally teach from different areas of the class, placing instructional materials (video monitor, over head projector, demonstration activity, flip cart, lab station, and the like) in various parts of the room gives each student “the best seat in the house” for at least part of the teaching day. 14 e. procedures and routines should be actively taught in the same way that academic content is taught. initial planning and organization reduce time wasted on discipline problems and more quickly establish classroom routines and procedures for students who came from chaotic home environment, these routines after a sense of stability. once established, the allow teachers and students more time for academic learning. 6. exploiting environment as source of learning environment (physical, social, or cultural) is a very rich source for learning materials. environmental can personate media learning, and also as study object (source learning). the usage of environment as source of learning often makes students feel joyful in learning. learning by using environment does not always have to go out of the class. materials of environment can be brought to classroom to cost effective and time consuming. exploiting of environment can be a number of skills like perceiving (with entire), noting, formulating question have, hypothesis, classification, making article, and make picture. moreover, it is no doubt that environment always interrelated to the learning and teaching process. the better environment chosen the more interesting circumstances will be. so that learning is not only always in the class but also outside classes possibly create a good motivation for students. since students are not all alike, it is better to lead them in different situations in learning and that will motivate them learn more about knowledge from inside and outside classroom. 15 7. giving good feedback to improving activity of learning the quality of learning will increase if the students get interaction in learning. giving feedback from teacher to students is one of the interaction forms between students and teacher. feedback shall be more focus on strength than weakness of students. besides, way of giving feedback is even to be decently. therefore, teacher must be consistently to check result of students‟ work and give note and comment. this method will be meaningful for students‟ development. 8. differentiation between active physical and active mental many teachers see to be satisfied when witnessing the students look to be got into busy and make a move more than anything else. this situation is not characteristic which in fact from pakem. active mental more wish than active physical. often enquire, questioning others idea, and lay open idea are active marking bounce. condition expands active students‟ bounce is the growing of feeling not afraid: fear to be laughed at, fear is not it, or fear to be made angry if wrong. therefore, teacher shall eliminate causes have cold feet, ad for which come from itself neither teacher nor his friends. d. the process of teaching pakem teaching and learning process is the centre of educational activity and a teacher plays an important role. it is to prepare and provide well situation, and also manage and evaluate it as comparison toward students‟ learning. perfect teaching is basically an activity to arrange environment as good as possible and to connect that environment to students, so that teaching and learning occur. gagne 16 (1999) said: instructional is the means employed by teacher, designer of materials, curriculum specialist, and promote whose purpose is to develop and organized plan to promote learning (gagne and brige l.j.1999). 16 in short, teaching is a presenting learning activity effectively and efficiently, conducted by teacher, starting from planning, and instructional as well as evaluation. interconnecting things for teachers ability in arranging teaching process as mentioned above, will present in detail in the following: 1. the ability in planning of teaching. basically, if an activity was planned, the objective of activity will gain more success and directional. because of that a teacher must have ability in planning of teaching. relating to the above point, david johnson (1991) said that teachers are expected to design and deliver instructional so that student learning is facilitated. instructional is asset of event designed to initiate activate and support learning for student, it is a process of arranging the learning situation (including the classroom, the students, and the curriculum materials) so that learning is facilitated (david jhonson.1991). 17 in applying pakem approach, teacher must set several steps activities as follow (suparlan et al 2009): 18 a. making lesson plan b. preparing the facility needed based on lesson plan 17 c. choosing briefly the methods and strategies based on lesson plan developed d. setting good and relevan evaluation; e. being ready with strong intention execute teaching process together with students. 2. the ability in conducting teaching in implementing teaching, there will be interaction between teachers and students in reaching the goals of education together. thus, implementation of teaching and learning can be said that as mutual interaction between teachers and students in present material to bring students achieving goals of study. when applying pakem, there are several steps in teaching and learning process (suparlan et al 2009): 19 a. greeting teachers can give greeting, in the form of salam in aceh, to the students. and the students are used to give salam to the teachers too. in some part of indonesia, there will be “selamat pagi” or “good morning” in western countries. this greeting is important to aware students that teacher is in classroom already and they are ready to start learning. b. setting induction on this step, the teacher may ask warming up questions to the students to stimulate their attentions to learn. c. showing the instructional objectives there are three instructional objectives that must tell to students. 18 1) state the task 2) identify how the task is to be completed 3) indentify minimum level of competency to be achieved, if the teacher wishes to indentify a minimum level. d. teaching and learning materials that have been planned lesson materials are material contents that should be given to the students as the curriculum suggested. the activity of learning should also be planned according to topic per topic. by doing this, it is expected that syllabus of learning that are separated into lesson plans will be structurally managed. in fact, learning material can be different to be several categories, they are facts, opinions, skills, and principles. there is basically change in teaching and learning as according to new curriculum demand, those are (suparlan et al 2009): 20 1) create student cantered activity 2) create the creativity 3) create situation that joyful, challenge, and contextual 4) provide multi study experiences and learning by doing. e. reflection at the end of teaching learning process, teacher must invite students to evaluate teaching process and result for activities that have been done. the teachers ask the advantages and disadvantages from the implementation of teaching. this is called reflective activity where students and teacher to pick fruitful advantage for teaching and learning process and to make better future process and result for next time. 19 3. the ability in evaluating the process of teaching to determine the successful of educational objectives, it must be conducted activity for assessing learning result. learning result of assessment is aimed to look at learning progress as well result of student in mastering learning material that have been studied and specified. areas of evaluation could be cognitive, affective or psychomotor of students. the assessment in teaching learning process by using pakem concern on (suparlan et al 2009): 21 a. result evaluation result evaluation is an assessment conducted in the general examination / post test / final examination b. process evaluation process evaluation checks students understanding toward learning materials that are studied, and getting experience. it takes place during the process of teaching. because of this way, on pakem, the teacher applies classroom based evaluation c. authentic evaluation authentic evaluation is conducted to measure the real ability of students. it does not guess ability got from test. the truth on evaluation can be indicated in several things such as more close to test that recognized performance test and teacher perception continually from going concern process, for example from student result in the form of sheet of portfolios which collecting. there is no mark up the score, ether evaluation conducted by headmaster or teacher. 20 in conclusion, it can be said that pakem approach should be applied in any indonesian schools. it can motivate the students to learn actively, creatively, effectively and joyful. it is because of many reasons such as using various materials in teaching, using various methods doing classroom based assessment (focuses on the proses of evaluation), and using environment as a media. references suparlan, dasin budimansyah, and danny meirawan. (2009). pakem pembelajaran aktif, kreatif, efektif, dan menyenangkan, bandung: gesindo, p. 70. (translated). johar; dkk.,(2006).strategi belajar mengajar, banda aceh: universitas syiah kuala, p. 7. (translated). team unesco, (2000). embracing diversity: toolkit for creating inclusive, learning-friendly environment, bangkok: unesco, , p. 5. mc graw, (2006).early childhood education, twenty-sixth edition, united states of america: recycled paper, p. 197. johar; dkk.(2006). strategi belajar mengajar, banda aceh: universitas syiah kuala, p. 7. (translated). donna i bennet,(1994) .elementary field experiences, new york: nelson canada, , p.34. johar; dkk.( 2006). strategi belajar mengajar, banda aceh: universitas syiah kuala, p.8. (translated). e. mulyadi.(2005). implementasi kurikulum 2004, bandung: remaja rosdakarya, p.121. (translated). johar; dkk.(2006). strategi belajar mengajar, banda aceh: universitas syiah kuala, p.8. (translated). e.mulyadi, implementasi kurikulum 2004, (bandung: remaja rosdakarya, 2005), p.15. (translated). eric. (1997) “making school culture a positive force for excellence”, in educational management, a. azis wahab(ed), bandung: ikip bandung, p. 141. suparlan.(2009) dasin budimansyah, and danny meirawan, pakem pembelajaran aktif kreatif, efektif, dan menyenangkan, bandung: gesindo, p. 71. (translated). mayra pollack sadker; dkk.(2005) teacher, schools, and society,7 th edition, america: mc graw hill, p. 78. gagne and brige l.j.(1999). principle or intructional design, new york: mold rinehart, p. 19 david jhonson.(1991) method for teaching a skill approach, london : winston, p. 9. 21 references. 22 1 suparlan, dasin budimansyah, and danny meirawan, (2009) pakem pembelajaran aktif, kreatif, efektif, dan menyenangkan, bandung: gesindo, p. 70. (translated). 2 johar; dkk.,(2006).strategi belajar mengajar, banda aceh: universitas syiah kuala, p. 7. (translated). 3 team unesco, (2000). embracing diversity: toolkit for creating inclusive, learning-friendly environment, bangkok: unesco, , p. 5. 4 mc graw, (2006).early childhood education, twenty-sixth edition, united states of america: recycled paper, p. 197. 5 johar; dkk.(2006). strategi belajar mengajar, banda aceh: universitas syiah kuala, p. 7. (translated). 6 donna i bennet,(1994) .elementary field experiences, new york: nelson canada, , p.34. 22 7 johar; dkk.( 2006). strategi belajar mengajar, banda aceh: universitas syiah kuala, p.8. (translated). 8 e. mulyadi.(2005). implementasi kurikulum 2004, bandung: remaja rosdakarya, p.121. (translated). 9 johar; dkk.(2006). strategi belajar mengajar, banda aceh: universitas syiah kuala, p.8. (translated). 10 e.mulyadi, implementasi kurikulum 2004, (bandung: remaja rosdakarya, 2005), p.15. (translated). 11 eric. (1997) “making school culture a positive force for excellence”, in educational management, a. azis wahab(ed), bandung: ikip bandung, p. 141. 12 suparlan.(2009) dasin budimansyah, and danny meirawan, pakem pembelajaran aktif kreatif, efektif, dan menyenangkan, bandung: gesindo, p. 71. (translated). 13 ibid, page. 73. (translated). 14 ibid, page. 74 (translated). 15 mayra pollack sadker; dkk.(2005) teacher, schools, and society,7 th edition, america: mc graw hill, p. 78. 16 gagne and brige l.j.(1999). principle or intructional design, new york: mold rinehart, p. 19 17 david jhonson.(1991) method for teaching a skill approach, london : winston, p. 9. 18 suparlan, dasin budimansyah, and danny meirawan, pakem pembelajaran aktif, kreatif, efektif, dan menyenangkan, (bandung: gesindo, 2009), p.149 (translated). 19 ibid, page. 150 (translated). 20 ibid, page. 152 (translated). 21 ibid, page. 84 (translated). index active learning2 achievable 6 creative learning4 conducive7 children behavior 9 creative thinking9 display8 effective learning5 embracing diversity3 environment 8 fasilitator9 feedback13 interactions7 individual activity9 joyful learning6 lesson plan16 learning by doing3 masterpiece result8 personalities5 potency.4 physical movement3 reflection9 social creature11 synaptic connection3 sensible process5 23 22 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||111-132||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php analysis of deixis in the movie subtitle of “first kiss” tira nur fitria tiranurfitria@gmail.com stie aas of surakarta, indonesia article history: received: 26th april 2020 accepted: 29 june 2020 the objective of this research is to analyze type and its examples of deixis found in the movie subtitle of “first kiss”. this research method of this method is qualitative method. in data collection technique, the researcher uses document analysis. the result of this research shows that three types of deixis found in the movie subtitle of “first kiss” movie such as a person, time, and place deixis. in-person deixis, the deictic expressions are the personal pronoun “i” as a singular subject pronoun, ‘me” as singular object pronoun, “my” as a possessive adjective, “we” as a plural subject pronoun, “us” as object pronoun, “our” as a possessive adjective. in the second person, they are “you” as a subject and object pronoun, and “your” as an object pronoun. the third person “he” as a subject pronoun, “him” as object pronoun, and “his” as a possessive adjective, ‘she” as a subject pronoun, “her” as object pronoun and as possessive adjective, “it” as subject and object pronoun. in space/spatial/place deixis, the deictic expressions are “here” and “there”. while in the temporal/time deixis, the deictic expressions are “now” and “tomorrow”. corresponding author: tel.: keywords: deixis; deictic expression; subtitle; movie introduction language plays an important role in our daily lives. language is one of the results of human culture that is very high value because with language, humans can communicate and interact with the surrounding community. with language as well, humans can also grow, develop and abstract various symptoms that appear http://jurnal.uin-antasari.ac.id/index.php mailto:tiranurfitria@gmail.com p a g e | 112 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 in their environment. it is clear that language has a very important role in social life. communication will run smoothly if the target language used correctly. this means, the language is used according to the situation and condition of the speaker and the nature of the narrative is implemented. it really depends on the determining factor in the act of language or act of communication, namely the other person, the purpose of the speaker, the problem being discussed, and the situation. the use of language like this is called pragmatics. pragmatics is a branch of language that is increasingly recognized today. this was based on the awareness of the linguists that efforts to uncover the nature of language would not bring the expected results without being based on an understanding of pragmatics, namely how the language was used in communication (leech, 1996: 1). there are several things that are studied in pragmatic studies. deixis as a construction in pragmatics. deixis is a universal phenomenon in the language (lenz, 2003, p. 187). deixis has been associated with the gestural dimension of the language (duchan et al., 2012, p. 22). in linguistics, deixis refers to words and phrases that cannot be fully understood without additional contextual information (wikipedia, 2020). deixis enables the addressee to refer to entities in the context in the utterances (west, 2013, p. 3). the word “deixis” has its origins from the greek word which means “to show” or “to point” (nguyen, 2017). an utterance, “i told her yesterday, when she was here” (weissenborn & klein, 1982, p. 3). this sentence is fully understandable if we can identify that, 1) the speaker says the word “i”. it does not tell us who performed the action, 2) the time of utterance. we do not know when “yesterday” was. 3) where this sentence was uttered, because ‘here’ can be everywhere. 4) whom the speakers speaking to. the utterance says of it is a female person ‘she’ as object pronoun into ‘her’. according to (blake, 2008), deixis refers to the distinctions of space relative to the speakers (such as here, there), time relative to the speech event (then, now, right now), and the personal/participants in the speech event (subject and object pronoun). p a g e | 113 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 bublitz & norrick (2011) states that the study of deixis is important in studying pragmatic. it is because the deictic system refers to the point of intersection between linguistic structure and the social setting where speech or utterance takes place. in the standard contemporary english, language sources are distinguished by spatial (here and there), temporal (now, then, and tense), person (pronominal), discourse (a reference to the prior talk), and social (indicators of social identity/status social relations with the participants and context). deixis can be used deictically and non-deictically. for example personal deixis, and demonstrative (both pronoun and determiners), adverbs of space and time. (allott, 2010, p. 57) there are several kinds of deixis as the basis of the context are encoded, they are person deixis, spatial, temporal deixis, discourse deixis, and social deixis. to classify something as deictic, it means that the expression derives part of its meaning from the context. (deictics allow the interlocutor to point something in the context then enabling them to orientate themselves in a variety of ways which can be personally, spatially and temporally (o’keeffe et al., 2011). there are examples of deictic and non-deictic expression. first, in personal (pronoun). the non-deictic expression in personal “you”. first, the sentence “i give you some money”. the personal pronoun ‘you’ is deictic expression. the speaker identifies a particular person (an addressee) as the referent. the deictic ‘you’ also shows by the gesture such as eye contact. second, the sentence “there is a library there that you borrow a book for a week and you can restore it. the personal pronoun ‘you’ here is non-deictic expression. in this examples, it implies that anyone can borrow the book in this library. second, in demonstrative. demonstrative, like english ‘this, that, here, and there’ occur in all known human languages. they are typically used to individuate objects in the immediate context in which they are uttered, by pointing at them to direct attention to them (hanks, 2017). the non-deictic expression in demonstrative “this”. first, the sentence “will i give him this bottle?”. the demonstrative pronoun ‘this’ is deictic expression. the speaker points a thing p a g e | 114 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 ‘bottle’ to the addressee. second, the sentence “i mean the post office in one of our meeting places where the people would go along and inquiry about this and another thing”. the demonstrative pronoun ‘this’ is non-deictic expression. the speaker here refers to various meanings, unspecified things, or trivial matters. third, in space and time. the non-deictic expression in time and space “there”. first, the sentence “there was a crowd there”. the adverbial place “there” is a deictic expression. the speakers perhaps show something to the addressee in an unknown place. second, the sentence “there was a crowd there”. the adverbial place “there” is non-deictic expression. the usage “there” has functioned as a dummy subject. dummy subject is considered to have no semantic content and fill the necessary subject slot. there are some previous studies related to this research. first, is research written by luthfia (2015) entitled “an analysis of deixis types in the novel “everything about him” by rita clay estrada”. the purposes of this study were to find out the types of deixis and the frequency of each deixis type in the novel. second, is research written by fatimah (2017) entitled “an analysis of deixis used by english teacher of the eleventh grade students of man sukoharjo”. the aims of this research is to classify the types of deixis, the types of reference and the referents meaning are used by english teacher. third, is research written by purba (2015) entitled “deixis in inauguration speech of president susilo bambang yudhoyono”. the objectives of this research are to find out the dominant types of deixis, to know the process of deixis and to know the reason of using deixis in the speech. third, is research written by nasution et al., (2018) entitled “deixis analysis in the song lyrics of ed sheeran’s divide album”. this research aims to analyze types, to interpret the reference meaning and find out the most dominant type of deixis in the song lyrics. those studies have same focus with this research about deixis. for example the first research focuses on novel, the second research focuses on english teacher’s utterances, the third research focuses on speech, and the fourth research focuses on song lyrics. but this research focuses the other subjects, especially on p a g e | 115 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 the movie subtitle. those studies also has the same objectives about to find the type of deixis and the most dominant type of deixis. this research have similiraties with those objective’s studies. here, the research is interested in conduct a research about deixis (deictic expression) and takes the title “deixis analysis in movie subtitle of “first kiss”. the objective of the research here is to analyze the type and function of aach deixis in the movie subtitle of “first kiss”. research method this research method was qualitative method. it referred to the broadest sense of research that produces descriptive data based on people’s own both written and spoken words and observable behaviour (taylor et al., 2015, p. 7). there was certain data collection methods in qualitative research such as observational, in-depth interviews, group discussions, narratives and documentary analysis (maruster, 2013, p. 5). as stated by that was important to use the document and the outcome, so it could keep an analytic trail of the data exploration. (hennink et al., 2020, p. 238). here, the research used document analysis in this research. this researcher used a documentary study because the data was in the form of a document or written text (fitria, 2019). in this research, the researcher analyzed the deixis of the movie subtitle entitled “first kiss”. “first kiss” was thai movie which was released at 2012. it was a romantic comedy which tells about a 25 year old women who accidentally kisses a high school boy on a city bus. the data of this study was movie subtitle that consist of types of deixis which was categorized three types of deixis based on levinson’s theory. after obtaining the data, procedure of analyzing data consist of several steps, such as, 1) the researcher looked for the movies, 2) the researcher decides to choose a ‘first kiss’ movie. 3) the researcher downloaded the movie. 4) the researcher watched a movie. 5) the researcher looked for its movie subtitle in the form of srt. 6). the researcher identified the utterances in movie subtitle based on three types of deixis. 7) the researcher categorized deixis. 8) the researcher p a g e | 116 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 analyzed the deixis based on the context of the movie. 8) the researcher described it and made a conclusion of the research. findings and discussions deixis or deictic expressions can be one of several types, referring to who, where, and when (nordquist, 2018). the three categories of deixis are related to person, place and time (levinson et al., 1983, p. 62). in person/personal deixis, it is divided into three parts, such as the first-person, second-person, and thirdperson deixis. the description and examples are can be found in the movie subtitle “first kiss” as follow: personal deixis personal deixis is a word referred to as the person being uttered. there are three main kinds of this type, such as a first, second, and third person. there are some examples of person deixis in movie subtitle “first kiss” as follows: first person first person deixis refers to the speaker’s himself. subject “i” is the singular pronoun and as a subject pronoun, while “me” as an objective pronoun. subject “we” is the plural pronoun and as a subject pronoun. while the subject “us” as the object. below the example of personal deixis found in the movie subtitle as follow: datum 19 (00:03:00,600 --> 00:03:02,040) i'm still waiting for ohm. datum 42 (00:05:10,680 --> 00:05:12,800) after i finished ba from harvard. datum 43 (00:05:12,800 --> 00:05:15,800) i went for ma at oxford. p a g e | 117 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 datum 44 (00:05:15,960 --> 00:05:18,480) then i came back to thailand datum 104 (00:10:57,200 --> 00:10:58,960) do i really look psycho to you? the utterance in datum 19 above is said by ohm as a speaker. there is found the first-person deixis of i. it refers to the speaker himself. the pronoun “i” in this conversation shows as the singular pronoun. the function of deixis “i” is the subject pronoun. based on the context, the speaker named ohm, he tells to the addressee that he has finished ba at harvard, he continued ma at oxford, then came back to her country, thailand. the utterances in datum 42, 43, and 44 above are said by sa as a speaker. there is found the first-person deixis of i. it refers to the speaker herself. the pronoun “i” in this conversation shows as the singular pronoun. the function of deixis “i” is the subject pronoun. based on the context, the speaker named sa, she wants the addressee to know that she is still waiting for ohm. while in an utterance in datum 104. the speaker is ohm. ohm says to addressee “you’ as sa. he asks sa is he look like a psycho. datum 103 (00:10:52,440 --> 00:10:56,960) what did you call me? a psycho? datum 242 (00:22:41,920 --> 00:22:44,840) tomorrow, meet me here at ten and dress beautifully. the utterance above datum 103 is said by bass as a speaker. there is found first-person deixis of “me”. it refers to the speaker himself. the pronoun “me” in p a g e | 118 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 this conversation shows as the singular pronoun. the function of deixis “me” is the object pronoun. he wants the ask to the addressee sa, about what is the call to him. while the utterance in datum 242 is said by bass while the addressee refers to sa. based on the context, bass ask s sa to meet hit at ten o’clock with a beautiful dress. datum 142 (00:13:55,000 --> 00:13:57,640) i'll meet you at you school and we'll see! the utterance in datum 142 above is said by sa as a speaker. there is found the first-person deixis of “we”. it refers to the speaker herself. the pronoun “we” in this conversation shows as the plural pronoun. the function of deixis “we” is the subject plural pronoun. sa says to “you” which refers to bass. she will meet bass at school. so, “we” here refers to two persons named sa and bass. the personal pronoun ‘we’ is usually to encode the speaker’s role and possibly the addressee as entities in space (marmaridou, 2000, p. 110). datum 757 (01:12:15,520 --> 01:12:17,800) if you don't have any plan, join us. the utterance in datum 757 above is said by ohm as a speaker. there is found the first-person deixis of “us”. the pronoun “us” in this conversation shows as the plural pronoun. the function of deixis “us” is the object plural pronoun. ohm invites the addressee “you” which refers to sa’s friends to join with ohm and sa’s family. based on the context before, ohm talks with sa and her family about going vacations. p a g e | 119 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 datum 11 – (00:02:24,320 --> 00:02:26,920) however, our story finally ended, because ohm went out with pam. the utterance in datum 11 above is said by sa as a speaker. there is found the first-person deixis of “our”. it refers to the speaker and other herself. the pronoun “our” in this conversation shows as the plural pronoun. the function of deixis “i” is the possessive pronoun. she wants the addressee to know that “our” refers to the sa (herself) as a speaker and other person named ohm. she tells that her and ohm’s story is finally ended because ohm is dating with another girl named pam. second person deixis second person deixis is the encoding of the speaker‟s reference to one or more addresses. in second person deixis, included words are: “you” and “your”. subject “you” is the singular pronoun and as a subject pronoun, while “your” as an objective pronoun. below the example of personal deixis found in the movie subtitle as follow: datum 41 (00:05:06,400 --> 00:05:09,680) i thought you still live in london. datum 109 (00:11:07,400 --> 00:11:10,880) i didn't intend to kiss you. i'm sorry. datum 123 (00:12:49,840 --> 00:12:51,160 why did you kiss me? p a g e | 120 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 in the utterances above, the datum 41 is said by sa as a speaker. there is found second person deixis of “you”. it refers to the addressee. the pronoun “you” in this conversation shows as the singular pronoun. the function of deixis “you” is the subject pronoun. here, the addressee is ohm. sa thinks that om still lives in london because she does not meet ohm for a long time. based on the previous conversation, that om lives in london. he studies ba at harvard, then continued ma at oxford. in datum 109, the speaker is bass. he said to the addressee named sa that he does not intend to kiss sa on the bus when the bus stopped suddenly. while in datum 123 shows that the pronoun “you” is bass as the speaker. “me” here is sa. sa asks the reason for bass why he kisses her. datum 299 (00:27:36,960 --> 00:27:39,240) why don't you introduce your friends? datum 442 (00:40:32,040 --> 00:40:35,920) please open your heart for me the utterance above is said by bass as a speaker. there is found second person deixis of “your”. the pronoun “your” in this conversation shows as the plural pronoun. “your” here refers to sa’s friends, while “you” refers to sa. based on the context, sa and bass have lunch at the restaurant then meet with sa’s friends, then bass asks sa to introduce hum in front of sa’s friends. while in the utterance in datum 442 is said by bass. the addressee is sa. based on the context, bass asks sa to open her heart. in the previous conversation, bass says his feeling to sa at school when she meets him. third person deixis third-person deixis is the word that referred to a person that the speakers and addressees in the utterance. third-person deixis is deictic is a word that p a g e | 121 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 referred to a referent that is not identified as the speaker or addressee. in thirdperson deixis, included words as subjects like “he, she, it” are singular personal pronoun. the functions are as a subject pronoun. while, pronoun “him, her, it” as the object pronoun. the pronoun “they” as the plural personal pronoun. the function is a subject pronoun. while the pronoun “them” as the object pronoun. below the example of personal deixis found in the movie subtitle as follow: datum 252 (00:23:56,840 --> 00:23:59,000) no way. they don't look alike. datum 253 (00:23:59,520 --> 00:24:00,880) i don't think they're relative. the utterance in datum 252 above is said by sa as a speaker. the addressee is bass. there is found third person deixis of “they”. it refers to the sa’s twin brother named tie and tik. the pronoun “they” in this conversation shows as the plural pronoun. the function of deixis “they” is the subject pronoun. based on the context, sa asks bass to her apartment, then he finds a photo of sa’s twin brother. bass says that the twin brothers are not similar. datum 959 (01:33:51,800 --> 01:33:53,360) you don't have to send them over here. datum 966 (01:35:55,880 --> 01:35:58,480) yes, i send them to check you out last night. p a g e | 122 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 the utterance in datum 959 above is said by sa as a speaker. there is found third person deixis of “them”. the pronoun “them” in this conversation shows as the plural pronoun. the function of deixis “them” is the object pronoun. “them” here refers to two people, sa’s twin brothers. the addressee is sa’s mother. based on the context, sa says to her mother to do not send her brothers in the apartment. the utterance datum 966 also said by sa’s mother as a speaker. and the addressee is sa. based on the context, sa’s said to sa that she send sa’s twin brothers for checking the sa’s condition because in the previous conversation sa is sick. datum 37 (00:04:28,040 --> 00:04:31,400) now, he comes back to my life again. datum 177 (00:16:57,800 --> 00:17:00,720) he should be punished for what he has done datum 178 (00:17:01,480 --> 00:17:03,040) so he won't do it again. the utterance in datum 37 is said by sa as a speaker. the addresses refer to ohm. there is found third person deixis of “he”. the pronoun “he” in this conversation shows as the singular pronoun. the function of deixis “he” is the subject pronoun. based on the context, sa said to herself that ohm comes back to her life again. in precious conversation, ohm lives london for studying. while in utterances in datum 177 and 178 is said by the headmistress. the addressee is sa. the pronoun “he” refers to the singular third person. here, “he” refers to bass. based on the context in the previous conversation, bass saves sa’s cellphone, then sa meets him at the headmistress’s office. the headmistress says to sa that bass should be punished for he has done, and she will ask bass do no-repeat it again. p a g e | 123 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 datum 448 (00:42:06,320 --> 00:42:08,160) i just want you to forget him. datum 635 (01:03:08,200 --> 01:03:09,400) you invite him to stay with you? the utterance in datum 448 above is said by bass as a speaker, and the addressee is sa. the third person is ohm. there is found third person deixis of “him”. the pronoun “him” in this conversation shows as the singular pronoun. the function of deixis “him” is the object pronoun. based on the context, bass wants sa to forget ohm because in the previous conversation, bass declares his felling but sa is still loving ohm, her first love. in utterance datum 635, the speaker is sa’s friends. while the addressee is sa. based on the context, sa’s friends ask sa whether she invites bass to stay with her in the apartment. in the previous conversation, bass is gotten rid of his father because bass brings sa in his home. datum 344 (00:30:13,720 --> 00:30:16,080) she resembles my mom. that's my type. datum 351 (00:31:09,440 --> 00:31:10,560) she doesn't look familiar. datum 352 (00:31:11,160 --> 00:31:12,480) she looks too old. p a g e | 124 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 datum 358 (00:31:25,840 --> 00:31:27,640) she's not studying in our school. datum 361 (00:31:35,960 --> 00:31:38,720) that's why she follows me here. the utterance in datum 344 and 354 above is said by bass’s friends as a speaker. there is found third person deixis of “she”. it refers to sa as the third person. the pronoun “she” in this conversation shows as the singular pronoun. the function of deixis “she” is the subject pronoun. the speakers (bass’s friends) say that sa is similar to his mom, sa is nor familiar in school, and she looks too old than other students. based on the context, sa poses a student to meet bass at his school for taking her cellphone. while the utterance datum 258 and 361 is said by bass. the addressee is bass’s friends. bass says to his friends about sa. he says that sa is not studying at this school because she already works. he also says that sa admired bass then follow him until at school. datum 162 (00:15:42,560 --> 00:15:44,440) do you steal her cellphone? datum 168 (00:16:01,160 --> 00:16:02,880) you must give her phone back now. datum 756 (01:12:11,760 --> 01:12:15,280) i'm taking sa and her family on a vacation. p a g e | 125 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 the utterances above, both in datum 162 and 168 above as said by a headmistress as a speaker. there is found third person deixis of “her”. it refers to the headmistress. the pronoun “her” in this conversation shows as the singular pronoun, while the function of deixis “her” refers to the possessive pronoun. “her” here refers to sa. the headmistress asks “you” which refers to bass whether he has stolen sa’s cellphone or not. then, based on the context, sa’s cellphone is taken by bass in the previous meeting. then, the speaker asks bass to give the phone to sa as the owner. while, in an utterance in datum 756, the speaker here is bass. the addressee is sa’s friend. the pronoun “her” refers to the possessive pronoun. so, “her” refers to sa’s family. datum 164 (00:15:48,480 --> 00:15:51,600) i caught him but he refused to give it back. the utterance above, in datum 164 is said by sa as a speaker. there is found third person deixis of “it”. the pronoun “it” in this conversation shows as the singular pronoun. the function of deixis “it” is the object pronoun. the speaker here talks with the headmistress that she caught him (bass) but he (bass) refused to give the phone back. “it” here refers to the phone. based on the context, sa’s cellphone is lost, so that she came to a school to meet bass, the last boy she met on the bus. 218 (00:20:16,920 --> 00:20:19,480) sorry. it was my customer calling. the utterance in datum 218 above is said by ohm as a speaker. the addressee is sa. there is found third person deixis of “it”. the pronoun “it” in this p a g e | 126 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 conversation shows as the singular pronoun. the function of deixis “it” here refers to the subject pronoun. based on the context, when ohm and sa are having dinner in a traditional chinese restaurant, suddenly ohm’s phone is ringing, then he says to sa that the rang call is from his customer’s calling. space/spatial/place deixis place deixis is the encoding of spatial location relative to the location of the participants in the speech event. the place deictic term “here” and “there” can refer to the location of the speaker or to locations at various distances from the speaker (cummings, 2013, p. 26). the adverbial expression such as here, there, where, when, up, down, etc. indicate location whose reference can only be determined related to the location of the utterances where they occur (grundy, 2013, p. 28). there are some examples of place deixis in movie subtitle “first kiss” as follows: datum 210 (00:19:35,240 --> 00:19:36,160) what are you doing here? datum 242 (00:22:41,920 --> 00:22:44,840) tomorrow, meet me here at ten and dress beautifully. the utterance in datum 218 above is said by sa. in this utterance, there is found place deixis of “here”. based on the context, the conversation is taking place in a restaurant. in the previous conversations, when sa and ohm have dinner together in the chinese restaurant on sukhumvit, sa meets with bass which follows her. while in an utterance in datum 242 is said by bass. the addressee is sa. based on the context, the conversation takes place on the terrace of sa’s apartment. bass slept on the chair of the terrace in sa’s apartment, the in p a g e | 127 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 the morning he meets with sa. then, he asks sa to meet him at that place and asks sa to dress beautifully because he will go to the cinema with her. datum 144 (00:13:59,400 --> 00:14:03,640) if you can find out where i study, then, see me there. datum 964 (01:35:45,520 --> 01:35:47,200) have tle and tik arrived there yet? the utterance in datum 144 above is said by bass. in this utterance, there is found place deixis of “there”. based on the context, the conversation via phone and it take place in a school. in the previous conversations, sa and bass in the same bus and sit side by side. then, sa’s cellphone is lost. sa tries to find a cellphone, then remember it. then, she calls her cellphone's number and the cellphone is taken by bass. bass says to sa, if she can find the school, he will give her cellphone to her. while in utterance datum 964 is said by sa. based on the context, the conversation is via phone and it takes place in sa’s apartment. the addressee is sa’s mother. in the previous conversation, sa says to her mother that she is an unwell condition, then her mother wants to ask her twin sons to visit sa’s. she asks her whether her brothers have arrived in the apartment or not. time/temporal deixis time deixis is the encoding of temporal points and spanning relative to the time where the utterance is spoken. time deictic expressions like the conjunction ‘yesterday’ and ‘tomorrow’ etc (rauh, 1983, p. 14). a temporal adverbial is used to specify the reference time or the situation time of a given utterance (chung, 2012, p. 80). there are some examples of time deixis in movie subtitle “first kiss” as follows: p a g e | 128 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 datum 38 (00:04:33,200 --> 00:04:36,040) i've never imagined this moment before, but now it's real. datum 130 (00:13:18,840 --> 00:13:21,000) you better give it back to me now. datum 497 (00:47:39,760 --> 00:47:42,840) now my friends know that you are high school boy. datum 242 (00:22:41,920 --> 00:22:44,840) tomorrow, meet me here at ten. datum 603 (00:59:59,240 --> 01:00:02,160) you have to go to school tomorrow. datum 679 (01:06:00,360 --> 01:06:03,080) yes, meeting is set at 10 o'clock tomorrow. in the utterances above, in datum 38, 130, and 497 shows a deictic expression of “now”. the deictic expression “now” is related to the tense of the present and the present continous tense. while, in the utterances in datum 242, 603, and 679 shows a deictic expression of “tomorrow”. the deictic expression “tomorrow” is related to the tense of the future tense. time deixis refers to the current time when the utterance is spoken. (josh, 2019). p a g e | 129 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 discussion in traditional categories of deixis are related to person, place and time (levinson et al., 1983, p. 62). person deixis is related to encoding of the participants’ role in the speech event where the utterance is delivered. perkins (1992, p. 101), the personal pronoun in english consist of the numbers (singular and plural), the genders (masculine, feminine, and neuter), and three-person of view (first, second, and third). the category of the first person is grammaticalization of the speaker’s reference to himself. the second person is encoding of reference to persons and entities where the speakers and addressees of the utterances. place deixis is the encoding of spatial location relative to the location of the participants in the speech event. time deixis is the encoding of temporal points and spanning relative to the time where the utterance is spoken. there are three main kinds of deixis: person, time, and place deixis. inperson deixis, it consists of three parts: first, second, and third-person deixis. each type of deixis has the function that can be found in the movie subtitle “first kiss”. the function of the first person deixis used to change the function of a person who is speaking about themselves. the function of second person deixis used to change the function of describing another person who he or she is told with him. the function of third-person deixis used to change the function of describing another person. in-person deixis, there is a deictic expression found in the movie subtitle “first kiss” in the first, second and third person. in the first person ”i” as a singular subject pronoun, “me” as a singular object pronoun, “my” as a possessive adjective pronoun, “we” as a plural subject pronoun. “us” as the plural object pronoun. the second person, such as “you” as singular/plural subject and object pronoun, and “your” as singular/plural object pronoun. and third person such as “we” as a plural subject pronoun, “us” as plural object pronoun, “our” as a possessive adjective pronoun, “they” as a plural subject pronoun, “them” as the plural object pronoun. “he” as a singular subject pronoun, “him” as singular object pronoun, and “his” as a possessive pronoun, “she” as a p a g e | 130 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 singular subject pronoun, “her” as singular object pronoun, “hers” as a possessive adjective pronoun. in space/spatial/place deixis which is found in the movie subtitle “first kiss” are “here” and “there”. the adverb of place indicates the location whose reference can be determined related to the location of the utterances where they happened. in this deixis, it relates to the specification of the location in space relative to the participants at utterances time in a speech event. in place deixis is usually expressed by using adverbs of space (huang, 2012, p. 288). while in the temporal/time deixis in the movie subtitle “first kiss” are the use of adverb of time such as “now” and “tomorrow”. time deixis is the encoding of temporal points and spans relative to the time that the utterances are produced in a speech event (huang, 2012, p. 304). time deixis is commonly expressed by adverbs of time and tense. conclusion the result of the analysis, it shows that there are three types of deixis found in the movie subtitle of “first kiss” movie such as a person, time, and place deixis. in-person deixis, there are some deictic expressions such as the personal pronoun “i” as a singular subject pronoun, ‘me” as singular object pronoun, “my” as a possessive adjective pronoun, “we” as a plural subject pronoun, “us” as object pronoun, “our” as a possessive adjective pronoun. in the second person, they are “you” as subject and object pronoun, and “your” as object pronoun. the third person, they are “he” a subject pronoun, “him” as object pronoun, and “his” as a possessive pronoun, ‘she” as a subject pronoun, “her” as object pronoun and as possessive adjective pronoun, “it” as subject and object pronoun. the adverb of the place indicates location whose reference can be determined related to the location of the utterances where they happened. while in the temporal/time deixis in the movie subtitle “first kiss” are the use of adverb of time such as “now” and “tomorrow”. p a g e | 131 tira nur fitria let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 references allott, n. 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(2020). deixis. in wikipedia. https://en.wikipedia.org/w/index.php?title=deixis&oldid=945420901 making sense of grammar in english through practicing the dialogues nor jannah njlamberi@gmail.com a lecturer at english department at university of lambung mangkurat abstract the purpose of this paper is to reveal the way of the english department students at the university of lambung mangkurat in making sense of grammar in english that they have learnt for about six years or more. it is a matter of fact that those students have learnt english grammar mostly for more than five years. however they still cannot feel the sense of grammar while using it. therefore, they often seem confused which part of grammar to be used between one occasion to another. by practicing the dialogues, those students can sharpen their senses of grammar of english. keywords: making sense, grammar in english, practicing the dialogues background the human beings worldwide starting from their first existence in the world, they need languages as a means of communication. in pre-historical era, people used the gestures or the simple languages which were understood by their communities. in this modern era, there are a thousand languages around the globe, such as english, french, russian, arabic, and so on. those languages are used by the citizens of the countries, for instance french is used by french or the countries occupied by french or people who are interested in leaning french. moreover, english nowadays is becoming the universal language because almost all of the people in all parts of the world use it for communication. it is clear that the human beings “cannot live without a language” (crystal, 2003). by using the language, someone or some people can express whatever he or she has or they have in mind so that the others understand well, and they can exchange the turns well. indonesian who are civilized also need a language as a means of communication. indonesian should acquire at least three languages in their life that are the mother tongue (e.g. banjarese because i am from banjar tribe) depending on the society where they live, bahasa indonesia as the national language, and english as the first foreign language in indonesia. however, we will discuss about the specific thing by only focusing on grammar of english in this paper. mailto:njlamberi@gmail.com grammar is the fundamental organizing principle of language (crystal, 2003). in other words, grammar becomes the backbone of a language. by having the good grammar, the flow of sentences can be smoother and the meaning will be more understandable. all languages exist in the world have their uniqueness in grammar, including english. grammar of english consists of sixteen kinds of tenses with the different patterns, articles, sentence connectors, and so forth. these aspects of grammar of english have been learnt by those indonesian, including the students at the university of lambung mangkurat in banjarmasin for about six years or more. it has been started when they were at the junior high schools or even at the elementary schools until they are at the university. even though the students at the university of lambung mangkurat in banjarmasin have studied english for about six years or more, they still have some difficulties in feeling the sense of grammar of english in their context. they often look confused about what parts of english grammar they should use in one occasion, especially in speaking skills. there is a possibility that some of them know about the patterns of english. however, when they are asked to produce the sentences in english correctly, they may fail. it means that knowing the formula of english grammar cannot show the guarantee that the students can apply them well, especially in productive skills. while some others might be good in writing sentences in english but when they are asked to utter those sentences, they cannot do that well. some of the words might be missing or they may make some other mistakes. the phenomenon of the use of english at the university of lambung mangkurat in average, the students at the university of lambung mangkurat in banjarmasin have learnt english for about six years or more. basically, the students study the grammar of english separately from the english skills such as listening, speaking, reading, and writing skills, starting from elementary schools or junior high schools until university. at the english department at the university of lambung mangkurat in banjarmasin, grammar of english is taught in four levels as one series compulsory subjects, that are structures i, structures ii, structures iii, and structures iv. those series is started from structures i given at the second semester, and continued by the others on the following semesters. as the compulsory subjects, they must be able to pass every single structures series in every semester. the materials given are ranging gradually from the easiest one until the most difficult one, arranged by the team of the structures lecturers. by doing this, the possibility of overlapping materials between one series to another can be minimized. usually, the team will produce the students’ books to be used for a semester. for instance, the team will release the students’ books for structures i and structures iii for the even semester, and they will produce the students’ books for structures ii and structures iv for the odd semester. the materials are arranged based on the syllabi at the english department at the university of lambung mangkurat. there will be some changes in terms of the kinds of activities and content every semester in those books, but the topics will remain the same. this is done for avoiding the laziness of the students in studying structures because they are usually inherited the students’ books by their seniors. however, in the reality, the existence of the students‘ books cannot motivate the students more in studying grammar of english. it is very often to find the books are very clean without any scratches at all. when those students are asked whether they studied the grammar of english at home or not, mostly they will say that they did not study grammar at all. if we gave the further question why they did it. the response will be because they got bored studying grammar continuously for six years or more by using books. they need something which is interesting in order to learn the grammar of english. when, we check their ability in using their knowledge related to the implementation of grammar of english, they often fail in doing it. they seem very confused anytime they are asked to implement the knowledge by saying some sentences in english, as part of their exercises. the mistakes will happen here and there, meaning that they cannot feel the “sense” of grammar of english while applying their prior knowledge of grammar, although they have learnt english grammar for about six years or more. making sense of the grammar of english making sense of the grammar of english is difficult, but it is possible to do. the possibility of making sense of the grammar of english will happen when the students practice making sense of it regularly. it could be done one hour everyday, for instance. our feelings towards something can be trained well as long as we have the strong believe and effort, without loosing any hopes for being success in this matter. one of the best ways in order to train making sense of the grammar of english is through “speaking” (szyalski, undated and crystal, 2003). through speaking or saying that grammatical sentences, besides improving [the use of] grammar in a natural way, the students also can train their feeling towards a certain grammatical sentences. it happens because their “awareness” of a certain sentences will be increased, which is in line with crystal (2003). for example when the students are practicing the dialogues that they have just made in pairs which is talking about their habitual action every day, they can notice that they will use simple present tense. however, knowing (in a short moment) like that will not be enough to stimulate their memory that if they found the sentences showing about the habitual actions they had to use simple present tense. without using their feelings to make sense of those kinds of sentences in context, they may forget that they must use simple present tense. there are some possibilities that they will use the other tenses like present continuous tense, present future, past tense, or present perfect tense. way to conduct the activity in making sense of the grammar of english “grammar and speaking [e.g. dialogues] are inseparable” (sams, 2003:64) or in other words they are “integrated” (kyriacou ,1991, chin, 2000, and hinkel, 2006). talking without applying a good grammar will be like building a house without any skeleton. it will be very difficult for the others to understand what we exactly mean while speaking. however, this integration can work well only to the “high level’ (swan, 2006) of students because the learners are the university students who have learnt english for at least six years. in this stage, those students have already known some basic rules of grammar of english. they just need to sharpen their knowledge by implementing them well. in the beginning of the lesson, the lecturer shows the model of the dialogue by using one of the tenses, for example past tense. the dialogue model is between two people who are talking about their activities which happened in the past. the materials can be recorded in the cassette, or cd, or dvd. in addition, the lecturer should tell the students about the procedure of conducting this activity by telling them that the recording will be played for three times. the first chance as “the hook” (ellis, 2005 and lightbown, 1991) is for allowing the students to listen to the sentences using past tense. the students must pay attention to the recording attentively. the second chance is for allowing the students to write the sentences which use past tense. and the third chance is for allowing the students to check the sentences that they got through listening to the recording. script: lina : “hi diana, how are you?” diana : “hi, lina. i am fine. what about you?” lina : “i am o.k. too.” diana : “anyway, i went to the floating market last sunday. what about you? where did you go last sunday?” lina : “i didn’t go anywhere. i stayed at home helping my mother making some cookies.” diana : “wow, that was a nice activity to do, lina. how lucky you are!” lina : “thank you. anyway, what did you find in the floating market?’ diana : “i found some food sellers, fruit sellers, and vegetables sellers there. all of them used the small boat named klotok. i also met some costumers bargained the food there. it was amazing!” lina : “with whom did you go there?” diana : “i went there with my parents. visiting some interesting places are our habits when we have a holiday.” “lina, have you ever gone to the floating market or the other interesting places?” lina : “not yet. usually, i spend my holiday at home. i didn’t have anyone to go with” diana : “i see. probably, next sunday you can join us visiting haratai waterfall in loksado, if you want.” lina : “wonderful! thank you. i will be happy visiting that place.” diana : “you are very welcome. so, be ready then.” lina : “o.k.” diana : “see you then.” lina : “see you.” the activity above is done to activate the students’ schemata about the sentenc es in past tense. their identification of the sentences which use past tense will give the lecturer a picture about how far the students knowledge of past tense. there will be some possibilities that the students make some mistakes in the form of identifying the sentences, writing the complete sentences, and so on. however, it is understandable because those students have learnt grammar of english only by using the text-books. they have never used their feelings in order to feel the sense of learning grammar of english. the next thing to do is the lecturer and the students discuss about the sentences that the students have got, whether the sentences are correct or not. the correct sentences by using past tense are: 1. anyway, i went to the floating market last sunday. 2. where did you go last sunday? 3. i didn’t go anywhere. 4. i stayed at home helping my mother making some cookies. 5. wow, that was a nice activity to do, lina. 6. anyway, what did you find in the floating market? 7. i found some food sellers, fruit sellers, and vegetables sellers there. 8. all of them used the small boat named klotok. 9. i also met some costumers bargained the food there. it was amazing! 10. with whom did you go there? 11. i went there with my parents. then, the students will be asked to work in pairs in making their own dialogues concerning on the use of sentences with past tense. the students are allowed to choose one of the vast contexts as long as the scope of the topics is about the past events. they might talk about their activities done last sunday, their past experiences in visiting the zoo, and so forth. those students can do this activity for about ten minutes. the lecturer can go around in order to make sure that everything runs well. if the students need some helps from the lecturer, the lecturer can assist them and make sure they are on the right track. after having the script, the students can rehearse their dialogues for about five minutes, before performing it in front of the class. rehearsing the dialogue here means that the students should also think about the atmosphere of the dialogue that they have created in their script. they should know in what context their dialogues are. when they are rehearsing, they will know if they make some mistakes. they will activate their self-monitor in order to make their rehearsal better. they can feel those mistakes and revise their mistakes by themselves. it means that they learn the grammar of english “consciously” (krashen, 1993 and patterson, 1999) which can give a great benefit in sensing it. having to do so, they will be able to learn the sentences in past tense by activating their feelings to feel the sense of the grammar of english well. this activity is done in turns, meaning that they do a “role-play” (richards, 2003:14) focusing on the accuracy of the sentences in the form of past tense, as the example. using the role-play as “a task based” (ellis, 2002) will allow the students to have the opportunity to feel the sense of using the grammar of english. benefits in being accurate one of the benefits of being accurate that a student gets is the lecturer or the others to whom he or she speaks with will be easily understand his or his speaking. therefore, the communication in one way or in two ways will run well naturally. the others can reply the turns well too. the other benefit of being accurate is the students will be trained well in using the accurate grammar of english. when, talking accurately is becoming the habit, they will be easier to get good jobs someday later. swan (2006) states “being able to speak accurately will be prioritized in obtaining job.” it is true because people need someone or some people who can communicate well in english, accurately and fluently. accuracy becomes the priority because it will shows that someone is intelligent because that person is able to apply his or her knowledge of english well. for example, when a company want to attract the investors from england, the company need someone who is able to speak english accurately and fluently to persuade them to invest some assets at the company. if the person in charged can communicate well with the investors, the agreement can be done easily. otherwise, the company will suffer a financial loss. problems in conducting the activity in making sense of the grammar of english there are some problems which might happen while conducting the activity, integrating the grammar of english with speaking, in the form of making sense of grammar by practicing the dialogues. the first problem is the imbalanced knowledge of students in terms of the grammar of english. some of the students have good basic of grammar of english while the others do not have good basic grammar of english. when they are asked to implement those knowledge in making a script to be rehearsed before presented in front of the class, they might have some difficulties. the second problem is the imbalanced abilities in integrating the grammar of english into dialogues. some of the students may have good instinct in making sense of the grammar of english while practicing the dialogue while the others may not have it. those students who can feel the sense of grammar of english can really get into the real atmosphere created in the script as if it is natural and real. the third problem is this activity might be tiring for both lecturer and students. this can happen if the class is a large class, with more than 26 students in one class. if the number of students in a class is less than 30 students, it will be fine for both sides because it will be easier to handle the progress of students. in addition, giving the intensive lessons can be done easily. solutions to overcome the problems in making sense of the grammar of english any problems will have the solutions. there are three solutions in overcoming the problems above. first is about the imbalanced knowledge of students in terms of the grammar of english. the imbalanced knowledge of the grammar of english might happen because the students at the english department at the university of lambung mangkurat come from the different senior high schools, scattered in kalaimantan selatan province. some of the students are from senior high schools in java or sumatera. consequently, their level of knowledge are varied. however, this matter can be solved by exposing them with some grammar text-books, giving them some tasks like asking them to watch the films and making some notes about the kinds of tenses used in the films, and so on. watching the films might be more interesting for the students because it is entertaining, compared with exposing them with the text-books. second is about the imbalanced abilities in integrating the grammar of english into dialogues. talking about the abilities will always close to the practice. the more the students practice their abilities, the more sensible their instinct will be. as long as the students have the strong willingness and keep practicing to train themselves in sharpening their abilities, someday their abilities will be balanced closely. third is about this activity might be tiring for both lecturer and students. as it has been mentioned above that if the class only consists of 20 to 26 students, the class will be ideal. the lecturer can help the students to be able to maximize the lesson in training the students to make sense of the grammar of english through dialogues intensively. conclusion making sense of the grammar of english is difficult to do, especially for the ones who have never done it before. however, making sense of the grammar of english can be done as long as the students have the strong willingness and keep practicing the dialogues in making sense of it. the great benefit of being able to make sense of it is the students will not be confused anymore about the kinds of tenses to be used because they know the atmosphere, the context and the kinds of words used in their script while practicing and rehearsing the dialogues with their partners. learning the grammar of english “consciously” like this will be interesting and stay in their long term memory well, because they learn the rules, apply the rules, mention the words and feel the words and the sentences at once. references: chin, b. a. (2000). the role of grammar in improving students’ writing. oxford: sadlier oxford. available online at http://www.uwplatt.edu / ciesield/graminwriiting.htm. (accessed on 22nd january 2012). crystal, d. (2003). the cambridge encyclopedia of the english language. (2nd ed.). cambridge: cambridge university press. ellis, r. (2000). the place of grammar instruction in the second/foreign lanuage curriculum in hinkel, e. and fotos, s. (eds.) new perspectives on grammar teaching in second language classrooms. pp. 17-34. mahwah, nj: lawrence erlbaum . ellis, n. c. (2005). at the interface: how explicit knowledge affects implicit language learning. studies in second language acquisition. 27, 305-352. hinkel, e. and fotos, s. (eds.) new perspectives on grammar teaching in second language classrooms. pp. 17-34. mahwah, nj: lawrence erlbaum. hinkel, e. (2006). current perspectives on teaching the four skills. tesol quarterly. vol 40. no.1. pp. 109-131. krashen, s. (1993). the effect of formal grammar teaching: still peripheral. tesol quarterly. vol. 27. pp. 722-725 kyriacou, c. (1991). essential teaching skills. oxford: basil blackwell ltd. lightbown, p. (1991). what have we here? some observations on the effect of instruction on l2 learning. in phillipson, r., kellerman, e., selinker, l., sharwood, m, smith, t., and swain, m. (eds.). foreign/second language pedagogy research pp. 197-212. clevedon, england: multilingual matters. patterson, n. g. (1999). the role of grammar in the language arts curriculum. available online at http://www.npatterson.net/grammar.htm (accessed on 22nd january 2012). phillipson, r., kellerman, e., selinker, l., sharwood, m, smith, t., and swain, m. (eds.). foreign/second language pedagogy research pp. 197-212. clevedon, england: multilingual matters. sams, l. (2003). how to teach grammar, analytical thinking, and writing: a method that works=revitalizing grammar. pp 57-65. english journal. national council of teachers of english. http://www.uwplatt.edu/ http://www.npatterson.net/grammar.htm swan, m. (2006). teaching grammar-does grammar teaching work. modern english teacher. vol. 15 . no. 2 szyalski, t. p. undated. the best way to learn a foreign language. available online at http://www.antimoon.com/myths-speaking.htm (accessed on 22nd january 2012). http://www.antimoon.com/myths-speaking.htm adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||40-65||2020|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php swearing and its motives in the antologi rasa novel adityo prawinanto adityoprawinanto@yahoo.co.id sanata dharma university of yogyakarta, indonesia hardi prasetyo hardi@iastate.edu iowa state university of united state barli bram barli@usd.ac.id sanata dharma university of yogyakarta, indonesia article history: received: 03th may 2020 accepted: 26th june 2020 this paper investigated english swear words used in a novel. this study was urgent to conduct because using swear words is a natural behavior in communication which is indicated by the employment of certain swear words to express emotion, to reduce frustrating feeling, and to show solidarity to others. two research points to resolve were as follows: what types of swearing which the main character used and what motives for swearing in the novel. data, consisting of 46 swear words, were collected from the antologi rasa novel written by ika natassa and were investigated using content analysis. findings showed the following: 26 (56.5%) occurrences of auxiliary swearing, 12 (26.1%) of expletives swearing, 4 (8.7%) of abusive swearing, and 4 (8.7 %) of humorous swearing. three motives for the main character to swear were as follows: psychological motives (23 occurrences or 50.0 %), social motives (19 or 41.30%), and linguistic motives (4 or 8.70%). corresponding author: tel.: hardi@iastate.edu keywords: antologi rasa novel; character; swear word; type of swearing; motive of swearing introduction a novel is one way of communication because in the novel the authors might write their idea through the stories and let the readers guess the purposes of the stories. dance states “communication intentionally is a situation in which a source transmits a message to the receiver with conscious intent to affect the http://jurnal.uin-antasari.ac.id/index.php p a g e | 41 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 latter’s behavior” (as cited in littlejohn & foss, 2011, p. 3). in novels, the authors are the sources who transmit their ideas of the stories as messages to the readers as the receivers. the messages can affect the readers’point of view or perception as the latter’s behavior because the language has several functions while they are applied both in written or spoken. chaika (1982, p. 2) argues that language is employed by individuals to expose or disguise their personality, yet they do not even recognize it. moreover, people tend to utilize language variation to confirm their identity. accordingly, people often employ words or language that might emphasize their strong feelings such as feeling upset, happy, or mad. in this case, several words which are thought to be bad language may be employed. in every culture, the use of bad language is mostly considered as inappropriate or impolite. however, each culture has a bad language and it must be different from one another. expressing strong feelings can be noticed through the utterance of swear words. while swearing, people tend to use taboo words because it is considered as one of the strongest ways to release their emotions. the term taboo was taken from tongan language, tabu. allan and burridge (2006, pp. 2-3) define the word ‘taboo’ as a prohibited utterance, object, or behaviour. in other words, taboo behaviours are the activities which are considered inappropriate to do, while taboo words are the words which are seen as impolite words to be uttered, depending on the community they belong to. firman (2009, p. 27) argues that taboo words and taboo behaviours are connected as some taboo behaviours are also included in the list of taboo utterances, yet not all of them. one of the common examples is that the term “motherfucker” which represents sexual intercourse between family members. this sexual intercourse is considered taboo in every society. it can be seen that this example is in line with the statement mentioned by firman (2009) that some taboo activities are also taboo words. another example, doing sexual activity in a proper place and situation is not prohibited for legal marriage. however, many people still assume that having a conversation about sex itself is considered taboo, especially in a certain community. accordingly, it can be seen that almost all of the words that represent taboo behaviours are mostly categorized into taboo words (allan & burridge, 2006, p. 2; see also kristiano & ardi, 2018; bram & putra, 2019). p a g e | 42 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 people tend to use some taboo words to swear while swearing itself is also considered as taboo act or attitude. related to that case, it must be underlined that every word used to swear is a taboo word, but not every taboo word can be used to swear. besides, taboo words are often seen as unacceptable utterances, thus they should be avoided language users around the world. it depends on the culture or society they belong to because people have the right to speak everything they want. this is called freedom of speech. as pinker (2007, p. 1) states, “freedom of speech is the foundation of democracy because without it citizens cannot share their observations on folly and injustice or collectively challenge the authority that maintains them”. however, still freedom of speech will not always be approved in every condition. in practice as well as in theory, the prosecution of obscene speech is just like a puzzle. throughout history, some people have been killed for criticizing their leaders and it becomes the fate of freethinkers in many parts of the world (pinker, 2007, pp. 1-2). in a sociolinguistic study, the use of taboo and swear words belongs to the language variation topic. the use of language variation discussed in sociolinguistics is one of the common language phenomena in society. yule (2010, p. 254) states that sociolinguistics, which is included in the linguistics field, concerns over the relationship of language and all aspects in society, including norms and any social phenomena. trudgill (2000, p. 32) also mentions that sociolinguistics focuses on the effects of cultural phenomena to the speaking behavior. in this case, it can be seen that social context is always attached while investigating one’s speaking behavior. hence, the use of taboo and swear words is discussed in the sociolinguistic field. the language phenomenon related to the use of swearwords in society might be easily found in daily life, films, novels, and other literary works. considering several facts that swearwords are easily found in the social life, it can be learned that many people assume that using swearwords in the real life is normal behavior as it might be used to release strong feelings verbally instead of physically. in this study, the researchers discussed the swear words collected from the antologi rasa novel. the main reason for choosing the swear words as the topic was because swearing is considered as a natural behavior in communication. in p a g e | 43 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 this case, people tend to employ some taboo words while swearing. another reason for the researchers chose swear words as the topic of the study was because the researchers found that some of the students in the english language education study program (elesp), sanata dharma university, use english swear words in the daily conversation such as fuck, shit, and hell. the problem was that most elesp students are non-native english speakers, but they use english swear words in daily communication. it has the same case as the swear words used in one of the indonesian novels, antologi rasa. the four characters in the novel are also indonesian people. in other words, they are non-native english speakers, but they use english swear words in a certain situation. from that case, the researchers intended to investigate the classification of swear words and also the possible reasons why people swear in english, through analyzing the swear words obtained in the antologi rasa novel, which are used by the main character. considering the similarity of the context mentioned above, the researchers were interested to use a novel as the object of the research to discuss one of the types of written communication. the novel entitled antologi rasa, which was written by one of the famous novelists in indonesia, ika natassa, was chosen. the main character was chosen because there are no differences among the swear words which are used by the other characters. therefore, the main character can be representative of the other characters. this study is distinct from the previous study as the researchers used a printed book, namely novel. while the previous studies analyzed the use of swear words existing in the movies. bram and putra (2019) analyzed the use of swear words in the wolf of wall street movie. the swear words that appeared in this movie were analysed based on pinker’s (2007) typology. another study concerning with the swear word topic was also conducted by setiawan (2016). he analysed the 21st jump street movie and employed a discourse analysis method in his study. in his research, he found six types of swearing, namely cursing, profanity, blasphemy, taboo or obscenity, insult and slurs, and scatology. setiawan (2016) also reported that there were three motives for swearing in the movie. the main theory used to analyse the swear words in this study were different from the main theory used by those two studies. besides, the researchers considered that the language used in the written text, such as in the novel, is more p a g e | 44 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 detailed and well-structured in terms of the context. accordingly, the data presented in this study were more detailed and comprehensive. possessing a sufficient understanding of english swearwords is needed for non-native english speakers, especially english learners. both the non-native english speakers and english learners need to understand the classification of swearing utterances and the motives why some people swear while having a conversation. some theories related to swear words will be discussed further in the literature review to support the researchers’ idea in conducting this research. in the antologi rasa novel, the examples of swear words that mostly appear are fuck, hell, and shit as in the following sentences, “welcome to my fucked up life, darling.” (p. 18) and “what did i do wrong to be stuck in this shitty place?! “ (p. 19). the researchers regarded that it is weird that the nonnative english speakers employ some swearwords if they have no sufficient knowledge related to the reasons why some native speakers are swearing. this is why the researchers were interested to conduct research on swear words deeper in the novel so that it enables the readers of this paper and the antologi rasa novel itself to have a deeper understanding about the use and the application of swear words in their communication skill both in written and in spoken expression. in this paper, the researchers formulated two questions. first, what swear words are used by the main character in the antologi rasa novel? second, what are the motives for the main character to swear in the novel? types of swearing anderson and trudgill (as cited in lindahl, 2008, p. 4) categorize swear words into four types. the types proposed by anderson and trudgill are the most frequently uttered types by many people around the world. in addition, every form of swear words represents its own nature as it is distinct from one another. those four types are classified as follows: expletive, abusive, humorous, and auxiliary swearing. every type of swearing will be elaborated further. expletive swearing expletive swearing is a type of swearing which is uttered without any intention to hurt someone else. expletive swearing is commonly used to release p a g e | 45 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 strong feelings or emotions of happiness and unhappiness. this type of swearing has no exact meaning. the expressions such as shit!, damn!, hell!, fuck! are included in this swearing type. abusive swearing on the contrary, the abusive swearing can be considered as the opposite of the expletive swearing. this type of swearing is mostly delivered to other people. in addition, the speakers normally insert both “name-calling” and an insulting utterance. it could not be denied that this expression is used to allege other people using verbal expression. here are some utterances that belonged to the abusive type: go fuck yourself!, you are a fucking idiot!, and fuck you!. humorous swearing the utterances included in the humorous swearing are generally addressed to other people. the main difference between humorous swearing and abusive swearing is the intention of the speakers who do not involve any negative emotions such as anger. this non-offensive swearing is employed to amuse others and is used in a certain community in which the members of the community have known one another. furthermore, humorous swearing might bring the situation to be more enjoyable. one of the examples of this swearing type is “get your ass in gear!”. auxiliary swearing this type of swearing is different from expletive, abusive, and humorous swearing. auxiliary swearing is not directed to someone else. besides, it is not uttered to complain about certain conditions. emphasizing the intention is the only reason why people employ this swearing type. the terms such as “lazy speaking” and “non-emphatic way of speaking” are also frequently attached to this type of swearing. the phrases such as “that fucking song” and “this shitty place” are included in the auxiliary swearing. considering jay’s and anderson and trudgil’s classification of the types are almost similar, the researchers of this study used anderson and trudgil’s concept as the main theory to response the first formulated research problem p a g e | 46 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 about swearing categories as they are relevant to be implemented in investigating swearwords included in the novel. motives of using swear words some people argue that using taboo words in speaking and even swearing itself need to be taken into account in the daily life. the person who likes to swear is often seen as an uneducated person. accordingly, the knowledge about the reasons why people swear must be investigated and spread out to make people have sufficient understanding related to this behavior. andersson classifies three reasons for swearing, namely psychological motives, social motives, and linguistic motives (as cited in karjalainen, 2002, p. 26). psychological motives it could not be denied that in daily life, everything can always go wrong. someone gets frustrated or even angry when an unexpected event occurs out of control. complaining and expressing anger or emotion are the natural outcomes that are both consciously and unconsciously produced. the real example is that when someone stumbles over the rock, he/she will show reflex such as stamping out his/her toe. more often, someone unconsciously utters certain taboo or swear words at the same time. as harran (2010, p. 3) states, swearing is one of the common reactions as a result of the unpredictable action to reduce tension. emotion is always involved in the psychological motives, consequently, the physical or verbal reaction will unconsciously arise. furthermore, the impact of swearing is less harmful compared to physical harassment and can recover one’s feelings (montagu, 2001). jay (2009, p. 155) also argues that in releasing certain emotions either happiness or unhappiness, people tend to express their feelings through swearing. therefore, from those perspectives, it can be concluded that any variety of emotions expressed by someone verbally are categorized in the psychological motives of wearing. social motives social motives of swearing are the common factors that happen, especially in a certain community, yet complex. while swearing, for instance, people tend to claim their existence by entertaining, implying intimacy, offending, and even p a g e | 47 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 shocking. karjalainen (2002) claims one of the most frequently used motives in daily life is this social reason. most importantly, people do not ‘always’ involve any negative feelings while uttering swearwords for these purposes. furthermore, this social consideration is mostly connected to people’s interpersonal skills in a certain community. when people are having interactions, social contexts are always involved. similarly, when the swearwords are employed by someone in his/her group, they might show different purposes depending on the social contexts (holmes, 2013, p. 283). accordingly, it can be concluded that there would be various reasons why someone swears while having interaction in a certain community regarding the social contexts involved. linguistic motives in reality, there are many perspectives related to language that encompass dialects, accents, and norms. similarly, people also have different perspectives about the use of swear words in daily conversation. some people argue that swear words are not supposed to be used in any situation. however, many people argue that swear words are still possible to use in the proper situation. andersson (as cited in karjalainen, 2002, p. 30) claims that everyone has their right to use any word they understand, but, most importantly, they can deliver their intentions properly and correctly. here is the example, “what a very nice rocking chair” and “what a fucking nice rocking chair” are two statements that are tolerable depending on the situation someone is dealing with. in other words, someone has his/her manner in the way of delivering the messages by employing any words and even any linguistic formations. in a nutshell, one of the main concepts of linguistic motives is that how the speakers express the utterances which is not addressed to someone else around. besides, the speakers focus more on either the linguistic aspects of the subjects or the emphasis of what they want to convey. the last concept of linguistic motives is to indicate someone’s speaking behavior in an everyday situation. the concept of those three motives was applied as the main theory in answering the second research question related to the reasons or motives for swearing. furthermore, another reference was also obtained from the previous study which was conducted by one of elesp students. however, the previous p a g e | 48 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 research focused on the meanings and the offensiveness of swearing. while this research has a different focus, which is related to the types and the motives of swearing. method in this study, the researchers employed a qualitative approach. ary, jacobs, and razavieh (2002, p. 22) suggest that “qualitative research focuses on understanding social phenomena from the perspective of the human participants in the study”. furthermore, this approach generally offers a rich interpretation of certain phenomena instead of providing statistical data. therefore, the researchers are expected to provide more genuine evidence considering the main objective of the qualitative approach itself. while conducting this study, the researchers also applied one of the qualitative techniques, namely content analysis, to analyze the data. ary et al. (2002) mention that “content analysis is a technique that enables writers to study human behavior indirectly, through an analysis of their communication” (p. 472). generally, the documents used in this technique encompass written documents such as books, novels, magazines, newspapers, articles, and even pictures. however, songs, videos, films, gestures, and speeches can also be analyzed. in this study, the data were taken from the novel which was written by ika natassa. the title of the novel is antologi rasa. all the swear words uttered by the main character of the novel were collected and used as the primary data of the study. the data obtained from the novel were analyzed using a content analysis technique to respond to the research problems, which were related to the types and motives of swearing. the researchers considered that content analysis was the most relevant technique in this study as it helped them gain insight related to one of the language phenomena. in analyzing the data, some stages were employed by the researchers. firstly, read all the pages of the antologi rasa novel, and then, underlined the swear words which were used in the novel. the next step was to transcribe all the swear words that had been got from the novel. then, the researchers classified the utterances which were used by the main character in the conversation with her friends or with herself (monologue). in responding to the two research problems p a g e | 49 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 that had been formulated, the researchers searched for some theories which were related to the topics discussed and then matched each classification of the utterances of swear words to those theories. after that, the researchers analysed the data and drew conclusions based on the theories used. more importantly, the researchers had to undergo systemic research procedures in finalizing this research. the first step of accomplishing this research was choosing the novels that contain many swear word phenomena written in english. the novel chosen was antologi rasa. next, the researchers determined the objectives of this research, defined some terms which were used in the research, restricted the analysis components, organized some relevant data such as synchronize the data and the theories used in this research, developed research background, constructed a sampling arrangement, designed coding for the classification, checked the reliability and validity by consulting to the linguistic experts, and the last one, analysed the data that had been classified and matched those data with some theories. after that, the researchers reported the result of the analysis and drew conclusions based on the analysed data. findings and discussion types of swear words this part aims at finding the answer to the rq 1 that had been formulated by the researchers. the first research question is related to the classification of swear words based on their types, which were used by the author in her novel, antologi rasa. in analyzing the classification of swear words used in the novel, the researchers used anderson and trudgill’s theory that categorizes swear words into four types. those types are expletive swearing, abusive swearing, humorous swearing, and auxiliary swearing. the analyzed data reveal 46 swearing utterances used by the main figure in the antologi rasa novel that appeared in certain pages. the swearing categories and the total number of the occurrence are presented in the following table. p a g e | 50 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 table 4.1 types of swearing types of swearing quantity percentage (%) auxiliary swearing (aus) 26 56.5 % expletives swearing (es) 12 26.1 % abusive swearing (as) 4 8.7 % humorous swearing (hs) 4 8.7 % total 46 100 % from the table above, the auxiliary swearing (aus) type becomes the most frequently appeared type among the other types, and it is followed by the expletives swearing (es) type which is often used in the novel. besides, the abusive swearing (abs) type and humorous swearing (hs) type have the same quantity and percentage. those are the classification of swear words based on the types which are used by the main character, keara, in the novel. based on the findings related to the types of swearing above, the auxiliary swearing takes the first position because the main character employed the auxiliary swearing to intensify the things she intended. motives for swearing the motives for swearing used by the main character of antologi rasa novel on certain pages were classified into three reasons. those three swearing reasons are psychological motives, social motives, and linguistic motives. the data presented in table 4.2 shows the psychological motive has the highest percentage compared to the other two. meanwhile, the linguistic motive is on the second and followed by social motive. further explanation will be elaborated in the discussion. p a g e | 51 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 table 4.2 motives for swearing motives quantity percentage (%) psychological motive (pm) 23 50.00 % linguistic motive (lm) 19 41.30 % social motive (sm) 4 8.70 % total 46 100% based on the table related to the motives for swearing above, it can be seen that the psychological motives take place in the first position because the main character mostly employed the swear words which were influenced by emotion. besides, those psychological motives appeared in the monologue. therefore, it can be seen that while the main character talked to herself (monologue), it tends that she was influenced by the certain feelings such as anger, frustration, joy, regret, sadness, and surprise. however, in the novel, the main character was mostly influenced by surprising things while she employed swearing words. discussion the main character of the antologi rasa novel seems to be familiar with swearing utterances in everyday interaction as shown in the swearing occurrences presented in the findings. the researchers may not say that the employment of swearing words in the novel is merely restricted by social status as all the characters are from the same social status based on the story. all characters employ swearwords to show that they have a closed relation. this kind of situation can be found easily in the novel. however, as what had been stated before, the researchers only analyzed the swearwords uttered by the main figure. in addition, swearing expressions can be uttered by or addressed to people either from the same or different social classes. in the antologi rasa novel, most of the characters only swear to those who are from the same social class. one of the evidence of this act in the novel is that keara as the main character swears to her best friend, dinda, even though they come from the upper social status. the p a g e | 52 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 researchers might say that they are from the upper social because it is described in the novel that keara and dinda are working as bankers but in different offices. as mentioned before, people from any social class can use swearing utterances while having interaction in society. as an example, someone who is from a high social class might address the swearwords to those from lower-class for certain purposes, and vice versa. however, such a phenomenon cannot be found in the novel because there are only four characters in the novel and they come from the same social status. accordingly, to answer rq 1 and rq 2, the researchers presented the explanation and discussion below. types of swear words as presented in the research results, 46 swearing utterances used by the main figure were found. the researchers categorized those results following the main theory used in this study, namely expletive, abusive, humorous, and auxiliary swearing. furthermore, in analyzing those swearing utterances, the context was always attached by the researchers. in this section, the researchers concluded that the auxiliary type is the most frequently appeared type that is used by keara as the main character. anderson and trudgill suggest that auxiliary swearing indicates someone’s speaking behavior or is generally called as ‘lazy speaking’ (as cited in lindahl, 2008, p. 4). this swearing type is mostly uttered using a non-emphatic tone. besides, it is complementary, not addressed towards others. based on this theory, keara often uses auxiliary swearing because she uses those words to intensify something she is telling about. the words she uttered which are included in auxiliary swearing are not addressed to other characters in the novel. besides, each type of swearing will be discussed below. expletives swearing the first swearing type that can be found in the novel is that expletive swearing. as stated in the literature review, anderson and trudgill describe that expletive swearing is never addressed to someone else, rather than expressing any feelings being experienced (as cited in lindahl, 2008, p. 4). here is the example of auxiliary swearing found in the novel. p a g e | 53 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 pandangan matanya yang tajam ditutupi sunglasses tag heuer, produk yang di-endorsed oleh kimi juga, pembalap favoritnya. ganteng-ganteng atletis. craaaaap, i started to sound like one of his fans. males banget. (monologue) page 36 in the example of the monologue above, keara is describing how haris looks like. it can be seen at the end of the way she describes haris gantengganteng atletis which means that haris is like an athletic handsome guy. however, she describes it in her mind. after that, she realizes what she has done, if she is doing so, she is like one of haris’s fans. it is showed at the sentence ‘craaaaap, i started to sound like one of his fans’. in this monologue, the word ‘crap’ is uttered, although it is only in her mind. in english, the word ‘crap’ has the same meaning as ‘shit’. this word does not have any correlation with the following sentence. therefore, the word ‘crap’ in this sentence does not have any specific meaning. it is not even directed to haris or other characters in the novel. it is just employed to express shocked emotion while realizing that she is just like one of haris’s fans. another example of expletives swearing (es) is in a dialogue. it is one of the short conversation containing swear words utterances while keara and haris are having a short vacation in singapore. keara: “oh, shiiit, cosmopolitan-nya nendang gila.” haris : “slow down, key.” (dialogue) page 78 in the dialogue above, keara and haris had arrived in singapore. haris is also one of keara’s best friends and at that time they were having a vacation in singapore. after arrived in there, keara was amazed by the condition of a certain city in singapore. it seems so different from the situation in indonesia. here, the term ‘shit’ was uttered by keara, as the main character of the novel, which was not directed to haris or other characters in the novel. the word ‘shit’ was uttered by her to show that she feels amazed and shocked. in other words, joy and p a g e | 54 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 happiness are a strong feeling that she wanted to express. she likes having a vacation as well in this cosmopolitan country, singapore. abusive swearing the second type found in the antologi rasa novel was abusive swearing. as anderson and trudgill mention, abusive swearing is mostly addressed to someone else. besides, this type is used to insult and offense other people due to several purposes. the abusive swearing generally involves “name-calling” and other offensive utterances (as cited in lindahl, 2008, p. 4). the following example illustrates the employment of the abusive swearing found in the novel. “i’ve always been wanted by dozens and dozens of men, you didn’t want me, you son of a bitch.” (monologue) page 82 in the monologue above, the type of abusive swearing is applied. even though this is a monologue, the use of swear words, especially the type of abusive swearing is still possible. the phrase ‘son of a bitch’ is uttered by keara as the main character to curse the man, ruly, who she loves. in the novel, keara falls in love with ruly, however, unfortunately, ruly does not give any special reaction which shows that he loves keara. therefore, with having full of frustrated feeling, she applied swear words to curse ruly instead. however, she did not want to directly say so in front of ruly. that is why she just tries to release her feeling by talking to herself. here, the swear words ‘son of a bitch’ belong to abusive type, but it did not cause any insult. “this, i could get used to. … i am such as an angry yet pathetic little bitch, aren’t i?” (monologue) page 260 in the monologue above, she described that she could make men fall in love with her easily. it was shown how easy it was to get panji’s attraction. she even explained that she meets up three up to four times a week with panji. at the same time, she also complained that it is only ruly, the man who cannot fall in love with her. in this case, it can be seen that keara meets up with panji to forget about ruly for a while. however, while meeting up with panji, they did not just p a g e | 55 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 go somewhere such as watching a movie and having dinner. they behave like they are in a relationship. they are kissing one another, flirting, and doing activities which refers to sexual activity. therefore, she realized that she is just like a pathetic bitch. she calls herself a bitch. the word ‘bitch’ is said by herself and directed to herself. here, the swear word which was used by keara is a bit different from the previous example. even though it is a monologue, but it caused insult which means that the insulted expression will affect herself. humorous swearing the third swear word type found in the antologi rasa novel is humorous swearing. as has been stated by anderson and trudgill, humorous swearing is expressed to amuse other people in a very fun situation (as cited in lindahl, 2008, p. 4). this swearing type might be addressed to someone else, yet it is not offensive. here are the examples: too much politics for me. ya kecuali dengan dinda yang sama nggak mau repotnya. just two cool bitches strutting their stuff hahaha. (monologue) page 66 in the monologue above, keara says that she likes going somewhere and doing anything with boys while she was studying in formal education. she thinks that having a close relation with girls is complicated, sometimes girls talks behind someone’s back and gossiping. however, she has one mate which happens to be a girl who has the same thought like her, dinda. she often calls dinda as a bitch, but in this sentence, she calls dinda and herself as two bitches. keara and dinda do not take it as a serious problem in calling one another as a bitch because they have a very close relation. the word ‘bitch’ does not refer to the word ‘whore’. but it is uttered and expressed in a playful and humorous situation. “don’t ‘freud’ me, bitch,” kataku tertawa waktu dinda menganalisis begitu. (dialogue) page 186 in the dialogue above, dinda is trying to find the main reason why keara falls in love with ruly. after knowing dinda’s opinion, keara gives very short comment “don’t ‘freud’ me, bitch”. here, the swearing term “bitch” is uttered by p a g e | 56 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 keara. in general, the word “bitch” is not acceptable in daily conversation in western culture. somehow, it can be accepted if it is uttered towards friends in a certain community. the keara’s reaction here does not offense dinda at all and she does not regard dinda as the real bitch, which means ‘whore’. besides, she is laughing while giving that reaction. she does not give anger feelings while saying so. in this context, it seems that this is a very natural utterance between keara and dinda. it can be used to show the close relation and solidarity between keara and dinda. therefore, after knowing keara’s reaction, dinda is not angry with her. auxiliary swearing the auxiliary swearing was also found in the antologi rasa novel. following the theory mentioned by anderson and trudgill, auxiliary swearing is generally employed to show someone’s speaking behavior and is also considered as ‘lazy speaking’. the non-emphatic tone also becomes the main characteristic of this type (as cited in lindahl, 2008, p. 4). the researchers presented the examples involved in this type that was found in the novel as follows: keara: “karena gue nggak tahu kenapa, din, tapi gue lagi males aja mikirin si ruly. i’ve got too much shit going on in my life since the whole singapore thing …” (dialogue) page 100 this dialogue occurs between keara and dinda. it happens at dinda’s house. at that moment, dinda asked keara about ruly. she wondered why keara does not tell anything about ruly as usual. while keara herself does not want to tell anything about ruly because she has so much problem in her mind, especially one of the unpleasant moments when she had a short trip to singapore with haris. it can be seen in the following sentence “i’ve got to much shit going on in my mind…”. the swearing word ‘shit’ is uttered by keara. this word does not use to curse dinda or someone else. it is just used to substitute the case or problem she had faced during a vacation in singapore. it is expressed in a non-emphatic tone. another example of auxiliary swearing can be seen as follows: p a g e | 57 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 “but isn’t it funny how the universe is playing with us? … and it’s fucking espn with a fucking soccer match on.” (monologue) page 203 in the monologue above, keara and panji were having an intimate conversation with one another in keara’s apartment. in this situation, keara was able to forget her thought about ruly, the man that she loves, for a while. suddenly, her hand nudged the tv’s remote on the table and the tv was on. then, the soccer match appeared on the tv screen. it reminded keara’s mind about ruly so that she called the soccer match as ‘fucking soccer match’. the swear word uttered by her in this situation did not direct to another character, but it was expressed in a non-emphatic tone. finally, it can be concluded that the auxiliary type is commonly used by keara as the main character because she uses swear words to emphasize something she is telling about and not to be addressed to another character. motives of the use of swear words investigating the motives of swearing is one of the objectives in conducting this research. meanwhile, it is also used to answer the rq 2 that had been formulated. the researchers were able to find swearing utterances to be categorized based on the three motives, namely psychological, social, and linguistic motives. while interpreting the motives of swearing utterances found in the novel, the researchers always considered the contexts involved as it was an essential factor in the interpretation technique. for example, when the researchers concluded that certain utterances were involved in psychological motives, those swearing utterances had to include any strong emotional influence. in other words, the researchers were also motivated to ensure that there was no disruption of the other two motives such as linguistic and social motives. in contrast, in determining the social motives of certain utterances, the researchers had to take into account several social factors that might involve. those social factors were mostly related to how the main character interacts with other figures in the story. social motives can be indicated also by the involvement of intimacy, identity, and even social distance. this concept was also employed p a g e | 58 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 by the researchers while examining the linguistic motives found in the story. the researchers had to analyze whether or not the influence of linguistic aspects was involved such as merely speaking behavior or only emphasizing the intention. accordingly, it could not be denied that considering the context attached in every utterance is a necessary aspect to classify the swearing utterances found in the novel. in this novel, the psychological reason is the most frequently appeared type which is used by the main character because while she is swearing, it is always influenced by her feelings such as anger, frustration, and happiness. anderson (in karjalainen, 2002, p. 26) stated that psychological motive is generally employed by someone to reduce tension or to express strong feelings being experienced. in this case, several feelings such as anger, frustration, and shock are included. besides, each point of the three motives will be explained and discussed as follows. psychological motives the first motive that can be found in the antologi rasa novel is psychological motives. as suggested by andersson, the psychological motive is spontaneously uttered by someone to reduce tension or to express strong feelings being experienced. one of the various types of emotions such as happiness, frustration, sadness, and others is generally involved (as cited in karjalainen, 2002, p. 26). the swearing expressions that involve psychological motives in the novel are presented as follows. keara: “oh, shiiit, cosmopolitan-nya nendang gila.” haris : “slow down, key.” (dialogue) page 78 in the dialogue between keara and haris, the term ‘shit’ is verbally expressed by keara indicating that she feels amazed and shocked. in other words, joy and happiness are a strong feeling that she wants to express. she likes having a vacation as well in this cosmopolitan country, singapore. the following monologue is another example of psychological motives (pm): p a g e | 59 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 “but i can’t help wondering, rul, what is your weakness? … crap, kenapa aku harus menyebut-nyebut nama si keparat itu lagi?” (monologue) page 160 the swearing word ‘crap’ is uttered in this monologue by keara. this monologue can be seen that keara has not understood yet about ruly’s weaknesses. the setting of the monologue is on a beach. keara and ruly were hanging out together in the morning on a beach. at that time, they wanted to enjoy the morning by having relaxation on a beach. keara wore a bikini and she wondered that ruly was not tempted at all by what keara wore. it is different from the other men who will be tempted by girls who wear a bikini in general, haris, for instance. however, while she was remembering about haris, she directly realized that she did not want to mention haris’s name anymore. thus, while she is shocked, the swearing word ‘crap’ was uttered in her mind. it belongs to psychological motives (pm) because it has a strong relation with keara’s feelings. she cannot forgive haris yet because he has raped keara when keara was drunk in a short trip to singapore. she regrets to what haris has already done to her. social motives social motives are more relevant to the sociolinguistic concept as they are also dealing with the connectedness of language and society. when swearing expressions are employed in daily communication with someone else, swearing itself is seen as one of the speaking behaviors. however, taking into account the social context is more important to understand the intention of swearing utterances themselves. this is in line with the concept proposed by andersson (in karjalainen, 2002, p. 26) that swearing utterances might be employed to indicate the close relationship among the members of a certain community. in contrast, swearing expressions might also be uttered to insult other people due to several reasons in social life. based on the analysis, the data obtained in this research revealed that social motives are the least frequently appeared motives in the novel compared to the other two motives. the expressions involved in the social motives that were p a g e | 60 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 found in the novel are mostly affected by social impulsions. the examples of swearing utterances that include social motives are presented as follows: dinda: “panji is not the asshole that we know then?” keara : “oh, he is the asshole that we know.” dinda: “so he did try stuff with you?” (dialogue) page 116 in the dialogue above, the swearing word ‘asshole’ is uttered by both keara and dinda. asshole is the synonym of anus which means the opening where the gastrointestinal tract ends and exits the body (webmd, 2014). in this dialogue, keara and dinda are mentioning panji’s name as an ‘asshole’. they call him ‘asshole’ behind panji’s back. remembering that keara and dinda have a very close relationship with one another, they call someone else as they want. it is only a matter of social interaction between those two characters. in fact, in the novel, panji is not described as a real asshole. furthermore, keara and dinda have never called panji asshole when they meet. the following monologue is another example of the use of a swear word which is influenced by the social motive (sm): “don’t freud me, bitch,” kataku tertawa waktu dinda menganalisis begitu. (monologue) page 186 in this monologue, keara remembered that one day dinda was trying to find out the reason why keara felt in love with ruly. dinda said that keare loves ruly just because of ruly’s character who is mature. besides, she regards that ruly will always protect keara as a father who always protects her daughters and sons. at that time, in her monologue, keara says about her reaction while hearing dinda’s argument. it is not clear whether or not keara agrees. however, based on the words she has uttered, the word ‘bitch’ appeared. keara asked dinda not to say so as if she knows everything about keara. so, she calls dinda’s name using the word ‘bitch’ with no offense. the word “bitch” in this sentence is employed to show their close relationship with no anger expression or feeling. p a g e | 61 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 linguistic motives the third motive found in the antologi rasa novel is linguistic motives. anderson stated that linguistic motives are generally used to emphasize something that becomes the intention of the speakers (as cited in karjalainen, 2002, p. 26). the linguistic motives found in the novel are mostly described to indicate that the main figure emphasizes something that she wants to talk about. here are some examples included in the linguistic motives, which were taken from the story: “aku menahan diri untuk tidak muntah lagi sampai dia menghilang di balik pintu menuju dek. fucking second jackpot.” (monologue) page 196 the monologue above occurs when keara and ruly are in the port of tanjung benoa, together with the team of borderbank and wyman parrish, to have dinner on bounty cruise. the dinner itself is arranged by the regional office border of denpasar as the last dinner in bali before they go back to jakarta. however, keara gets seasick along the trip to the port of tanjung benoa so that she decided to take a bottle of wine. after drinking some glasses of wine, she gets her first jackpot. in this context, jackpot means a situation in which someone vomits after drinking alcohol as what keara did. ruly knows what has happened to keara and he tries to help her. he takes some painkillers for keara. while ruly is taking the painkillers for keara, keara talks to herself not to have her second jackpot in front of ruly. therefore, keara employs swearing expression fucking second jackpot to herself to emphasize what she is talking about and something which she does not want it to happen in front of ruly. ruly : “mendingan kan, ya, biasanya kalau udah minum obat begini?” keara: “… i feel like i’m inside a crappy episode of the love boat.” (dialogue) page 197 in this dialogue, ruly had already taken medicine for keara. ruly asks keara whether she feels better or not. then keara answered that usually, it will be better soon. however, while keara rests on ruly’s shoulder, she hears a tune of music which she does not like at all. then she talks to ruly about it and calls this p a g e | 62 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 kind of situation like a very unpleasant episode of the love boat movie. however, she does not just mention it as an unpleasant episode, but a crappy episode. here, the swearing word ‘crap’ is uttered to emphasize what she is talking about. from the discussion, it can be concluded that the auxiliary type is the most common type that appears in the antologi rasa novel. it shows that the main character often uses swear words when she wants to emphasize something that she is talking about. while the most common motives used by the main character in the novel is psychological motives because while she is swearing, it is always influenced by her feelings, such as anger, frustration, shock, and surprise. based on the findings and discussion above, the researchers found that there were similarities and differences from the previous studies written by bram and putra (2019) and setiawan (2016). bram and putra (2019) suggested that there were five types of swear words found in the movie, namely descriptive, idiomatic, cathartic, abusive, and emphatic swearing. emphatic swearing is the most frequently used type in the wolf of wall street movie. however, bram and putra (2019) did not analyze the motives of swearing in their study. meanwhile, setiawan (2016) reported that there were six types of swearing found in the 21st jump street movie, namely cursing, profanity, blasphemy, taboo or obscenity, insult, and slurs and scatology. unfortunately, he did not mention the most dominant type used in the movie, but he also mentioned that there were three motives of swearing used in the movie. these three motives were the same as the motives used in this study. while the main difference between this study and those two previous studies was in the classification of swearing types due to the main theory used by each study. conclusions and suggestions there are four swearing categories found in the antologi rasa novel, which were uttered by keara as the main figure, namely expletive swearing (es), abusive swearing (abs), humorous swearing (hs), and auxiliary swearing (aus). according to the research results, it can be concluded that the auxiliary swearing is the most frequently used category uttered by the main character of the novel as the swearing utterances she expresses are mostly complementary and are p a g e | 63 adityo prawinanto let: linguistics, literature and language teaching journal vol. 10 no. 1 2020 used to intensify the things she intended. besides, those swearing expressions included in the auxiliary swearing category indicated her speaking behavior, even though the motives of those swearing utterances may be different. furthermore, the motives of swearing expressed by the main figure of the antologi rasa novel in certain parts can be used as the parameter of the analyzing process and determining the reasons for the swearing phenomena. those motives are theoretically categorized into three motives. the first one is the psychological motive (pm), the second one is social motive (sm), and the last one is linguistic motive (lm). it can be concluded that the psychological motive (pm) is the most dominant motive used by the main figure while swearing. in other words, all the swearing words expressed by keara are mostly influenced by her feeling and something to express her emotion such as joy, sorrow, shock and other feelings related to the psychological aspect. moreover, swearing expressions have become a daily conversation which is used by keara in the novel. it becomes her way of speaking whether when she has a conversation with her friends (other characters in the novel) or even when the swearing words are not directed to others. however, she does not swear all the time in, though. the motives of the way she is swearing cannot be separated from the social context. surely, she does not use any swearing words to anybody. she is still using a good language while she is with her mother and her boss, for instance. she uses swear words only to whom she has close relations, such as dinda and haris. she has never employed any swearing expression while talking to panji and ruly, even though those two men still swear. one of the important things in swearing is that the swear words or swearing expressions can be employed either constructive or destructive. on the one hand, the swearing expressions addressed to the other figures in the antologi rasa novel are mostly constructive as they are expressed to indicate a close and good relationship and also to entertain other figures. on the other hand, destructive swear words cannot be found in the novel. references akmajian, a., r. demers, farner, a., & harnish r. 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(2010). the study of language (4th ed.). cambridge: cambridge university press. appropriate and inappropriate uses of humor by teachers and the effect of it in learning fitriah a lecturer at iain sunan ampel surabaya abstract this study investigated the students’ view of the appropriate and inappropriate use of humor in the classroom and the effect of it in students’ learning. there were 20 postgraduate students participating in the study, and they were asked to list several examples of suitable and unsuitable use of humor in the classroom and consider the effect of humor in the learning. the result informed that joking about sexual matters, religion, sexist issues, racism, appearance, sarcasm, ethnicity and cultural value was claimed as inappropriate humor, and 83% of students commented that these types of humor had a negative impact on their learning. however, humor related to the topic being taught, cartoons, funny stories, puns, language mistakes was perceived as appropriate, and 94% of them believed that these types of humor affect positively in the learning. introduction most people agree that humor plays a role in nearly every situation in which people interact, humor can be used as an essential ingredient in communication to break the boredom or relieve the immense tension from a serious situation. in an educational setting, often, humor is utilized as a strategy to facilitate and enhance the learning process. however, not all teachers are able to present humor, often their personality influences the way they demonstrate humor which can be unfunny or strange. ziv suggests that humor should be comfortable, unforced and spontaneous, and teachers should maximize the use of humor in at least three instances in a one hour period (1981). several studies examine the effect of humor on the classroom (ziv 1979; torok, macmorris and lin 2004; garner 2006; wanzer, frymier, wojtaszczyk and tony 2006), one study considered the value of humor on sentence memory (schmidt, 1994), another examined the effectiveness of humor for the illustration of structural components of language (askildson, 2001) and rareshide studies how teachers use humor in the classroom (1993). some scholars hold a positive view of the use of humor in teaching; dziegielewski, laudadio and rodriguez reveal that humor creates an atmosphere that allows for openness, spontaneity and a unique perspective on learning and teaching (2003). another scholar, hill believes that humor encourages a positive learning environment, retention of the lesson, and also motivates students to learn about a subject and raises curiosity in an entertaining way (1988). considering the benefit of humor pointed out by some scholars, it would seem a good idea if teachers integrate humor into the learning objective, particularly in teaching another language which requires hard work and a great deal of effort on the part of the learners. however, not all humorous materials are applicable or appropriate for the classroom. in this study we are going to find out the students’ views of the appropriate and inappropriate use of humor in the classroom and the effect of it in learning. it is expected that the findings will provide a description of what types of humor can be used in the classroom and what effect it has in students’ learning. theoretical background several studies have explored the use of humor in the classroom and found that it presents a rich and diverse investigative perspective. one study by torok et al (2004) examined college students’ and teachers’ perceptions of types of classroom humor. a majority of the types of humor selected for the survey were based on humor classifications designated in bryant et al (1979). three instructors and 124 students reported their perceptions of bryant’s types of classroom humor. the researchers began their investigation assuming that seven types of humor (funny stories or comments, jokes, professional humor, puns, cartoons and riddles) would be considered generally positive in the college classroom, and they found support for this assumption. they also speculated that four types of instructor humor, for example, sarcasm, sexual matters, ethnicity and aggressiveness/hostility, would be perceived negatively by students. although torok et al did not frame their study within a communication competence perspective, their procedures clearly indicate a focus on the perceived appropriateness of the different humor types. the three humor types (sexual matters, ethnicity and hostility) were found to be less frequent, and not surprisingly, were not recommended for the classroom. interestingly, sarcasm identified by these researchers as negative humor, was perceived as relatively appropriate and even recommended for use in the classroom. an investigation of humor as a pedagogical tool and its impact on learning and retention of information in a university setting was conducted by garner (2006). this study involved 117 undergraduate students divided into two groups, ‘the humor group and the control group’. both groups saw the same digitally video recorded information on the topic of research methods and statistics presented by the same instructor. the humor group, however, saw a version of the lecture in which a humorous story, example or metaphor had been inserted at the beginning of the lecture. the study predicted that those in the humor group would report higher general satisfaction ratings with the course than those in the control group and would retain more information over time. the finding showed that the subjects in the humor group recalled and retained significantly more information regarding the topic. in a study involving 284 undergraduate students, wanzer et al (2006) examined the students’ view of suitable and unsuitable use of humor in the classroom. the respondents were asked to list some examples of appropriate and inappropriate humor (based on the description of what is appropriate and inappropriate humor). the findings indicated that pictures, stories, language mistakes, teacher performance and jokes related to the material were the most common responses categorised as appropriate humor for the classroom, and the types of humor which were perceived inappropriate were sexual jokes, intelligence, sexist issues, ethnicity, religion and students’ interests. although the categorisation of humor examples was unclear, the findings provided greater insight of the types of appropriate and inappropriate humor in the classroom. in my study, i investigated the students’ view of appropriate and inappropriate use of humor in the classroom and asked them to consider the effect of humor in the learning. to elicit the examples of appropriate and inappropriate humor, i employed the same questions to those of wanzer et al (2006). however, i did not provide the description of what is it meant by appropriate and inappropriate humor. the data analysis in my study was also different from wanzer et al (2006), and i did not categorise humor instances based on gorham’s and christophel’s definition (1990). in conjunction with this stated purpose, the following research questions were addressed: 1. what types of teacher humor do students consider appropriate and inappropriate for the classroom? 2. what effect does it have in student’s learning? methodology the subjects for this study were twenty postgraduate students, ten male and ten female, who are currently doing various majors at the university of canberra. the subjects are indonesian, chinese, korean, iranian, vietnamese and australian. they were given a questionnaire consisting of two open-ended questions asking them to mention several examples of teachers’ use of humor in the classroom (which were categorized as appropriate and inappropriate humor) and consider the effects of it in learning by ticking the comment ‘positive, negative or none’. analysis of the data began by transcribing the subjects’ responses of classification of appropriate and inappropriate of humor. once the data were transcribed and unitized, humorous instances were categorized (if some examples were similar, they were classified as one category). then, the data were calculated totally and counted in percentage. however, some students’ responses were not included in the data because their examples were too vague and difficult to classify. results regarding the first research question ‘what types of teacher humor are considered appropriate for the classroom’, the students generated 67 examples of teacher humor (as indicated in appendix 1 table 1). the table shows that cartoons or funny pictures relating to the topic (19%), language mistakes (11%), famous people (10%) and funny stories (10%) were the most frequent responses which the students mentioned as appropriate humor in the classroom. however, surprisingly, some respondents (3%) indicated that sexual humor could be appropriate in some circumstances and have a positive effect in their learning. in term of the type of inappropriate humor for the classroom, the respondents generated 59 examples of humor (the detail information appears in appendix 1 table 2). joking about sexual matters (15%), religion (15%), racism (12%), sexist issues (10%) and ethnicity (8%) were the top five most common responses considered unsuitable humor for the classroom. the chart represents the impact of appropriate humor on students’ learning. the majority of respondents (94%) believe that appropriate humor has positive impact, whereas, 5% of them think that the two humor types of teacher’s experience and exaggerated miming have no impact on their learning. another type of humor, namely teasing students, affect negatively, although this types of humor is perceived as appropriate humor. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 the effect of appropriate humor in learning positive negative none the chart illustrates 83% of the respondents think that inappropriate humor is considered to be generally negative in their learning. interestingly, although humor about sexual matters, religion and violence are labeled inappropriate, 12% of the students view these types of humor as sometimes having a positive effect in the learning, and 5% of them believe that cynicism and ethnicity humor bring no effect. discussion a primary aim of this research was to begin to understand the ‘competent’ use of humor as a teaching strategy, by first examining and differentiating appropriate and inappropriate humor use in the classroom. most of the respondents had no trouble identifying appropriate and inappropriate examples of humor used by teachers. most of the examples identified as appropriate humor in this study are consistent with the previous research (torok et al, 2004; wanzer et al, 2006). for example, funny stories, cartoons, funny pictures and language mistakes are considered appropriate humor. although in torok et al’s study, these types of humor were not claimed appropriate, they were nonetheless generally considered positive in the classroom. however, surprisingly, one type of humor (sexual jokes) viewed as appropriate in my study was in conflict with wanzer et al’s and torok et al’s results. in their studies sexual jokes was categorised as inappropriate or perceived negatively by the students. with regard to appropriateness, most of the humor examples recognized inappropriate were sexual jokes, religion, sexist issues, racism and ethnicity. this result is consistent with wanzer et al’s findings (2006) and torok et al’s assumption of the examples of humor which are perceived negatively in the classroom (2004). 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 1 the effect of inappropriate humor in learning positive negative none the majority of the respondents (94%) believed that the use of appropriate humor brings a positive effect in the learning. hayes pointed out that appropriately use of humor in the classroom would create a positive classroom environment which helps students hold their attention, reduce their anxiety relating to difficult materials and encourage their involvement in the lesson (hayes, 2006). perhaps, this was the reason why the majority of the respondents held the view that appropriate humor had an impact on learning. interestingly, few respondents thought that sexual jokes might bring a positive effect to learning. possibly, their assumption about sexual jokes here, was because the humor did not really expose vulgar words or pictures, but was only common knowledge. 83% of the respondents believed that inappropriate humor (e. g. sexual jokes, religion, appearance, racism, sexist issues, ethnicity) had a negative impact on learning. interestingly, although sexual, religious and violent jokes were perceived as inappropriate, 12% of respondents believed these types of humor might have a positive effect in some circumstances. considering the findings in this study, it can be said that not all appropriate humor might effect positively and not all inappropriate humor might bring a negative impact on students’ learning. askildson (2001) pointed out that the types of humor used in the classroom will be beneficially effective if it is used appropriately to the level of students, their age and situation. he also mentioned that humor is less effective with the students who are already attentive to the material. the findings would provide a broader understanding of the effect of appropriate and inappropriate humor for the classroom if the study were extended with follow-up interviews to obtain greater information ‘why some examples of appropriate and inappropriate humor effect positively and negatively in students’ learning. this question is clearly beyond the scope of the current research but should provide the basis for future research on humor in the classroom. conclusion this study offers some valuable information for educators who want to utilize humor in their teaching. they may closely examine their humor in relation to the types identified in this research to assess the level of appropriateness. based on this study, teachers should avoid using humor about sexual matters, appearance, sarcasm, religion, sexist issues, racism, cultural value and ethnicity since these types of humor are classified as inappropriate for the classroom and generally have negative impact on students’ learning. however, teachers may employ the types of humor (cartoons, funny stories, famous people, anecdotes, inter-cultural) which are perceived appropriate and generally have positive impact on students’ learning since this helps them to relate to the material and recall the information that they are learning in the classroom. references askildson, l. (2001). effects of humor in the language classroom: humor as a pedagogical tool in theory and practice. arizona working papers in slat, 12, 4561. dziegielewski, f. s., jacinto, a. g., laudadio, a. & rodriguez, l. l. (2003). humor. international journal of mental health, 32 (3), 74-90. garner, l. r. (2006). humor in pedagogy. heldref publication, 54(1), 177-180. hill, d. (1988). humor in the classroom: a handbook for teachers (and other entertainers). springfield, il: charles c. thomas. hayes, d. (2006). primary education: the key concept. new york: routledge. lovorn, g. m. (2008). humor in the home and in the classroom. journal of education and human development, 2, 154-165. rareshide, w. s. (1993). implication for teachers’ use of humor in the classroom. educational resources information centre, 18, 128-146. schmidt, r. s. (1994). the effect of humor on sentence memory. journal of experimental psychology: learning, memory and cognition, 20 (4), 953-967. schmitz, r. j. (2002). humor as pedagogical tool in foreign language and translation courses. international journal of humor research, 15 (1), 89-113. torok, e. s., mcmorris, f. r. &lin, c. w. (2004). is humor an appreciated teaching tool: perception of professors’ teaching styles and use of humor. heldref publication, 54 (1), 14-20. wanzer, b. m., frymier, b. a., wojtaszczyk, m. a. & smith, t. (2006). appropriate and inappropriate uses of humor by teachers. communication education, 55 (2), 178-196. ziv, a. (1981). the psychology of humor. tel aviv: yahdav. ziv, a. (1979). the teacher’s sense of humor and the atmosphere in the classroom. sage publication, 1 (2), 21-23. the european exploration to the new wolrd (the first permanent english settlement as an american milestone) muhammad yusuf abstract “the pursuit of happiness” was one of the spirit belonged to the european people in the age of exploration. this jargon was realized when the european lost their freedom to act, especially freedom to get better life and to embrace religious belief, hence, to have the freedom, they explored other hemisphere to reach their goal. the discussion is started by the description of england condition especially in the early of 17th century which pushed the english went out from their mother land. jamestown conditions became pull factors, so they explored and tried to settle in it. this article will focus on push factors for the european exploring the new world. push factors relate to the unstable condition of europe especially in england such as religion, politics, and economy. key words: exploration, settlement, new world talking about the european arrival at jamestown is absolutely relating to their reasons for coming to the new land. the reasons may be consisted of internal and external reasons. therefore, through this article the writer wants to describe some reasons that pushed them went out from their mother country, or may be called as push factors and some reasons that caused them interested to come to jamestown, it is pull factors. push refers to the forces existing in the place of origin that encourage or impel persons to emigrate. pull refers to the attractive forces emanating from the migrants’ goal. non-economic attractive forces include promises of political or religious freedom and such factors as climate and freedom from military service. as was the case with push forces, most of pull forces are, in the final analysis, economic (daniels, 2002; 17). everett s. lee in his a theory of migration, demography (1966) in indonesian edition by hans daeng, lee formulated four factors of migrations, they are: the consisting factors in the hometown, the factors in the destination area, obstacles between both places, and individual factors (hans daeng, 2000: 6). based on these theories, the writer concluded two factors of migration done by the english people; the factors existed in their mother land (england) and the factors in the destination place (the new world). europe in the 17th century the term europe has multiple uses. its principle ones are political and geographical. politically, europe comprises those countries in the european union (eu) , but may at times be used more casually to refer to both the eu together with other non-eu countries generally, in the same region. as the birthplace of western culture, european nations played a predominant role in global affairs from the 17th century onwards, especially after the beginning of colonization in the new world since 1600s. the colonization done by european was based after some explorations to other hemisphere. the condition in their countries forced them to expand the old territories to have new one and to gain better live. the european with uncertain condition of multi crisis from various dimensions of life became basic reasons that caused them to search resolution. the reason for searching of fertile land and in order to take part in international trade became big issues for the european countries to cross the oceans. these explorations were intensified and colonies were founded in america by the absolutist and mercantilist european state. knowledge about these areas grew, as did the means of transportation to get there. the conquest of the new world and the ability of the states to form a world-wide navigation network connecting all oceans, combined with their aggressive hunt for commercial hegemony resulted in the first instance of a united human space since the time when mankind first spread across the earth. as a result, groups of people belonging to very different cultures that had previously been separated by distance were able to meet (http://www.let.leidenuniv.nl/history/migration). these reasons may be termed as push factors exploring other area especially the new world. according to roger daniels in his coming to america, push refers to the forces existing in the place of origin that encourage or impel persons to emigrate. these forces may be catastrophic, political, or most often, economic pressure of kind or another, including the pressure of a growing population (daniels, 2002: 17). the growing population may be in social term. the religious pressure also became an important reason that caused original people to migrate, for example, the migration of the puritan to the new world in 1621 for seeking the freedom of religious belief. heidler et. al. (2003; 4) explained that many european had been socially outcast, politically disenfranchised, economically deprived, or religiously oppressed. therefore, these reasons of migration; politic, economy, social and religion becomes big issues to explain. politically, the europe in the 17th century had feudalism as a political system. feudalism was a system of contractual relationship among the members of the upper class in medieval europe, in which lords made grants of fiefs to vassals in return for pledges of military and political service (encyclopedia americana,vol. 11, 2004: 138). during the long centuries of feudalism, european society had been conservative in thought. then, between the thirteenth and seventeenth centuries, the old relationships between noble and peasant broke down, new towns sprang up under the impetus of commercial expansion, and the modern nation-states began to emerge. out of these far reaching changes on society grew the conditions that led to the settling of the new world. the european in this century was known by feudal society based upon a caste system and it had revolved about agricultural production with the individual’s position in it firmly fixed through a complicated program of rights and obligation (hacker and zahler, 1947:1). economically, in the sixteenth and seventeenth centuries, the europe was influenced by mercantilism. mercantilism is a set of economics views prevailing in europe from the 16th to the 18th century. adam smith called it the “mercantile system” and the term “mercantilism” is derived from that. this economic theory holds the prosperity of a nation depends upon its supply of capital, and that the global volume of trade is "unchangeable." economic assets, or capital, are represented by bullion (gold, silver, and trade value) held by the state, which is best increased through a positive balance of trade with other nations (exports minus imports). mercantilism suggests that the ruling government should advance these goals by playing a protectionist role in the economy, by encouraging exports and discouraging imports, especially through the use of tariffs. the economic policy based upon these ideas is often called the mercantile system (encyclopedia americana,vol. 18, 2004: 710). by this economic system, the europe achieved its glory. in this situation, the merchants were helpful to the nation; they financed the mercenary armies recruited from the lower class enabled the kings of portugal, spain, england, and france to unify their countries. with the growth of a merchant class and vigorous state support of commerce improved the national unification and large-scale commercial activity (hofstadter, et. al. 1959: 6-7). the merchants with the impetus of commercial expansion enabled them to finance costly voyages of exploration. hence, the growth of economy became one of many reasons for the european to explore other area. religion was an important motivating factor which caused many european people coming to the new world during this period. the reformation, counter reformation, and other religious activity in europe pushed many to migrate to america, where they would be free from the religious turmoil and persecution that swept throughout europe at this time (http://search.yahoo.com /push/factors/coming). dealing with this, hacker and zahler (1947:3) in his the shaping of the american tradition asserts that religious upheaval also caused the european migrating to other area and exploring the new place for their religious belief. the growth of some aspects in many sides such as thought, politic, economy, culture, and intellectual encouraged the break of catholic doctrine embraced by the king pushed in the name of god. to face this worse condition of religion, martin luther (1483-1546) a german augustinian friar who inaugurated the protestant movement and john calvin (1509-1564) a french theologian and reformer, play an important role in this matter. the religious revolution begun by both spawned a number of sects throughout the europe. the sects became followers of luther and calvin such as the puritan, presbyterian, and huguenot. these sects were expanded notably in england, scotland, scotch-irish, france, netherlands, and germany. this religious intellectual movement was not expanded smoothly. the state became an obstacle of this growth; as a result, the adherents of religious belief who challenged the state were in hard violence so that religious freedom was annoyed. hence, the religious refugees had abandoned the old world to seek religious freedom and economic opportunity in the new world. since the renaissance and the age of discovery, europe had become a major influence in culture, economics and social movements in the world. european demographics are important not only historically, but also in understanding current international relations and population issues, because in this beginning of 17th century, a big wave of emigration from europe to north america had started. the age of discovery was not only marked by the renaissance but also by new monarch, it was a period of exploration, invention, and scientific development. this renaissance marked by the intellectual development also became a reason for the european to discover other hemisphere. the european countries competed to develop their countries in many sides; politic, economy, culture, and also wealth. with those things, expanding their territories through exploring other land especially the new world was reasonable. the unstable england condition the seventeenth century was a period of political and religious ferment. in the british throne from 1603 to 1688 sat four stuart kings, each in his way attempting to continue the strong monarchical authority so successfully exercised by the tudors during the previous century. opposing the absolutist policies of the crown and drawing its strength from country gentlemen and city merchants was a faction which hoped to subordinate the king to parliament, was the controversy over religion. james i and charles i took their stand on the elizabethan settlement. they supported the church of england and enforced-intermittently-the laws which required religious conformity. by this policy they opposed the wishes of the catholics, who wanted to reestablish the tie with rome, of the separatists, who wanted each christian congregation to enjoy independence, and of the much more numerous and influential puritans, who believed in an established church but wanted radical changes in church government and practice (blake, 1952: 3). furthermore, at the beginning of the seventeenth century, when permanent english settlements were begun in america, the people of great britain had just passed from the reign of an age of faith into that of an age of reason. the age of faith was marked by religion domination in many aspects; not only in social condition but also in political affairs. in this age, there was such absolute intellectual laziness, and indifference to the exercise of reason in speculative matters, that men accepted tenets in religion and politics, however absurd, as truths, and bestowed no thought upon them. then, the age of reason took over the former age because of people unbelieving to the monastery and the bible. this change of reign caused the people of england starting to settle in the new world. goerke (1962; 28-30), in his american history and government for prospective citizens, explains three reasons for the english to settle in the new world: political freedom, religious problems, and searching for economic freedom. in the following, the writer tries to present widely. the reasons above created tensions and pressures within the homeland, coupled with the hopes for sudden and substantial profits through discovery or trade. while profit was the compelling motive in the minds of merchant groups that began to shape up plans, it would be principally the religiously dissatisfied and the economically disinherited who would furnish the man power to carry them out (keyes, 1954; 61). politics at this time, the english were fighting among themselves as to which type of government was suitable for their country. many centuries before, exactly in 1215s, the people of england had revolted and forced king john (1167-1216), to sign what became known as the magna carta. it was about certain freedom to the british people. magna carta became the rights of englishmen, so, they believed that they born with these rights. everybody had his own rights; no one should have his life, his liberty, or his property taken away from him without proper legal hearings or trial, but, after some centuries later, this valuable magna carta with many rights of englishmen in it, were being taken from them (goerke, 1962; 29). hence, the english people based on the spirit of magna carta search the new world to find their political rights. the desire to be free from political persecution also drove many english to the new world. political problems in england came to a head during the reign of james i, who ruled from 1603 to 1625. king james tried to make and enforce laws without the consent of parliament, the lawmaking body of england. james believed in the “divine right of kings”, it was the theory of government in europe in medieval age. through this theory, the kings or the rulers claimed that god had given the right to rule. they claimed that they were god’s representatives on earth, responsible only to god for their actions but, insisting that he was responsible to no earthly power for his action. most members of parliament refused to accept this theory of government. as a result, an intense quarrel broke out between james i and parliament (curti, and todd 1972: this quarrel brought england to be uncertain of governmental type in england which then followed the change of reign. when the reign of an age of faith was changed by age of reason, england was partially freed from a long political bondage. the english mind was thoroughly aroused to action. wonderful social changes followed; and during the reign of queen elizabeth, all classes had more freedom than ever before. yet the laities were not wholly free. henry had not specially changed the theology or the rituals of the church in england, and there appeared three powerful and antagonistic parties in the realm. there were the english party, or churchmen, who adhered to and enforced the doctrines and rituals of the church of rome, but who gave their allegiance to the english monarch, and not to the pope; the papal party or supporters of the authority of the roman hierarchy, and the doctrinal protestants who were disliked by the others (http://www.publicbookshelf.com/public _html/our_country_vol_1/ life17th_dh.html). in this age of reason, the english mind was thoroughly aroused to action. it swayed the age to the movement of society. individuals and associations found new and promising fields of action, the most attractive of which was the virgin soil of the new world to get their new hopes, free of action to decide what to do in their life and without shackle. religion the various christian denominations in the united kingdom have emerged from schisms that divided the church over the centuries. the greatest of these occurred in england in the 16th century, when henry viii rejected the supremacy of the pope. this break with rome facilitated the adoption of some protestant tenets and the founding of the church of england, still the state church in england, although roman catholicism has retained adherents. this religious problem became a reason for the english coming to the new world. and surely, when a big religious problem was happened in england that caused the people were unhappy and as a result to come to the new world. that was when england ruled by henry viii, he had done a contradictory act. he was willing to change his religion from catholic to protestant just because to marry another girl anne boleyn after divorcing catherine. this religion conversion by henry viii impacted to the english people; they had to do what henry did. but it was a difficult thing to convince the people of england that they too should change their religion just because the king had done so…. at this time england did not have freedom of religion. in those days all the people in the country had to belong to the same religion (goerke, 1962: 29). as explained above in political aspect, there were three powerful and antagonistic parties; the english party, or churchmen, the papal party or supporters of the authority of the roman hierarchy, and the doctrinal protestants. puritan denomination emerged then; it was when parliament established a liturgy for the church of england, the puritan refused conformity to it, for they acknowledged no authority but the bible in matters of religion. they were more austere in manners, more simple in their worship, and demanded greater purity of life, and so they acquired the name of puritans. it was given in derision, but soon became an honorable title. each class was intolerant, and for more than a century and a half, there was a chronic triangular contest between the english churchmen, the roman catholics, and the puritans, which caused many of each class to seek peace in the forests of america (http://www.publicbookshelf.com /public_html/ our_country_vol_1/ life17th_dh.html). after the death of elizabeth i in 1603, the quarrel between puritan and anglican grew increasingly sharp and finally broke out into civil war. the first of stuart, james i who succeeded elizabeth, believed strongly in the divine right of kings. he hated non-conformist, not only because they opposed the national church, but also because they supported the powerful middle class party in parliament that wanted to limit his royal authority. by upholding the anglican establishment, james bolstered his own prerogatives. during his reign (1603-25), the puritan (that is, those who wished to “purify” the anglican church) and the separatists (who wished to separate themselves from the anglican church completely) were persecuted more severely than they had been in elizabeth’s time, and their situation became acute when james’ son, charles i, succeeded his father on the throne (hofstadter, 1959: 22-23). as a result, thousands of people left england rather than changed their religion. some of these people came to the english colonies in america. in many of the british settlements in america, religious freedom was practiced. meanwhile in other settlements only certain religious were welcomed. for example, lord baltimore set up colony in maryland which was to be a heaven of refuge for catholics. the pilgrims and puritans set up colonies in massachusetts for persecuted members of their faiths (goerke, 1962: 29). these members of religion sought an environment which was more tolerant than that of england under the rule of charles i (16291640), who valued the catholic ceremonial elements in the church of england and who allowed the management of the church to rest with archbishop laud, a man who deliberately antagonised protestant groups (http://search.yahoo.com/push/factors/coming). economy to gain and have a better life for every human being especially in economy became an absolute reason to migrate from the old place to the new residence. for this economic reason, the writer will divide into two meanings; positive and negative. positively, because it has worth meaning to the nation and the kingdom, but negatively, economic problems in england pushed the english to explore the new england. firstly, economic motivation in positive form can be traced in the ambition of english aristocrats to found great estates in america. in the case of the first and second lords baltimore, this impulse took priority over the wish to provide a refuge for fellow catholic. the original plan was frankly feudal. land was to provide the basis for wealth and power. the calverts would derive princely revenue from their own tenants, and they would make generous grants to other english gentlemen, who, after financing the transportation of peasants, might expect to enjoy a good income from their rent payments. similar ambitions had previously been entertained by a number of favoured individuals who received large estates from the virginia company, and the same thinking was evident later in the calculations of the proprietors of the carolinas, the jerseys, and pennsylvania. but plans for establishing baronial estates in america usually led to disappointment. thousands of englishmen were willing to try their fortunes in the new world, but few were willing to pass the rest of their days as humble tenants in a new country where land was abundant and cheap (blake, 1952: 5). secondly, in negative term meant by the writer that is economic problems became a reason for the english to leave their mother land to the new england. going to the new world may be the only way out for their economic problems in england. however, they were many other english who stayed in england for their ability to survive. for this reason to leave england, goerke explain briefly: “the english came to america was in their search for economic freedom, that is, the freedom to make a living and not have to give all that you make to the government. taxes were very high in england at this time. why were taxes so high? because, the british rulers were in the process of building the strongest navy in the world. much money collected in taxes was wasted in high living and in foolish activities of the court. many englishmen then were not able to make a comfortable living because of these high taxes. another reason why the average englishmen was unable to make a good living in england at this time (17th and 18th centuries) was due to the fact that england was undergoing an important change. the change was from agriculture to pastoral pursuits, that is, from farming to animal raising (goerke, 1962: 30)”. he asserts that a farmer in that time could make more money on an acre of land by raising sheep on that acre than by planting crops. it was reasonable, because in planting the crops there were many steps to do; plowing the field, sowing the seed, preparation for harvest which needed more than a farmers. it was different than to raise sheep; it just needed a little preparation. this changing from agriculture to sheep raising caused much unemployment in england (goerke, 1962: 30). brief description about european exploration before going on wider explanation about english settlement, the writer tries to depict the european exploration as a milestone of exploration of the world. since the age of exploration, europe was famous by voyagers and conquerors. some of them just did the exploration and some others tried to settle in this virgin land. the voyage was not an easy thing to do, because the conquerors must be able to conquer the ferocity of the sea with the big wave and awful storm which of course can destroy them. hence, some voyagers were not lucky in their exploration but some others succeeded and try to settle in the new land. dr. marlou schrover from leiden university wrote about european expansion who expanded other areas, some of them from western europe such as england, germany, france, netherlands, and belgium. spain, portugal, italy, and greece are including in southern europe (http://www.let.leidenuniv.nl/history/migration). the spain had their conquest of the indians of central america brought power and prestige to spain even though for only a short time and produced dreams of fabulous riches all over europe. the portuguese, in one great effort, conquered brazil, although they were not strong enough to hold it. the france laid the foundation of a french-canadian state but lacked the population surplus necessary for ultimate success in colonizing the vast territory. the enterprising dutch founded a new netherlands along the hudson river (werkmeister, 1949: 7). hofstadter stated that an irish monk, st. brendan, had approached the north american continent in the sixth century (hofstadter, 1959: 1). from northern europe that is norway was became the first european who explored the north america. they sailed to the west from greenland, the settlement built by eric in 985s. then probably in 1001s, his son leif explored to north east coast in the area known by canada. he lived and made a settlement there at least in a winter. it is may be proven by finding the ruins of the norse houses in l'anse aux meadows, north newfoundland (whitney, 1950:11). based on above statement, it is known that the new world had been explored and settled since the ninth century, long centuries before settlement at jamestown, or even exploration done by columbus, john cabot and other explorers. hofstadter even stated that in the sixth century the buddhist missionaries from china had reached the fiords of british columbia (hofstadter, 1959: 1). but, because this discovery was non european discovery, so it will not be a matter of discussion in this thesis. in spite of that, this discovery became information should be known, because this exploration was the earliest of the new world discovery. in 1492, it is well known that christopher columbus was the greatest navigator who explored the new world in 1492 (hofstadter, 1959: 1). then, john cabot landed possibly in newfoundland or labrador in 1497. although there is a different views about who first came to the new world between columbus and cabot; henry william elson (1949: 20) an author of side lights on american history, modern times and the living past wrote in his history of the united states of america: “the continent of north america was discovered first not by columbus, but by john cabot. he was a seaman and merchant, and that, next to the northman, he was the first white man known to have made a voyage to north america”, but in his book he did not mention the reason based his view. the possible reason may be raised is, that he based his writing on the third of columbus voyage that was in 1498, columbus touched on the mainland of south america at the mouth of the orinoco river. from some voyages had done by columbus, he just concluded that he had discovered a new continent (chitwood et. al, 1950: 3-4). the second reason, nelson was true to state that cabot was the discoverer of north america not columbus because columbus did not discover north america but bahama, it was in the south of north america. nevertheless, they are many sources can convince that columbus was earlier than cabot who came to the new world. the map of exploration by columbus and cabot (http://encarta.msn.com/media_early_european_explorers.html). the new land the european explored was named america. the question will be emerged properly is “why this new world was not named columbus as the first discoverer?” oppositely, it was named america based on the sailor after him that was amerigo vespucci. in 1501 amerigo vespucci, a florentine, sailed on a spanish expedition along the cost of what is now south america. when he returned to europe, he wrote a letter expressing the bold opinion that he had seen a new continent. news of vespucci’s conclusion reached a famous geographer, who proposed calling the newly discovered lands “america” in honor of amerigo vespucci. columbus missed even the honor of having the new lands named after him (curti and todd, 1972: 11). this is the difference between columbus and vespucci. after his discovery of the new world, columbus did not expose his exploration upon the world. hence, for many years it was not known that columbus had discovered this new continent. on the contrary, vespucci wrote about his discovery, he said that he had seen a new continent. he wrote a brief account of the “new world” as he called it, he created a greater sensation than columbus ten years before. his pamphlet was translated into many languages, and he was hailed throughout europe as one of the greatest mariners of his time. then, in 1507 professor waldseemuller, of the little college of st. die among the vosges mountains of lorraine, published a pamphlet on geography, and in this he first suggested the name america. “i see no reason why,” he stated, “this fourth part of the world should not take its name from its sagacious discoverer and be called amerige or america.” the suggestion found favor and it was not long before the name america found its way on all new maps and globes representing the western hemisphere (elson, 1949: 22). these discoveries then became a milestone of other voyagers who came to the new world. some voyagers just done the exploration and some others tried to settle in the new land they found. the settlement of the new world was not an easy work to do because not all settlements were success. in 1583, sir humphrey gilbert sailed across the atlantic intending to settle on the site of what is now st. john’s, newfoundland. but gilbert and all his shipmates were lost in a storm. then, sir walter raleigh with the backing of some wealthy englishmen, he organized an expedition to explore the atlantic coast. the expedition returned with good reports. hence, in 1585 raleigh sent out his first group and landed on roanoke island, off the coast of what is now north carolina, but was failed. in 1587 raleigh sent out a second group who also settled in the same place. unfortunately, the spanish attempt to invade the england in 1588 prevented raleigh from sending fresh supplies for three years. when in 1591, a relief expedition finally did reach roanoke, the settlers were gone. to this day, the fate of this little band colonistthe “lost colony”-remains a mystery (curti and tood, 1972: 18). the settlement of roanoke island was the failed settlement while the settlement of jamestown in 1607 was the first permanent english success settlement in the world. there were other english success settlements later on, such as plymouth settlement in 1921 by the puritan. references blake, nelson manfred. 1952. a short history of american life, mcgraw-hill book company, inc. new york. chitwood, oliver perry, frank lawrence owsley and h. c. nixon. 1950. the united states from colony to world power, second printing, d. van nostrand company, inc. new york curti, merle & lewis paul todd. 1972. american nation, third edition, harcourt brace javanovich, inc. usa daeng, hans. 2000. teori migrasi, ed. 7, pusat penelitian kependudukan, universitas gadjah mada, yogyakarta daniels, roger. 2002. coming to america; a history of immigration and ethnicity in american life, second edition,visual education corporation, usa elson, henry william, 1949, history of the united states of america, the macmillan company, new york goerke, righter r. 1962. american history and government for prospective citizens, wm.c brown book company, california hacker, louis m. and hebene s.z. 1947. the shaping of the amerian tradition, volume i, columbia university press, new york hammond world atlas corp. 2004. encyclopedia americana, vol. 11, scholastic library publishing, inc. usa _______________2004. encyclopedia americana, vol. 18, scholastic library publishing, inc. usa heidler, david s. and jeanne t. heidler. 2003. manifest destiny, greenwood press, london. hofstadter, richard, william miller and daniel aaron. 1959, the american republic, volume i to 1865, prentice-hall, inc., englewood cliffs, new jersey keyes, nelson beecher. 1954. the american frontier our unique heritage, hanover house, new york werkmeister, w.h. 1949, a history of philosophical ideas in america, the ronald press company, new york whitney, francis, et all. 1950, the main features of american history, united states information agency, usa internet sources early european explorers, retrieved march, 12, 2009 from http://encarta.msn. com/ media_461517666_ 761595536_ -_1/early _european_explorers.html. history of migration. retrieved may, 09, 2008 from http://www.let.leidenuniv.nl /history/ migration. life in the 17th century england. retrieved jan. 12, 2009 from http://www.publicbookshelf. com/ public_html/ our_country_vol_1/ life17th_dh.html. major influences on migration, push and pull factors. retrieved dec., 18, 2007 from http://search.yahoo.com/ push/factors/coming. http://encarta.msn/ http://www.let.leidenuniv.nl/ http://www.publicbookshelf/ improving of efl learners’ speaking proficiency through speaking activities inside and outside the classroom: a theoretical review syarifudin a lecturer at state institute for islamic studies (iain) of mataram, west nusa tenggara lafudin@yahoo.com abstract in an attempt to improve the learners’ speaking proficiency in efl, the demand to teach speaking english is increasing more and more in all levels of education in indonesia. many kinds of strategies are applied in teaching and learning process of speaking in order to enable the leaners to perform the microskills and macroskills of communication. the widely accepted instructional method in efl is communicative language teaching which emphasizes that the goal of language learning is to increase learners’ communicative competence. the competence includes grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the undrelying abilities of speaking proficiency. therefore, it is the main purpose of this paper to depict the way in which teaching speaking should encourage learners to engage in appropriate speaking activities both inside and outside the classroom to gain communicative competence. classroom learning is one way to practice and learn speaking, but multitudes of opportunities for learning and practicing speaking exist outside the classroom in english context. so, the learners need to be encouraged to develop speaking habit and use it in real life communication. keywords: teaching speaking, communicative competence, speaking proficiency. introduction due to the importance of english in the modern world and global communication, the indonesian government has recommended the need of mastering english for the citizens with the idea about technology and science transferring, trade and commerce, economic development, tourism and intergovernmental communications. indonesian government has great commitment to teaching english at all levels of education (elementary school, junior high and senior high school, and tertiary) through developing effective curriculum for the teaching and learning of english in order to facilitate the learners who are learning english in formal education to master the language well. the curriculum which is considered as an effective english curriculum at present is school-based curriculum, because it has been implemented in teaching english for elementary, junior and senior high school since 2006. mailto:lafudin@yahoo.com in reference to the description of competence standard and basic competence of teaching english at senior high school based on school-based curriculum and pointing up to one important particular speaking skill. the instructional objectives of english subject for senior high school based on school-based curriculum (2006) in order that the learners have abilities: (1) developing communicative competence in spoken and written form to achieve informational literacy level; (2) having awareness about the importance and essence of english to increase nation competitiveness in global community; (3) developing learners’ understanding about relevance between language and culture (permendiknas, 2006). those instructional objectives are elaborated through competence standard basic competence, and these competences are developed more specific in indicators. the regulation of the ministry of national education no. 23/2006 specifies the competences standard of english speaking for senior high school learners as follows: the learners express oral meaning in formal and informal interpersonal and transactional discourse, in the forms of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review, in everyday life contexts (permendiknas, 2006). in relation to the competences standard of speaking english for senior high school, it is very difficult for the efl learners to reach the entire competences standard of speaking english which are stated in the curriculum. this matter, because of some problems are like limited time in teaching and learning process in the classroom, learners’ low motivation, inadequate speaking activities, less opportunities to practice speaking, learners are reluctant to engage in english speaking activities or uneven participation, and also learners’ linguistic and personality are going developing. shumin (2002) states that speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions. the shumin’s statement indicates that the learners encounter the difficulties in using language in social interactions if they do not have adequate communicative competence that underlying speaking ability. regarding the learners’ problems in english speaking, defrioka (2009) in her research depicts that common problem for efl teacher is dealing with a passive class, where learners are unresponsive and avoid interaction with the teacher and other learners. this is especially true when a teacher seeks interaction in teacher-class dialog, such as asking question to the class as the whole and expecting at least one student to respond. ur (1996:121) states that some problems with speaking activities are: learners are often inhabited about trying to say things in a foreign language in the classroom, they have no motive to express themselves beyond the guilty that they should be speaking, low or uneven participation, and the learners may tend to use mother tongue. in line with that padmadewi (1998) in her research found that learners attending a speaking class often felt anxious due to pressure from the speaking tasks which require them to present individually and spontaneously within limited time. moreover, based on her research tutyandari (2005) explained that learners keep silent because they lack self confidence, lack prior knowledge about topics, and because of poor teacher-learner relationship. learners’ problems in speaking always occur in every speaking activity, such as low motivation, reluctant and uneven participation to engage in english speaking activities. brown (2007) commended that one of the more complicated problem of foreign language learning and teaching has been to define and apply the construct of motivation in participating to the interaction. it is very necessary to construct learners’ motivation in language learning, both intrinsic and extrinsic motivation. constructing learners’ motivation in engaging to english speaking activities in self-determination theory, deci and ryan (1985) quoted in dornyei (2002) explained that intrinsic motivation concerns behavior performed for its own sake in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying one’s curiosity. while extrinsic motivation involves performing a behavior as a means to an end that is to receive some extrinsic reward or to avoid punishment. in order to motivate the students engage in speaking activities or interaction inside and outside the classroom, school parties or teachers must create school environment which enable the students interact to use english in real communication and students’ opportunities for exposure to the target language and for language practice. environmental influences can engender learners’ motivation as wentzel (1999) quoted in dornyei (2002) in social motivation theory state that a great deal of human motivation stems from the sociocultural context rather than from the individual. in this matter, communicative language activities environment stimulate students’ foreign language interaction and learners can benefit from participating in naturally occurring conversations. learners are encouraged to have higher motivation in learning foreign language, particularly to involve themselves in speaking activities in order to be able to perform oral communication in real interaction. in engaging in english speaking activities efl learners should have language learning motivation whether internal or external factors. williams and burden (1997) quoted in dornyei (2002) established theoretical framework of sl/fl motivation as follow: table of williams and burden’s (1997) theoretical framework of ls/fl motivation internal factors external factors intrinsic interest of activities • arousal of curiosity • optimal degree of challenge perceived value of activities • personal relevance • anticipated value of outcomes • intrinsic value attributed to the activity sense of agency • locus of causality • locus of control re: process and outcomes • ability to set appropriate goals mastery • feelings of competence • awareness of developing skills and mastery in a chosen area • self efficacy selt-concept • realistic awareness of personal strengths and weaknesses in skills required • personal definitions and judgments of success and failure • self-worth concern • learned helplessness attitudes • to language learning in general • to the target language • to target language community and culture other affective states • confidence • anxiety, fear • developmental age and stage gender significant others • parents • teachers • peers the nature of interaction with significant others • mediated learning experiences • the nature and amount of feedback • rewards • the nature and amount of appropriate praise • punishments, sanctions the learning environment • comfort • resources • time of day, week, year • size of class and school ethos broader context • wider family networks • the local education system • conflicting interests • cultural norms • societal expectations and attitudes this theoretical framework shows many aspects of motivation encouraging the efl learners learning language, particularly related to engage in speaking activities. based on williams and burden (1997) theoretical framework, we try to set up the new model in accordance with the present purposes in order to construct learners’ motivation in engaging to speaking activities which are able to improve their speaking proficiency. figure 1. theoretical framework model of motivation aspects in speaking activities to improve learners’ speaking proficiency the above schema designs the flow of thought which maps the direction of the present attempts which deals with learners’ motivation in english speaking activities. learners’ engagement depends on their motivation and diverse available activities. in spite of teaching and learning speaking english went well inside the classroom, but it is not enough opportunities for the learner to engage in whole real communication. on that account, the opportunities should be prepared outside the classroom through diverse speaking activities to enable students develop their speaking competence in intrinsic interest of activity positive attitude significant mastery attitudes encourangement significant of interaction internal motivation external motivation motivation speaking activities learning environmen t kinds of activities nature setting. learning speaking can be a challenging and exciting task, especially for learners who are located in an environment where the people always speak english such as in islamic boarding school, where the learners always practice speaking outside the classroom. in classroom learning is one way to practice and learn speaking, but multitudes of opportunities for learning and practicing speaking exist outside the classroom in english contexts. one who is shared by many others, that practicing speaking outside the classroom in english environment is essential to improve english speaking competence. knigh (2007) in his research states that obviously a learner has many more opportunities for type of interaction outside, rather than inside of the classroom. this coincided with mukminatien (1999) suggested that teachers provide their students with more sufficient input for acquisition in the classroom and encourage them to use english either inside or outside the classroom. students also are very unlikely to develop communicative competence if only using language inside of a classroom. this type of language proficiency is yet another thing that is most likely learned outside of the classroom. out of class english use is essential for most learners to develop a high level of english language proficiency. teaching and learning speaking requires endeavor through a systematic and programmatic teaching and learning process in order to more facilitate the students to communicate and interact with the teacher and other students. teachers have an important role in fostering students’ ability to speak english well, encouraging them to speak english more often either inside and outside classroom activities. syamsurizal (2008) in his research stated that the teaching of speaking in a target language should enable the learners to use the language orally for many purposes just as they do in their native language. while padmadewi (1998) in her research advised speaking teachers activate the students’ prior knowledge by asking question related to topics under discussion. she also mentioned that students’ self-confidence can be enhanced and their anxiety reduced by giving them tasks in small group. because the ability to speak in the target language is essential, it is important to give learners appropriate tasks that ensure and aid them to master the speaking skill. the teacher is obliged to provide appropriate ways, strategies, or techniques that help learners to speak in the language. the purpose of the teaching speaking the main purpose of teaching speaking to efl learners is to improve learners’ spoken communication skill, so they are able to express themselves using the target language appropriately based on the context which they need. in an attempt to improve the learners’ speaking competence in efl, the demand to teach speaking english is increasing more and more in all levels of education in indonesia. many kinds of approaches and methods are applied in teaching and learning process of speaking in order to enable the learners to perform the microskills and macroskills of communication. the microskills regarding to the smaller elements of language (phonemes, morphemes, words, collocations, and phrasal units), while macroskills acquaint speakers with larger elements of language related to cohesion, function, fluency, styles, nonverbal communication, and strategies option. the widely accepted instructional method in teaching speaking is communicative language teaching (ctl) which emphasizes that the goal of language learning is to increase students’ communicative competence. harmer (2007:69) states that a major stand of clt centers around the essential belief that if students are involved in meaning focused communicative tasks, then language learning will take care of itself, and that plentiful exposure to language in use and plenty of opportunities to use it are vitally important for a students’ development of knowledge and skill. teaching of speaking to the efl learner needs, is one of the most important in learning a foreign language especially english. in a very general usage, speaking a language clearly entails many different purposes which are important to be remembered that in teaching speaking deems entirely upon the learner’s ultimate purpose in learning to speak english. folse (2009:4) states that teachers need to know why learners want to speak english, whether it is for study, business, job, and to be able to communicate at all activities. this coincided with richards and renandya (2002:201) who argued that speaking is used for many different purposes, and each purpose involves different skills. when speakers use casual conversation, for example, the purposes may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of the time they spend with friends. in some situations, speakers use speaking to give instructions, to describe things, to entertain people, other speaking purposes. richards and renandya (2002:201) further argued that each of these different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationships, and the kind of activity the speakers are involved in. english speaking activities outside the classroom setting involves interactions between learners and teachers and between learners and learners. the learners are expected to be able to express themselves in english language for both transactional and interactional purposes. gebhard (2000:169) states both types of interaction frequently exist are speaking inside and outside the classroom, and the teacher ought to ensure that his or her learner have the competence to apply them. moreover, in line with the english speaking activities outside the classroom, it is very important to create particular scheduled activities, such as english speaking week, morning english conversation, afternoon english speaking, english debate, public speaking, outdoor english meeting which enable the students’ opportunities to engage themselves to practice speaking english. in relation to opportunities, rivers (1968: 160) states that the teacher will need to give the learner many opportunities to practice the speaking skill; he will use imagination in devising situations which provoke the learner to the use of the language in the expression of his own meaning, within the limits of what he has been learning. supriani (2009) in her research stated that to have good competence in english, learners should speak as much as possible. this kind of activities must also be held outside the classroom since there is a little opportunity to speak inside the classroom in a teaching process. this is one of activities of autonomous learning, and they should be aware that their success to achieve good competence in speaking depends on their own effort. regarding the teaching of speaking english, folse (2009:4) states that teachers need to know why learners want to speak english, whether it is for study, business, job, and to be able to communicate at all activities. this coincided with richards and renandya (2002:201) who argued that speaking is used for many different purposes, and each purpose involves different skills. when speakers use casual conversation, for example, the purposes may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of the time they spend with friends. in some situations, speakers use speaking to give instructions, to describe things, to entertain people, other speaking purposes. richards and renandya (2002:201) further argued that each of these different purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs, the participants involved and their specific roles and relationships, and the kind of activity the speakers are involved in. communicative competence underlying speaking proficiency to improve speaking proficiency depends on aspects of communicative competence which are abilities underlying of speaking proficiency as richards and renandya (2002: 201) introduce the useful model developed by canale and swain to account for the components of speaking ability. this model describes speaking proficiency as depending on grammatical competence, discourse competence, sociolinguistic competence, and strategic competence, each of which needs to be addressed in a speaking course and teaching. savignon (1983:22) defined communicative competence as the ability to function in a truly communicative setting in a dynamic exchange in which linguistic competence must adapt itself to the total informational input, both linguistic and paralinguistic, of one or more interlocutors. furthermore, brown (2000:246) referred to communicative competence as that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. the discussion of the communicative competence is mainly based on the version from canale and swain (1980) which are strategic competence, discourse competence, sociolinguistic competence, and strategic competence. bachman (1990) developed theoretical about communicative competence based on his version, in which a part of it is like as canale and swain version. bachman’s version is language competence which comprises three components is focuses on organization competence, pragmatic competence, and strategic competence. only when the learners have knowledge of language and the capacity to execute the competence, could they use communicative language ability properly in a certain context. in the theoretical of canale and swaim (1980) and bachman (1990) can show the abilities underlying speaking proficiency. bachman theoretical model language function are essentially the purposes that learners accomplish with language, e.g., stating, requesting, responding, greeting, parting, etc. functions cannot be accomplished without the forms of language (morphemes, words, grammar rules, discourse rules, and other organizational competencies (brown, 2000). the components of communicative competence proposed by canale and swain (1980) quoted by shumin (2002) include grammatical competence, discourse competence, sociolinguitic competence, and strategic competence, reflect the use of the linguistic system and the functional aspects of communication respectively. the grammatical and discourse competences reflect the use of the linguistic system itself, while sociolinguitic and strategic competence define the functional aspects of communication. these components of communicative competence are going to be explained more detail in the further working through ideas. grammatical competence involves the mastery of language codes both verbal and nonverbal, such as vocabulary, derivation, sentence formation, pronunciation, spelling, and semantics huda (1999:23). in line with that shumin (2002: 207) stated that grammatical competence is an umbrella concept that includes increasing expertise in grammar (morphology, syntax), vocabulary, and mechanics. with regards to speaking, the term mechanics refers to basic sounds of letters and syllabes, pronunciation of words, intonation, and stress. furthermore, savignon (1983: 37) explained that grammatical competence is mastery of the linguistic code, the ability to recognize the lexical, morphological, syntactic, and phonological features of a language and to manipulate these to form words and sentences. in addition discourse competence is the connection of a series of sentences or utterances to form a meaningful whole savignon (1993:38). this coincided with brows (2000:247) states that discourse competence is the ability to connect sentences in stretches of discourse and to form a meaningful whole out of series of utterance. furthermore, kamiya, (2007) explains that discourse competence is the mastery of rules concerning cohesion and coherence of various kinds of discourses in second or foreign language. huda (1999:33) explains that sociolinguistic competence relates to the extent an utterance is expressed and understood correctly in different sociolinguistic contexts, which in turn depend on certain factors such as speaker-listener status, the objective of the interaction, and the rules and norms of the interaction. this coincided with brows (2000:247) explained that sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse. this type of competence requires an understanding of the social context in which language is used. in addition, shumin (2002:207) stated that understanding the sociolinguistic side of language helps learners know what comments are appropriate, how to ask questions during interaction, and how to respond nonverbally according to the adaptability in order to be able to encode and decode the discourse around them correctly. brown (1994: 228) explains that strategic competence, which is the way learners manipulate language in order to meet communicative goals is perhaps the most important of all the communicative competence elements. kamiya (2007) described strategic competence is the mastery of verbal and nonverbal communication strategies in sl/fl used when attempting to compensate for deficiencies in the grammatical and sociolinguistic competence or to enhance the effectiveness of communication (e.g. paraphrasing, how to address others when uncertain of their relative social status, slow speech for rhetorical effect, etc.). shumin (1996) developed theoretical framework of communicative competence based on canale and swain (1980), in which four communicative competence, grammatical competence, discourse competence, sociolinguistic competence, and strategic competence which are underlying speaking proficiency. figure 2. speaking proficiency and the components of communicative competence (shumin, 2002:207) shumin (1996) obviously shows the framework model in easy manner in which four aspects of communicative competence are underpinning of speaking proficiency. all these competences relation function as the founded theoretical bases of the present writing purpose which focus on developing efl learners’ speaking proficiency. the new following proposed schema clearly portrays the theoretical framework of the present writing which is related to learners’ speaking proficiency. figure 3. theoretical framework for english speaking proficiency and the components of communicative competence discourse competence speaking proficiency vocabulary morpholog y verbal and verbal action syntax phonology spoken conversation social context grammatical competence sociolinguistic competence strategic competence communicative competence speaking proficiency grammatical competence strategic competence discourse competence sociolinguisti c competence in this theoretical framework in which speaking proficiency depends on communicative competence which comprises of four components: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence as the factors affecting the learners’ abilities underlying speaking proficiency. conclusion in this writing the writer has tried to demonstrate the improving of efl learners’ speaking proficiency through speaking activities based on theoretical review. teaching of speaking to the efl students is the most important in learning a foreign language especially english. one of the widely accepted instructional method in teaching speaking is clt, in which this method emphasizes that the goal of language learning is communicative competence. communicative competence includes grammatical competence, discourse competence, sociolinguistic competence, and strategic competence, as abilities underlying speaking proficiency. description of four components of communicative competences are very clear with intention is to discover the kinds of knowledge and skills that efl learners need abilities underlying to develop their english speaking proficiency through understanding and applying those communicative competence. speaking proficiency can be gained by the efl learners through practice speaking both inside and outside the classroom activities or other places where enable to engage in using spoken english in real life. in teaching speaking in order more communicative, teacher must be able to use many kinds of speaking activities, such as role play and simulation, information gap, group solving problem, and other speaking activities. speaking activities can be carried out both inside and outside the classroom depends on speaking goals. those activities enable the students to engage in interaction in real communication to improve speaking proficiency. references brown, h. douglas. (2007). teaching by principle: an interactive approach to language pedagogy. san fransisco: longman. brown, h. douglas. (2000). principles of language learning and teaching. san fransisco: longman. burns, a. and joyce, h. (1999). focus on speaking. sydney: macquarie university. clark, h. h. and clark, e.v. (1977). psychology and language: an introduction to psycholinguistics. new york: harcourt brace, jovanovich publishers. dornyei, zoltan. (2002). motivational strategies in the language classroom. cambridge: cambridge university press. finocchiaro, mary and brumfit, christopher. 1985. the functional-notional approach: from theory to practice. new york: oxford university press. folse, keith s. (2007). the art of teaching speaking: a research and pedagogy for the esl/efl classroom. usa: the university of michigan press. hadley, alice omaggio. (1993). teaching language in context. boston: heinle & heinle publishers. harmer, jeremy. (1996). the practice of english language teaching. london: longman. harmer, jeremy. (2007). the practice of english language teaching. china: pearson longman. huda, nuril. (1999). language learning and teaching: issues and trends. malang: universitas negeri malang press. kamiya, masashito. (2007). the role of communicative competence in l2 learning. (online). retrieved march 14, 2011 from (http://pdf.finder.com.) lado, robert (1991). language testing. london: longman. liu, wen-chung. (2006). memorization and improvisation: a comparison of two strategies in the oral acquisition of english as a second language. australia, australia catholic university. dissertation (online). retrieved april 20, 2011 from (http://pdf.finder.com.) nunan, david. (1996). language teaching methodology: a textbook for teachers. new york: prentice hall. richards, jack c, renandya.( 2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. richards, jack c. and rogers, theodore s. (2002). approaches and methods in language teaching. cambridge: cambridge university press. savignon, sandra j. (1983). communicative competence: theory and classroom practice. california: addison-wesley publishing. shumin, kang. (2002). factors to consider: developing adult efl students’ speaking abilities. in jack c. richards and willy a. renandya (eds.), methodology in language teaching: an anthology of current practice (204-211). cambridge: cambridge university press. ur, penny. (1996). a course in language teaching. practical and theory. cambridge: cambridge university press. zhang, xinhai (2004). practical activities for developing speaking skill of chinese middle school students. sino-us english teaching, april 2004, vol. 1, no. 4 (serial no. 4) . (online). retrieved march 20, 2011 from (http://pdf.finder.com.) http://pdf.finder.com/ http://pdf.finder.com/ http://pdf.finder.com/ ieee paper template in a4 (v1) marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 let: linguistics, literature and english teaching journal ||volume|| 8 ||issue|| 1 ||pages|| 31-63 || 2018 || |p-issn: 20869606 ; e-issn: 25492454| an analysis of technical devices in translation procedures applied in harry potter first novel marisa fran lina marisafl@iainsalatiga.ac.id iain salatiga, central java article history: received: 14 th january 2018 accepted:24 th february 2018 abstract there are four technical devices in the translation procedures which are commonly used by the translator; addition, subtraction, adaptation and elimination. thus, the purpose of this study are to find the four technical devices in listiana srisanti‟s translation result in “harry potter and the sorcerer‟s stone”. the method of collecting data is library research. the data in the novel which have been collected are analyzed by the four technical devices. according to the classification, it is found that there are 10 data of addition, 13 data of subtraction, 12 data of adaptation and 9 data of elimination. those data presented are representative enough from all of the data in the novel, because the writer takes the data by its part among the translated sentences contained the technical devices. in conclusion, the result shows that the technical device of subtraction is the most dominant data (13) applied in the novel. corresponding author: tel.: .............................. keywords: translation procedures; technical devices; novel. introduction translation is an important thing that has been used in many aspects. it is one way to communicate the meaning of information to people of target language. the people have a different language with the source language. in translation, the richness of vocabulary, depth of culture, and vision of the translator could certainly have very conspicuous effects on his/her work. another translator might produce a reasonably acceptable version of the same text, which, however, may very well reflect a completely different background, culture, sensitivity, and temperament (ghadi, 2010:1). available online at: http://jurnal.uin-antasari.ac.id/index.php mailto:marisafl@iainsalatiga.ac.id p a g e | 32 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 in detail, one aspect that uses translation is translating a novel. if there are no translators try to translate novels especially novels written by a famous novelist, most of people around the world can never read the novels. on the other hand, it can be concluded that the famous novelist never be recognized in the world if there are no effort of translations into other languages. in this case, the role of a translator has a big contribution. furthermore, based on the new lexicon webster dictionary of the english language (2004:687), the meaning of novel itself is an imaginative prose narrative of some length, usually concerned with human experience and social behavior, and normally cast in the form of a connected story. typically, the novel which is translated is a well-known novel so that many people are interested to read it in their language. thus, a good translation must be used in this case in order to the readers of tl can have a similar interpretation with the readers of sl. for this purpose, there is a term called technical devices in translation procedures. in detail, from martono and ngadiso‟s point of view (1995: 24), what is meant by translation procedures are the technical devices which are used to transfer the meaning of a text in sl into a text in tl. they might include: adding, subtracting, eliminating and adapting. actually, the term of technical devices usually exist in every translation but not many people know about it. the reason is because only a few books or other sources explained this term. therefore, the writer tried to analyze the technical devices of translation procedures in one of seven famous novel series “harry potter and the sorcerer‟s stone” written by j.k. rowling. most of people around the world know about this great novel which has an awesome imagination. regarding to the background of the study, the proposed problem statement is as follows; what kinds of technical devices which are applied by listiana srisanti in translating the novel? a. objective of the study the main objectives of the study are to help the reader know and understand about the technical devices in translation procedures on “harry potter and the p a g e | 33 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 sorcerer‟s stone” novel. additionally, this study also provides the answer from the research problems of study. the objective of the study is to find and analyze the kinds of technical devices which are applied by listiana srisanti in translating the novel b. benefits of the study the writer expects that the result of the study gives beneficial for: 1. theoretical benefit 2. the result of the research expected to inspire others to hold further research. this study will give additional information to the readers; they will know the analysis of technical devices in translation procedures in written language. practical benefit a. the english teachers the result of the study might be useful for additional information in teaching translation concerning technical devices in translation procedures. the writer also hopes the teachers not only transfer their knowledge from books, especially about technical devices in translation procedures, but also give some exercises to enhance students‟ skills in analyzing the translation of english sources. the teacher can improve their capability through many ways to develop the new method of language learning to upgrade the knowledge about technical devices in translation procedures. b. the english students the result of this research can be useful as additional information in technical devices in translation procedures. furthermore, students are motivated to master technical devices in translation procedures so they can improve their translation skill. c. the writer the writer can get many useful experiences in the future as an english teacher. in addition, the result of the study can be a reference in translating works dealing with technical devices in translation procedures. p a g e | 34 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 c. limitation of the study in translations, there are so many kinds of impressive problems that can be analyzed and discussed. it is impossible to analyze all of them. therefore, this research is limited on the problems by analyzing some words, phrases, clauses and sentences that are contained the technical devices in translation procedures which is existed in the “harry potter and the sorcerer‟s stone” novel. d. theoretical framework 1. translation martono and ngadiso (1995:1) explain there are many definitions of translations. the writer only took the most updated one in defining “translation”, as mildred l. larson (1998) says that translation is the replacement of meaning from a „source language‟ (sl) into a „target language‟. the replacement is based on the structure of semantics. to conclude larson‟s opinion, translation means: a. learning lexicon, grammatical structure, situation of communication and cultural context of a source language text. b. analyzing a source language text to find the meaning c. retelling the same meaning using lexicon and grammatical structure in a target language and cultural context. in martono and ngadiso‟s point of view (1995: 24-29), what is meant by translation procedures are the technical devices which are used to transfer the meaning of a text in one language into a text in another language. they might include: adding, subtracting, eliminating and adapting. in short, the change from sl into tl calls for addition, subtraction, adaptation, and untranslatableness. translation in the very broad sense of the term can be listed in terms of different levels of complexity. the procedures can be in the form of: a. transcription this means rendering the sounds of a sl into a tl form. for example, the word orang hutan in indonesian transcribes to orangutan in english. b. transliteration p a g e | 35 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 this is the process of rendering the letters of one alphabet into the letters of another, with a different alphabetical system. for example, from arabic into latin. e.g.: يم رح رحمن ال هللا ال سم ب transliteration: in the name of allah the most gracious and merciful no transliteration takes place between indonesian and english since both of them use the latin alphabets. c. borrowing many types of borrowing are made from one language to another. the procedure often used when the tl has no equivalent for the sl units is to adopt them without change but sometimes with spelling or pronunciation adjustment. 2. technical devices in translation procedures in molina & albir‟s article (2002: 507), pozo y postigo says that techniques describe the result obtained and can be used to classify different types of translation solutions.. the technical procedures affect the results and not the process. we propose they should be called translation techniques. furthermore, based on new english dictionary and thesaurus compact edition (2004:70), “device” is (noun) a contrivance or an emblem. to sum up the definition of technical device according to the explanations above, is something invented and adapted for a special use which is connected with a particular science. additionally, which is meant by the technical devices in translation procedures, martono and ngadiso (1995: 24) states … the technical devices are used to transfer the meaning of a text in source language into a text in target language. they might include: adding, subtracting, eliminating, and adapting. equally important, dr. matthews and dr. orrantia (2007:2) p a g e | 36 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 also says the translators uses resources and apply technical skills to render the text in the target language. 3. the four meanings of technical devices in translation procedures. martono and ngadiso‟s point of view (1995: 24), what is meant by translation procedures are the technical devices which are used to transfer the meaning of a text in sl into a text in tl. they might include: a. adding structural or lexical elements to those present in the sl. b. subtraction c. eliminating elements (in the level of phrase, clause and sentence) which are necessary in the sl but unnecessary in the tl or with no counterpart there. d. adapting the content of the message so that the tl text will come as close as possible to the concept of the sl text. hariyanto (2003:1) says in an article “the implication of culture on translation theory and practice”, as follow: a. reduction (subtraction) is sl word or phrase, as a translation unit, is replaced with a tl word or phrase which does not embrace part of the sl word meaning. reduction is found to be useful to translate traditional address + proper name constructions as the terms of address are not found in the tl and an explanation is not possible. the examples are the translation of kang glati into glati in y.b. mangunwijaya‟s novel entitled burung-burung manyar (indonesian version, 1993) and the translation in english version, the weaverbirds (1989). see the following excerpt: sl: pelpolisi belanda dan resisir mantri polisi dengan cepat melacak si bajingan dan kang glati masuk bui. (1993:111) tl: ... the dutch detectives and constables had tracked him down and thrown glati into jail. (1989:141) b. addition or note is added after the translation of the tl word or phrase. p a g e | 37 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 c. deletion or elimination is sl word or phrase, as a translation unit, is dropped in the tlt. according to the classified list of translation techniques as defined by molina and albir (2002:509), they propose that the procedural offshoot of covert translation find the following ramifications of translation techniques, some of them are: a. adaptation is to replace a st cultural element with one from the target culture, e.g. to change baseball, for kasti in a translation into indonesian. b. amplification (addition) is to introduce details that are not formulated in the st: information, explicative paraphrasing, e.g. adding bulan puasa kaum muslim when translating a noun ramadan, so it becomes …ramadan, bulan puasa kaum musli.. footnotes are also a type of amplification. it is in opposition to reduction. c. reduction (subtraction) is to suppress an st information item in the tt, e.g. to translate the month of fasting as ramadan. it is in opposition to amplification in the same article with molina and albir (2002:502), nida introduces “techniques of adjustment”, they have three types: additions, subtractions and alterations. they are used: a. to adjust the form of the message to the characteristics of the structure of the target language b. to produce semantically equivalent structures c. to generate appropriate stylistic equivalences d. to produce an equivalent communicative effect. the explanations of the types, as follows: a. additions several of the scfa (stylistique comparée du français et de l'anglais-the comparison of english and french‟s style) procedures p a g e | 38 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 are included in this category. nida lists different circumstances that might oblige a translator to make an addition: 1) to clarify an elliptic expression 2) to avoid ambiguity in the target language 3) to change a grammatical category (this corresponds to scfa‟s transposition) 4) to amplify implicit elements (this corresponds to scfa‟s explicitation) 5) to add connectors (this corresponds to scfa‟s articulation required by characteristics of the tl, etc.). b. subtractions. nida lists four situations where the translator should use this procedure, in addition to when it is required by the tl; 1) unnecessary repetition 2) specified references 3) conjunctions 4) adverbs c. alterations (adaptations). these changes have to be made because of incompatibilities between the two languages. there are three main types. 1) changes due to problems caused by transliteration when a new word is introduced from the source language. 2) changes due to structural differences between the two languages, e.g., changes in word order, grammatical categories, etc. 3) changes due to semantic misfits, especially with idiomatic expressions. one of the suggestions to solve this kind of problem is the use of a descriptive equivalent i.e., a satisfactory equivalent for objects, events or attributes that do not have a standard term in the tl. it is used for objects that are unknown in the target culture p a g e | 39 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 nida includes footnotes as another adjustment technique and points out that they have two main functions: a. to correct linguistic and cultural differences. e.g.: 1) to explain contradictory customs 2) to identify unknown geographical or physical items 3) to give equivalents for weights and measures 4) to explain word play 5) to add information about proper names, etc. b. to add additional information about the historical and cultural context of the text in question. there are some additional information about the technical devices: 1) matthews and orrantia (2007:29) explains adaptation is used when the limit to translation is been reached, i.e. when a simple translation would not work or it would produce a result that is shocking in the target language and culture. they also says that adaptation is adapting a source language situation when it does not exist in the target language or would be considered inappropriate in the target culture. 2) baker's approach (1992) to translation equivalence claims that different grammatical structures in the sl and tl may cause remarkable changes in the way the information or message is carried across. these changes may induce the translator either to add or to omit information in the tt because of the lack of particular grammatical devices in the tl itself. 3) pulitzer (2009:1) defines adaptation occurs when something specific to one language culture is expressed in a totally different way that is familiar or appropriate to another language culture. it is a shift in cultural p a g e | 40 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 environment. should gulyás be translated as the hungarian stew in english or just simply adapt the word accordingly as goulash? it involves changing the cultural reference when a situation in the source culture does not exist in the target culture. 4) the other categories, explained by delisle in molina & albir‟s article (2002:504) introduces, are: a) addition vs. omission (elimination) he defines them as unjustified periphrasis and concision and considers them to be translation errors. addition is to introduce unjustified stylistic elements and information that are not in the st, omission is the unjustifiable suppression of elements in the st. b) reduction (subtraction) to suppress a st information item in the tt, e.g., the month of fasting in opposition to ramadan when translating into arabic. this includes scfa‟s, delisle‟s implication, delisle‟s concision, and vázquez ayora‟s omission. it is in opposition to amplification. (this classification of translation techniques has been tested in molina 1998, where it was used as an instrument to analyze translations) in conclusion, the four meanings of the technical devices in translation procedure are: 1. addition is adding elements or information in tl that are not in sl. the function is to make a closer meaning from sl to tl. 2. subtraction is the opposition of addition, it is subtracting elements or information in tl that do not exist in sl, such as unnecessary repetition, specified references, conjunctions and adverbs. p a g e | 41 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 3. elimination is eliminating elements as a translation unit since they are not unnecessary in tl. elimination usually happens in the level of higher than words, such as a clause or sentence. 4. adaptation is adapting words from sl that culturally do not exist or have an appropriate word in tl. they usually express very differently with the sl, so adaptation can make the words relevant with the situation in tl. method in analyzing the technical devices in translation procedures in the “harry potter and the sorcerer‟s stone” novel, the researcher took a certain procedures as follow: 1. research object the research object in this study is sentence discourse. it includes observing words, phrases, clauses and sentences that are contained the technical devices in translation procedures which are existed in the “harry potter and the sorcerer‟s stone” novel. the part of the sentences can be the class of words such as noun, adjective, verb, adverb, etc. 2. data source data source is divided into primary and secondary source. first, primary source is the research data obtained directly from the original source (no intermediaries) that are specifically collected by the researchers to address issues in research (ruslan, 2004:254). primary source of this research is taken from the “harry potter and the sorcerer‟s stone” english and indonesian novel. second, secondary source is a data resource, which is used to support and complete the primary data. the data is taken from any kinds of publicized and relevant materials such as books of translation theories, procedures and literature theories. the writer conducted the research within three months namely in february, march and june 2013. besides, she only took the data from the p a g e | 42 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 novel until chapter 7 in both english and indonesian novel. for instance, it started from page 1 until page 124 in english book version and it started from page 1 until page 73 in indonesian pdf version. 3. type of research this is library research. library research is a research which is conducted by collecting secondary data from books, regulations and academic writing (sumanto, 1995:16). 4. the method of collecting data the researcher applied library research to collect the data. library research is a general or specialized library that collects materials for use in intensive research projects. the library research in this case, is the “harry potter and the sorcerer‟s stone” novel. the researcher also searched other information that is relevant and appropriate with the research problem. the following steps show the process of collecting the data: a. reading the four meanings of technical devices in translation procedures b. selecting the “harry potter and the sorcerer‟s stone” novel in both english and indonesian versions. c. reading both english and indonesian of the “harry potter and the sorcerer‟s stone” novels to find part of the sentences contained the technical devices which are applied by listiana srisanti in translating the novel. d. finding the part of sentences e. collecting and taking note about the part of sentences found in the novel. f. finding the part of sentences contained most dominant technical devices which are applied by listiana srisanti in translating the novel. g. rearranging the data which are related with the problem of study. h. concluding the data 5. the method of analyzing the data p a g e | 43 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 in analyzing the data, the researcher used descriptive analysis technique on the technical devices in the part of sentences in the novel. the steps are, as follows: a. presenting the data that is assumed as the technical devices. b. interpreting the data from each category of technical devices in translation procedures theory in martono and ngadiso‟s book (1995: 24). c. describing and discussing the finding related to the objectives of the study. d. making the general conclusion by relating to the theory and research findings about the technical devices in translation procedures. findings and discussions there are some data obtained from the “harry potter‟s and the sorcerer‟s stone” novel: table 1. addition no. source language (sl) target language (tl) part of sentence indicated p a g e | 44 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 addition 1. the boy who lived (ch. 1, p. 1) anak laki laki yang bertahan hidup (bab 1, hal. 1) verb 2. as he had expected, mrs. dursley looked shocked and angry. after all, they normally pretended she didn't have a sister. "no," she said sharply "why?" (ch. 1, p. 7) seperti dugaannya, mrs dursley kelihatan kaget dan marah. yah, biasanya kan mereka berpura-pura dia tidak punya adik. "tidak ada," jawabnya ketus, “memangnya kenapa?" (bab 1, hal. 5) adverb 3. mr. dursley wondered whether he dared tell her he'd heard the name "potter." (ch. 1, p. 7) mr dursley mempertimbangkan, beranikah dia memberitahu istrinya bahwa dia telah mendengar nama potter disebut-sebut. (bab 1, hal. 5) conjunction, passive verb 4. “when you could have been celebrating?” (ch. 1, p. 10) “padahal seharusnya kau bisa merayakan hari gembira ini?” (bab 1, hal. 6) conjunction, phrase 5. ..., made of yellowish parchment, (ch. 3, p. 34) ..., terbuat dari perkamen—kulit yang digunakan sebagai pengganti kertas. (bab 3, hal. 20) additional information in noun 6. he'd screamed, whacked his father with his smelting stick, been sick on purpose, kicked his mother, and thrown his tortoise through the greenhouse roof, and he still didn't have his room back. (ch. 3, p. 38) dia sudah menjerit-jerit, memukuli ayahnya dengan tongkat smeltings-nya, purapura sakit, menendang ibunya, dan melempar kura-kuranya ke atap rumah kaca sampai atap itu berlubang, tapi tetap saja dia tidak memperoleh kembali preposition, noun phrase, verb p a g e | 45 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 in translating this sentence (table 1, no. 1), listiana used the technical devices “addition”. she added a verb bertahan in tl that it is not necessary in the sl. actually, she could use only anak laki-laki yang hidup but by adding the word bertahan, it made a stronger meaning to the sentence. thus, the reader would understand the situation of the boy who was survived from the most powerful dark wizard. in the second data (table 1, no.2), listiana combined an adverb „memangnya‟ with „kenapa‟ in tl meanwhile in sl only „why‟. she used “addition” to a question „kenapa‟ by giving an adverb „memangnya‟, since in tl the word „ memangnya‟ usually added to the question „kenapa‟. this addition normally shows feeling of protest, shocked or angry as in the novel. kamarnya. (bab 3, hal. 23) 7. ..., but harry leapt into the air trying to catch one. (ch. 3, p. 41) ..., tetapi harry melompat mencoba menangkap satu di antaranya. (bab 3, hal. 24) preposition 8. "a very happy birthday to yeh.” (ch. 4, p. 47) “selamat ulang tahun untukmu, selamat panjang umur.” (bab 4, hal. 28) congratulation‟s expression 9. standing beside its burnished bronze doors, wearing a uniform of scarlet and gold, was ... – (ch. 5, p. 72) di sebelah pintu perunggu mengilap berdiri tegak makhluk berseragam merah dan emas. (bab 5, hal. 42) adjective, noun 10. ..., while a second witch pinned up his long black robes. (ch. 5, p. 77) ..., sementara ada penyihir kedua yang melipat jubah hitam panjangnya dan menyematnya dengan jarum pentul. (bab 5, hal. 45) verb, preposition, noun total 10 p a g e | 46 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 the third data (table 1, no.3), listiana put a conjunction „bahwa‟ and a passive verb „disebut-sebut‟ in tl that it is none in the sl. she used “addition” to make the sense of the translation was clearer. if she only translated literally, like „mr dursley mempertimbangkan, beranikah dia memberitahu istrinya dia telah mendengar nama potter., the meaning looked weaker than adding „bahwa‟ and „disebut-sebut‟. then, listiana used adding a conjunction „padahal‟ and a phrase “hari gembira ini” in tl (table 1, no.4). actually, this sentence translation also contains adaptation, but the “addition” term is more dominant. it can be observed that a question „when you could have been celebrating?‟ did not translate conceptually, then she added some words that make the meaning is more understandable. in hariyanto‟s opinion (2003:1), addition or note is added after the translation of the tl word or phrase. this addition is clearly not a part of the translation. based on the explanation, listiana “added” information after a noun „parchment‟ which is not the part of the sl (table 1, no.5). in nida‟s point of view (in molina & albir, 2002:502), he lists different circumstances that might oblige a translator to make an addition, one of them is to avoid ambiguity in the target language. for that reason, listiana added a preposition„sampai‟ noun phrase, „atap itu‟ and verb „berlubang‟ in tl that made clearer understanding (table 1, no.6). the other nida‟s list about why the translator should use “addition” is to change a grammatical category (transposition). listiana applied this reason by adding a preposition „di antaranya‟ that is included in translation procedure of transposition. she added „di antaranya‟ (in sl will be ... to catch one of them) which is one of the grammatical part (table 1, no.7). according to the classified list of translation techniques as defined by molina and albir (2002:510), one of them is about amplification/addition which introduce details that are not formulated in the st. thus, listiana used “addition” in this case (table 1, no.8). she added an expression of congratulation „selamat panjang umur‟ in tl that it is not necessary in the sl. this expression usually be used in tl along with an expression „happy birthday‟. p a g e | 47 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 in the next data (table 1, no. 9), listiana “added” grammatical categories; an adjective „tegak‟ and a noun „makhluk‟ in tl that it made clearer to the readers. additionally, in the last data (table 1, no.10) listiana “added” a verb „melipat‟ a preposition „dengan‟ and a noun „jarum pentul‟ in tl. she applied it, to avoid ambiguity in the target language that made the readers confused. table 2. subtraction no. source language (sl) target language (tl) part of sentence indicated subtraction 1. ..., were proud to say that they were perfectly normal, ... (ch. 1, p. 1) ..., bangga menyatakan diri mereka orang-orang yang normal,... (bab 1, hal. 1) to be, adverb 2. … although he did have a very large mustache. (ch. 1, p. 2) … walaupun kumisnya besar sekali. (bab 1, hal. 1) auxilary verb, verb 3. ..., he couldn't help noticing that there seemed to be a lot of strangely dressed people about. (ch. 1, p. 3) ..., dia melihat banyak orang berpakaian aneh. (bab 1, hal. 2) modal, verb 4. "oh yes, everyone's celebrating, all right," she said impatiently. (ch. 1, p. 10) "oh ya, semua merayakan," katanya tak sabar. " (bab 1, hal. 6) adverb 5. "you can't blame them," said dumbledore gently. "we've had precious little to celebrate for eleven years." "i know that," said professor mcgonagall irritably (ch. 1, p. 10) "kau tak bisa menyalahkan mereka," kata dumbledore lembut. "tak ada yang benarbenar bisa kita rayakan selama sebelas tahun ini." "aku tahu," kata profesor mcgonagall jengkel. (bab 1, hal. 7) demonstra-tive reference 6. she threw a sharp, sideways glance at dumbledore here, (ch. 1, p. 10) dia melirik tajam dumbledore, (bab 1, hal. 7) verb, adverb, noun. 7. "hagrid," said dumbledore, sounding relieved. (ch. 1, p. 14) "hagrid," kata dumbledore lega. (bab 1, hal. 9) linking verb 8. every year on dudley's birthday, his parents took him and a friend out for the day, to setiap tahun, pada hari ulang tahun dudley, orangtuanya mengajak dudley dan seorang phrase p a g e | 48 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 adventure parks, hamburger restaurants, or the movies. every year, harry was left behind with mrs. figg, a mad old lady who lived two streets away. (ch. 2, p. 22) temannya jalan-jalan, ke taman hiburan, kios hamburger, atau menonton bioskop. (-), harry ditinggal, dititipkan pada mrs figg, wanita tua aneh yang tinggal dua jalan dari pivet drive. (bab 1, hal. 13) 9. ..., now they knew what had been in the long, thin package he had brought with them. (ch. 4, p. 46) ..., sekarang mereka tahu apa yang ada dalam bungkusan kurus panjang yang tadi dibawanya. (bab 4, hal. 28) specified reference (preposition, personal reference) 10. please find enclosed a list of all necessary books and equipment. (ch. 4, p. 51) terlampir daftar semua buku dan peralatan yang dibutuhkan. (bab 4, hal. 31) expression, verb 11. ... eating their way through all harry's pasties, cakes, and candies ... (ch. 6, p. 102) : ... makan pastel dan bolu sepanjang jalan ... (bab 6, hal. 60) adjective, possessive proper name 12. a tall, black-haired witch in emerald-green robes stood there. (ch. 7, p. 113) seorang penyihir wanita jangkung memakai jubah hijau zamrud berdiri disana. (bab 7, hal. 67) noun phrase 13. "i've never asked," said nearly headless nick delicately. (ch. 7, p. 124) "aku tak pernah tanya," jawab nick si kepala nyaris-putus (bab 7, hal. 73) adverb of manner total 13 the first data, it is the title of chapter one in the novel (table 2, no. 1). listiana used “subtraction” in this case. she reduced a to be „were‟ and an adverb „perfectly‟ from sl, because they are not too important in tl. she considered that to be will not be translated, since there is no appropriate meaning in tl. she also omited „perfectly‟ that the basic meaning is „secara sempurna‟. she did not use it, because it will make her translation become unfit in tl and not understandable to the readers. the second, listiana reduced the usage of „did have‟ in tl (table 1, no. 2), because if the meaning in tl is „did = sangat, have = mempunyai‟ applied to tl, it will not be suitable. thus, she used “subtraction” to reduce an auxiliary verb „did‟ and a verb „have‟ from sl, since they are not too important in tl. p a g e | 49 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 the third, listiana took away a modal „couldn‟t‟ and a verb „help‟ in tl (table 1, no. 3). if she still included these words so the translation would be „dia tidak dapat menolong melihat banyak orang berpakaian aneh‟. it is certainly not reasonable. it also made the reader confused. thus, listiana used “subtraction” to reduce that are not too important in tl. furthermore, listiana deducted an adverb „all right‟ (the meaning in tl is baiklah) which will not be appropriate if she still translates it (table 1, no. 4). it may be used "oh ya, semua merayakan, baiklah" katanya tak sabar." in brief, she used “subtraction” to translate it. the next data, listiana detracted a demonstrative reference „that‟ used in sl (table 1, no. 5). „that‟ refers to the celebration. she may think that by translating „that‟ in tl will not be efective so she did “subtraction” in this case. moreover, listiana diminished a verb „threw‟, and an adverb “sideways”, and a noun “here” that they are important in sl but they are not too important in tl (table 1, no. 6). it can be proved if she still involved the words, such as „dia melempar lirikan (mengerling ke samping) tajam dumbledore di sini,‟, it definetely would make the readers confused or even they did not enjoy their reading. in short, she would rather “subtract” rather than use it. the following data, listiana removed a linking verb „sounding‟ or in tl means „terdengar‟ (table 1, no. 7). although, she could involve it in sl but it is better to use “subtraction” in this sentence. she thought it would be more effective. according to nida who lists four situations where the translator should use the procedure of subtraction, in addition to when it is required by the tl: unnecessary repetition, specified references, conjunctions and adverbs. thus, listiana removed a phrase „every year‟ in the sentence above (table 1, no. 8). she did “subtraction” to the phrase because she reduced the repetition of „every year‟ that had been appeared in the beginning of the previous sentence. listiana reduced a specified reference (nida, 1964); a preposition „with‟ and a personal reference „them‟ which refers to people who did the trip (table 1, no. p a g e | 50 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 9). she “subtracted” it because she thought that it will be more acceptable rather than she had to translate it. molina and albir (2002:501) say reduction (subtraction) is to suppress a st information item in the tt. it is in opposition to amplification. therefore, listiana “subtracted” an expression „please‟ and a verb „find‟ from sl, because the information item is not too important in tl (table 1, no. 10). furthermore, listiana “reduced” an adjective „all‟ and possessive proper name „harry‟ (specified references) from sl, because they are not too important in tl (table 1, no. 11). in the next data, listiana used “subtraction” by reducing a noun phrase „black-haired‟ (in tl means berambut hitam) in order to suppress a sl information item in the tl (table 1, no. 12). in the last data, listiana used “subtraction” to an adverb of manner „delicately‟ (in tl means dengan nyaman) from sl, because they are not too important in tl (table 1, no. 13). table 3. adaptation no. source language (sl) target language (tl) part of sentence indicated adaptation 1. ..., thank you very much. (ch. 1, p. 1) ..., untunglah. (bab 1, hal. 1) adverb 2. ..., because her sister and her good-for-nothing husband were as undursleyish as it was possible to be. (ch. 1, p. 2) ..., karena adiknya dan suaminya yang tak berguna itu tak layak sama sekali menjadi kerabat keluarga dursley. (bab 1, hal. 1) idiom => adjective, clause => clause 3. what could he have been thinking of? (ch. 1, p. 3) rupanya tadi cuma khayalannya. (bab 1, hal. 2) question => sentence 4. mrs. dursley came into the living room carrying two cups of tea. it was no good. he'd have to say something to her. (ch. 1, p. 7) mrs dursley masuk ruang keluarga membawa dua cangkir teh. percuma. dia harus mengatakan sesuatu kepada istrinya. (bab 1, hal. 3) sentence => adjective 5. “would you care for a lemon drop?” (ch. 1, p. 10) " kau mau permen jeruk?" (bab 1, hal. 7) request, noun p a g e | 51 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 6. "it would be enough to turn any boy's head.” (ch. 1, p. 13) "semua itu bisa membuat sombong anak mana pun.” (bab 1, hal. 9) sentence, idiom 7. “i want you to look after the bacon. and don't you dare let it burn, i want everything perfect on duddy's birthday." (ch. 2, p. 19) “aku mau kau yang menggoreng daging asap. jangan sampai gosong. aku ingin segalanya sempurna pada hari ulang tahun dudley." (bab 2, hal. 11) verb 8. his hair simply grew that way -all over the place (ch. 2, p. 21) rambutnya tetap saja tumbuh begitu—berantakan. (bab 2, hal. 12) adverb of place => adjective 9. "little tyke wants his money's worth," (ch. 2, p. 22) “si kecil ini tak mau rugi, “ (bab 2, hal. 13) phrase => adjective 10. monday. this reminded harry of something. if it was monday -and you could usually count on dudley to know the days of the week, because of television. (ch. 3, p. 43) senin. harry jadi ingat sesuatu. kalau hari ini senin, dan dudley bisa diandalkan dalam hal ini, sehubungan dengan kegemarannya nonton televisi. (bab 3, hal. 26) to infinitive, phrase, conjunction => adverbial clause 11. “..., keeper of keys and grounds at hogwarts.” (ch. 4, p. 48) “..., pemegang kunci dan pengawas binatang liar di hogwarts.” (bab 4, hal. 29) noun => noun phrase 12. ... or they'd have had it from him faster than blinking. (ch. 5, p. 75) ... kalau tidak pasti sudah mereka rebut dalam sekejap. (bab 5, hal. 44) comparative degree => adverb total 12 first of all, if listiana used a literal translation procedure which means word for word translation (martono and ngadiso, 1996: 26), she would translate „thank you very much‟ to „terima kasih banyak‟ (table 3, no. 1). definetely, this translation will not be appropriate in tl. therefore, she used a modulation procedure (martono and ngadiso, 1996: 27) which entails a change in lexical elements and a shift in the point of view. thus, she translated „thank you very much‟ from sl into an adverb „untunglah‟ in tl. she used the technical device p a g e | 52 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 “adaptation” in order to the tl word will come as close as possible to the concept of the sl words. second, listiana used a procedure „modulation‟ to translate the lexical elements of „good-for-nothing‟ into „tak berguna‟ (table 3, no. 2). in other words, she adapted an idiom „good-for-nothing‟ from sl into an adjective „tak berguna‟ in tl. she also adapted „as undursleyish as it was possible to be‟ into tak layak sama sekali menjadi kerabat keluarga dursley. this kind of translation procedure includes in „transposition‟ (martono and ngadiso, 1996: 27) which replaces a grammatical structure in the tl in order to achieve the some effect. according to the explanation, it can be concluded that listiana used “adaptation”. third, listiana selected the sentence „rupanya tadi cuma khayalannya‟ as the translation of a question „what could he have been thinking of?‟ (table 3, no. 3). it naturally will be more suitable than she applied the translation structurally (literal translation) „apa yang baru saja dia dapat pikirkan?‟. therefore, she tended to use “adaptation” so that the readers can enjoy their light reading without thinking hard to the meaning of the sentence. fourth, listiana adapted a sentence „it was no good‟ into an adjective „percuma‟ (table 3, no. 4). it is possible because she thought that the meaning of the sentence can be „there is no good‟ or it means „nothing or useless.‟ to conclude, she did „modulation‟ and “adaptation” in order to the meaning in sl will be as close as possible in tl. listiana changed a request „would you care for‟ into „kau mau‟ and a noun „drop‟ into „permen‟ (table 3, no. 5). she did not select the basic meaning of „would you care for‟ in tl, „apakah kamu peduli dengan‟. it will be strange to be used for candies. the similar case comes from „drop‟ which means „jatuh‟ in tl, will not be used here. so, she did “adaptation” to translate them in order to the meaning in sl will be almost same in tl. next, listiana adjusted a sentence „it would be enough‟ (tl – itu akan cukup) from sl into „semua itu‟ , she did procedure of transposition in this case (table 3, no. 6). she also did procedure of modulation in translating an idiom „turn any boy's head‟ into „membuat sombong anak mana pun‟. to sum up, she applied the technical device “adaptation”. p a g e | 53 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 listiana adapted a verb „look after‟ into „menggoreng‟, because if she gave the meaning with „memelihara/merawat‟, it would not match (table 3, no. 7). therefore, she translated contextually with „the bacon‟, and other sentence „and don't you dare let it burn‟. it must be „menggoreng/memanggang‟. in the other word, she used “adaptation” here. meanwhile, listiana “adapted” adverb of place „all over the place‟ into an adjective „berantakan‟ (table 3, no. 8). it is probably because the meaning of „all over the place‟ in tl is „merata di semua tempat‟, so she would rather adapt than use it. the reason is also supported by molina and albir (2002:509), propose the techniques of translation, one of them is adaptation which is used to replace a st (source text) cultural element with one from the target culture. in the meantime, listiana adapted a phrase „his money worth‟ into a contradictive meaning in indonesian adjective „tak mau rugi‟ (table 3, no. 9). if she did not replace it, it would be „si kecil ini ingin uangnya berharga‟. it looks strange and does not understandable. nida also defines alterations (adaptations) that these changes have to be made because of incompatibilities between the two languages. subsequently, listiana should adapt to infinitive „to know‟ and phrase „the days of the week‟ into „dalam hal ini‟ (table 3, no. 10). furthermore, she changed a conjunction „because of‟ into an adverbial clause „sehubungan dengan kegemarannya nonton‟. both of them are used translation procedure of transposition that the translator has to change the grammatical style in order to get an equivalent meaning. listiana adapted a noun „grounds‟ from sl into a noun phrase „pengawas binatang liar‟ in tl (table 3, no. 11). meanwhile, advanced learner‟s dictionary of current english (1987:380) defines „grounds‟, solid surface of the earth or in tl, based on kamus inggris indonesia (2007:281) it means „tanah‟. definitely, it will not be matched if it is translated in its basic meaning according to the dictionary. it should be adapted based on the context in the novel. nida introduces “techniques of adjustment”, they have three types, one of them is alterations or adaptations. it is used to adjust the form of the message to the characteristics of the structure of the target language. p a g e | 54 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 finally, listiana used “adaptation” by changing a comparative degree „faster than blinking‟ (tl – lebih cepat dari kedipan mata) into an adverb „sekejap‟ in tl (table 3, no. 12). nida stated alterations or adaptation that these changes have to be made because of incompatibilities between the two languages. table 4. elimination no. source language (sl) target language (tl) part of sentence indicated elimination 1. ..., when he thought he'd stretch his legs and walk across the road to buy himself a bun from the bakery. (ch. 1, p. 4) ..., ketika dia memutuskan akan melemaskan kaki dan berjalan ke toko kue di seberang jalan. (bab 1, hal. 3) predicate, complement, conjunction 2. "a lemon drop. they're a kind of muggle sweet i'm rather fond of" (ch. 1, p. 10) “permen jeruk. permen muggle yang kusukai." (bab 1, hal. 7) personal reference, to be, prepositional phrase 3. dumbledore, “...i have never seen any reason to be frightened of saying voldemort's name”. "i know you haven't,” said professor mcgonagall, sounding half exasperated, half admiring. (ch. 1, p. 11) dumbledore, “... aku tak melihat alasan kita harus takut menyebut nama voldemort." "aku tahu," kata profesor mcgonagall, kedengarannya setengah putus asa, setengah kagum. (bab 1, hal. 7) verbal ellipsis 4. “but how in the name of heaven did harry survive?" (ch. 1, p. 12) “tetapi bagaimana mungkin harry bisa bertahan?” (bab 1, hal. 8) expression 5. ...; it crept into their living room, which was almost exactly the same as it had been on the night when mr. dursley had seen that fateful news report about the owls. only the photographs on the mantelpiece really showed how much time had passed. ten years ago, there had been lots of pictures of what looked like a large pink beach ball wearing different-colored bonnets -... (ch. 2, p. 18) sinar matahari merayap ke dalam ruang keluarga mereka, yang masih nyaris sama dengan pada malam mr dursley menonton berita penting tentang burungburung hantu dahulu. ( ). sepuluh tahun yang lalu, ada banyak foto anak yang tampak seperti bola pantai besar merah jambu memakai topi yang warnanya berbeda-beda. (bab 2, hal. 11) sentence p a g e | 55 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 6. ..., as though he was something very nasty that couldn't understand them, like a slug. (ch. 2, p. 22) ..., seakan dia sesuatu yang sangat menjijikkan, seperti bekicot (bab 1, hal. 13) noun clause 7. ”best be off, harry, lots ter do today, gotta get up ter london an' buy all yer stuff fer school.” (ch. 5, p. 62) ”lebih baik berangkat sekarang, harry, kita harus ke london dan beli semua keperluan sekolahmu." (bab 5, hal. 37) plural noun, to infinitive, adverb of time 8. “you saw what everyone in the leaky cauldron was like when they saw yeh.” (ch. 5, p. 79) “kau sudah lihat sendiri di leaky cauldron.” (bab 5, hal. 47) adverbial clause 9. “i don't think i've in troduced myself? sir nicholas de mimsy-porpington at your service. resident ghost of gryffindor tower.” (ch. 7, p. 123) " kurasa aku belum” (bab 7, hal. 73) sentences total 9 first, listiana eliminated a clause „buy himself a bun from‟ that the meaning in tl is „membeli roti kismis untuk dirinya sendiri‟ (table 4, no. 1). she probably did “elimination” to the clause because she considered that it is necessary in the sl but unnecessary in the tl or with no counterpart there. second, listiana got rid of personal reference „they‟, to be „are‟ prepositional phrase „a kind of‟ in this dialog (table 4, no. 2). she could include the tl meaning „semacam‟ in her tl translation, but she prefer “eliminating” to using it. according to her, she might hope that the reader would understand without putting the word „semacam‟. third, listiana took out verbal ellipsis „you haven't‟ (in tl means kamu belum), so she only took „i know‟ to be translated (table 4, no. 3). she used “elimination” perhaps she considered that if she still used it, it would not be fit. subsequently, listiana did not consider expression „in the name of heaven‟ (table 4, no. 4), it showed that the speaker feels surprised so she uses the expression in sl (in tl means atas nama surga), but listiana did not show it in tl. she “eliminated” it in order to make it shorter and clearer. p a g e | 56 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 in the meantime, listiana eliminated a whole word in the sentence above (table 4, no. 5). she might consider that it is unnecessary in tl, so she “eliminated” it. actually, it still has a concern with the previous and the next sentence. but she chose, she didn‟t translate it in tl. meanwhile, listiana omited a noun clause „that couldn't understand them‟ or in tl means „yang tidak dapat mengerti mereka‟ (table 4, no. 6). it is necessary in the sl but no counterpart in the tl. if the noun clause is involved to the sentence, it will disturb the meaning of the sentence in tl. hence, she used “elimination” in this case. she also did “elimination” by omitting a plural noun „lots‟, to-infinitive „to know‟ and adverb of time „today‟ (table 4, no. 7). she might make it shorter her translation by eliminating them, even if it didn‟t matter to include it too. listiana used “elimination” in this case (table 4, no. 8). she omited an adverbial clause „when they saw yeh‟ which is necessary in the sl but unnecessary in the tl. eventually, listiana used “elimination” in this case (table 4, no. 9). she omited some sentences „introduced myself? sir nicholas de mimsy-porpington at your service. resident ghost of gryffindor tower‟ which is necessary in the sl but unnecessary in the tl or with no counterpart there. e. discussion after obtaining the data, the researcher needs to discuss the findings in order to clarify the answer of research problem. based on the first problem “what kinds of technical devices which are applied by listiana srisanti in translating the novel?”, the researcher found that the technical devices that listiana used are all of them. they are; addition, subtraction, adaptation and elimination. these phenomenon come up in various parts of sentence whether they occurred in source language (sl) or in target language (tl), such as the sentence itself, clause (adverbial and noun clause), phrase (noun verb and prepotional phrase), idiom, verb (active, passive, auxiliary and linking verb), adverb (adverb of manner, place and time), conjunction, preposition, adjective, noun (singular, plural noun and possessive proper name), to be, modal, predicate, complement and to infinitive. besides, a different case comes from „addition‟. it really gives the readers an additional information in a noun. for example, a word „parchment‟ is p a g e | 57 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 unfamiliar in tl, so listiana tried to explain what it is by giving additional information, as follow perkamen—kulit yang digunakan sebagai pengganti kertas. it is in one way with molina and albir‟s (2002: 509) opinion that addition is to introduce details that are not formulated in the st such as information. furthermore, listiana also used „addition‟ in the term of expression in congratulation, especially in happy birthday. she added a cultural sentence „selamat panjang umur‟ that usually be said in indonesian people (in tl) when they congratulate to their friends who celebrate their birthday, meanwhile in sl only written „happy birthday‟. it is clearly not a part of of the translation (hariyanto, 2003:1). additionally, the other technical device „subtraction‟ is used to reduce a demonstrative reference „that‟ in a dialog "i know that," ("you can't blame them," said dumbledore gently. "we've had precious little to celebrate for eleven years. i know that," said professor mcgonagall irritably.), „that‟ here refers to dumbledore‟s statement about the celebration. according to nunan (1993: 23), demonstrative reference is expressed through determiners and adverbs. these items can represent a single word or phrase, or much longer chunks of text – ranging across several paragraphs or even several pages. meanwhile, „adaptation‟, one of the technical devices has made two different types in translating the sentences, one is in sl and the other one is in tl. first, listiana translated an idiom „good-for-nothing‟ in sl into an adjective „tak berguna‟ in tl. second, a question „what could he have been thinking of?‟ into a sentence „rupanya tadi cuma khayalannya‟. third, a sentence „it was no good‟ into an adjective „percuma‟. fourth, an adverb of place „all over the place‟ an adjective „berantakan‟. fifth, a phrase “his money's worth" into an adjective „tak mau rugi‟. sixth, a conjunction „because of‟ into an adverbial clause „sehubungan dengan kegemarannya nonton‟. seventh, a noun „grounds‟ into „pengawas binatang liar‟. the last is a comparative degree „faster than blinking‟ into „sekejap‟. naturally, listiana in adapting those types should observe the context of the words among the other words in a sentence. the last technical devices that should also be discussed is elimination. the researcher found that there are three unique types which be eliminated. first, p a g e | 58 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 personal reference in a dialog "a lemon drop. “they're a kind of muggle sweet i'm rather fond of”, the underlined words are deleted in tl. they refer to „a lemon drop‟. nunan‟s point of view (1993: 23) explains personal reference items are expressed through pronouns and determiners. second, verbal ellipsis in a dialog "i know you haven't,” (dumbledore, “... i have never seen any reason to be frightened of saying voldemort's name”. "i know you haven't,” said professor mcgonagall ...). the ellipsis after „you haven‟t‟ can be „seen any reason to be frightened of saying voldemort's name‟, but it is omitted in tl and also eliminated in sl. those ellipses are based on nunan‟s (1993: 25) statement; ellipsis occurs when some essential structural element is omitted from a sentence or clause and can only be recovered by referring to an element in the preceding text. furthermore, the researcher also found that listiana omited a kind of expression to show surprise, namely „in the name of heaven‟, she did not include it in her translation. eventually, based on the table 1 until 4, the researcher had summed up the number of each data of the technical devices and the result shows that „subtraction‟ has the most dominant data (13) among of the technical devices. those data presented are representative enough from the technical devices‟ data in the novel. the researcher did not involve it all of it, because it will be more excessive. so, she only took the representative part of the translated sentence to be presented. therefore, in this case, the translator seems use subtraction more often than other technical devices. furthermore, after conducting this research, the researcher also found some strategies that might be useful to bring them into practices in language education especially in the term of translation. first, when a translator should use „additions‟? the answer are in line with nida statements in molina & albir‟s article (2002: 502), namely; 1. to clarify an elliptic expression e.g.: source language (sl) : andy : “i like the blue raincoat” mary : “i like the red” target language (tl) : andy : “aku suka jas hujan yang warna biru.” p a g e | 59 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 mary “aku suka jas hujan yang warna merah.” 2. to avoid ambiguity in the target language e.g.: sl : they tell him of her tl : orang-orang yang tinggal di sana bercerita kepada robert tentang seorang wanita 3. to change a grammatical category e.g.: sl : “when you could have been celebrating?” tl : “padahal seharusnya kau bisa merayakan hari gembira ini?” 4. to amplify implicit elements. nida also explains; e.g.: sl : ..., while a second witch pinned up his long black robes. tl : sementara ada penyihir kedua yang melipat jubah hitam panjangnya dan menyematnya dengan jarum pentul. in addition, according to molina and albir (2002:509), amplification (addition) is to introduce details that are not formulated in the st such as information, explicative paraphrasing. e.g.: sl: ramadan tl : ramadan, bulan puasa kaum muslim second, when a translator use „subtraction‟? the answer is based on hariyanto‟s opinion (2003:1) that reduction is found to be useful to translate traditional address + proper name constructions as the terms of address are not found in the tl and an explanation is not possible. e.g.: sl: kang syahdan memiliki 4 anak tl: syahdan has 4 children nida (molina & albir, 2002: 502) also lists four situations where the translator should use this procedure (subtraction), in addition to when it is required by the tl; 1. unnecessary repetition e.g.: sl: … although he did have a very large mustache. p a g e | 60 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 tl: … walaupun kumisnya besar sekali. 2. specified references e.g.: sl: "i know that," said her tl: “aku tahu.” katanya 3. conjunctions e.g: sl: ... and then she went to bed. tl: ... kemudian dia pergi tidur. 4. adverbs e.g.: sl: ..., were proud to say that they were perfectly normal, ... tl: ..., bangga menyatakan diri mereka orang-orang yang normal,... the last is alterations or adaptations explained by nida (molina & albir, 2002: 502). these changes have to be made because of incompatibilities between the two languages. there are three main types. 1. changes due to problems caused by transliteration when a new word is introduced from the source language e.g.: transliteration of messiah in the loma language, means death‟s hand so it was altered to mezaya. 2. changes due to structural differences between the two languages, such as; changes in word order, grammatical categories, etc. (similar to transposition). e.g.: sl: perlu diketahui bahwa mengajar anak-anak kecil itu tidak mudah (passive) tl: you should know that teaching little children is not easy (active) 3. changes due to semantic misfits, especially with idiomatic expressions. one of the suggestions to solve this kind of problem is the use of a descriptive equivalent i.e., a satisfactory equivalent for objects, events or attributes that do not have a standard term in the tl. it is used for objects that are unknown in the target culture. e.g.: in maya the house where the law was read for synagogue additionally, for actions that do not have a lexical equivalent p a g e | 61 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 e.g.: in maya desire what another man has for covetousness, etc conclusions and suggestions after obtaining and analyzing the data in the pevious chapter, the researcher presents the conclusion at the last part of this paper. the conclusion is drawn based on formulated research question, as follows: the findings show that in translating the novel, listiana srisanti applies four kinds of technical devices, they are addition, subtraction, adaptation and elimination. after analyzing and classifying the data, researcher discovered that there are 10 data of addition, 13 data of subtraction, 12 data of adaptation and 9 data of elimination. it also means that subtraction indicated the most dominant technical device among others, which is applied by the translator. all of those data presented are representative enough for all of the data in the novel, hence the researcher only took the sample of the sentence‟s part contains the technical devices. furthermore, after conducting this research, the researcher also found some strategies that might be useful to bring them into practices in language education especially in the term of translation. first, when a translator should use „additions‟? the answer are to clarify an elliptic expression, to avoid ambiguity in the target language, to change a grammatical category and to amplify implicit elements. in addition, amplification or addition is to introduce details that are not formulated in the st such as information, explicative paraphrasing. second, when a translator use reduction or subtraction is found to be useful to translate traditional address + proper name constructions as the terms of address are not found in the tl and an explanation is not possible. there are also lists four situations where the translator should use this procedure (subtraction), in addition to when it is required by the tl; unnecessary repetition, specified references, conjunctions , and adverbs the last is alterations or adaptations. these changes have to be made because of incompatibilities between the two languages. there are three main types; changes due to problems caused by transliteration when a new word is introduced from the source language, changes due to structural differences p a g e | 62 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 between the two languages, such as; changes in word order, grammatical categories, etc. (similar to transposition) and changes due to semantic misfits, especially with idiomatic expressions. f. suggestion according to the findings of this research, the researcher suggests that the findings will be additional references in the field of discourse. it is also recommended that the next researchers can use the technical devices in translation procedures to conduct the research on the other areas. in addition, the researcher also suggests to the next researchers to use other relevance theory to investigate different topics in the same area of the research. eventually, the findings of technical devices‟ references anonym. the new lexicon webster dictionary of the english language. -: lexicon publisher. 2004 anonym,. new english dictionary and thesaurus compact edition. scotland: geddes & grosset. 2004 baker, mona. in other words: a coursebook on translation, london: routledge. 1992 ghadi, alireza sadeghi. all new theories and concepts about translation in new century. http://www.articlesbase.com/print/1774052. 2010. retrieved 28 february 2013 hariyanto, sugeng. the implication of culture on translation theory and practice. http://www.translationdirectory.com/article634.htm. 2003. retrieved 13 february 2013 13 february 2013 larson, mildred l. meaning-based translation: a guide to cross-language equivalence. lanham, md: university press of america and summer institute of linguistics. 1998 http://www.articlesbase.com/print/1774052 http://www.translationdirectory.com/article634.htm p a g e | 63 marisa fran lina let: linguistics, literature and language teaching journal vol.8 no1 2018 martono and ngadiso. translation. surakarta: departemen pendidikan dan kebudayaan republik indonesia. universitas sebelas maret. 1995. matthews & orrantia. translation procedures: the technical component of the translation process. portland, oregon: najit 28th national conference. 2007. retrieved 13 february 2013 molina l. & albir, a. h. translation techniques revisited: a dynamic and functionalist approach. meta, xlvii, 4: 498-512. http://id.erudit.org/revue/meta/2002/v47/n4/008033ar.pdf. 2002. retrieved 18 february 2013 nunan, david. introducing discourse analysis. london: penguin english. 1993. pulitzer, david. translation strategies. http://www.transl.net/translation/techniques.html. 2011. retrieved 28 february 2013 ruslan, rosadi. metode penelitian public relation dan komunikasi. jakarta: raja gravindo persada. 2004. sumanto. metodology sosial dan pendidikan. yogyakarta: andi offset. 1995. http://id.erudit.org/revue/meta/2002/v47/n4/008033ar.pdf http://www.transl.net/translation/techniques.html ieee paper template in a4 (v1) aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 let: linguistics, literature and english teaching journal ||volume||9||issue||2||pages||49-71||2019|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php exploring volition in public speaking class among the english education students in sanata dharma university aplonia nelci ke lomi aploniakl@gmail.com sanata dharma university, yogyakarta, indonesia concilianus laos mbato cons@usd.ac.id sanata dharma university, yogyakarta, indonesia article history: received: 13th august 2019 accepted: 14th december 2019 public speaking is frequently referred to as an anxiety-provoking activity. volition is linked to individuals' willpower and persistence to face distraction in achieving particular goals. the aim of this study is exploring the volitional strategies used by english speaking class students and the factors that particularly influenced the students in dealing with the anxiety in public speaking. the participants are the 30 public speaking class students. this study used a questionnaire and interview as the instruments for data collection. the volitional strategies found in this study are split into two kinds: action control and emotion control strategies. the factors influencing students in learning public speaking revealed are inferiority or lack of selfesteem, audience pressures, the absence of preparation, references, vocabulary; and unpredictable examination. the researcher concluded that the students show high volitional stage with their own strategies to overcome anxiety and distractions in public speaking class. this research is undertaken to encourage efl students to overcome their anxiety and fear in speaking english. corresponding author: tel.: cons@usd.ac.id keywords: volition; motivation protection strategies; public speaking skill; anxiety-provoking activity introduction public speaking as one of the language skills plays an important role in communication. according to sari (2012), public speaking is a process of communication which imparts messages from a speaker to a group of audiences http://jurnal.uin-antasari.ac.id/index.php mailto:aploniakl@gmail.com mailto:cons@usd.ac.id mailto:cons@usd.ac.id p a g e | 182 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 and the audiences are supposed to create an interpretation of the messages, which are composed of the information (p.1). however, dincer (2017) explicitly stated that among the four main language skills (listening, speaking, writing, and reading), speaking is often accepted as the most difficult one to acquire. when individuals speak in the target language, they often experience a high level of anxiety and thus become more unwilling to take part in conversational activities. the existence of motivation is good but there also has to be a commitment to the realization of the motivation. generally, most individuals choose to be motivated, but only a few can destroy the obstacles and commit themselves to attain their goals. volition belongs to the pure and absolute commitment that an individual has to achieve particular goals. haggard and lau (2013) stated that volition alludes to the capacity of people to take actions based on their goals, beliefs, and inspiration, instead of external stimulation and causes. in relation to speaking, macintyre (2016) proposed that speech requires the coordination of a number of driving and restricting forces that are able to operate with or without specific speaker awareness. considering the importance of volition especially in foreign language learning and the importance of the speaking skill as a neglected language skill in efl teaching, this study has sought to explore the existence of volition in the participants and how far they are committed to speaking english despite all issues of language anxiety that probably also happen to them. considering the current status of english as a foreign language in indonesia, not so many people use it in their daily communication. when the people start to use the language, apparently their anxieties appear because they are afraid of making mistakes. the case is also happens to the participants who are majoring english education and expected to be english teachers in the future. the spesific conntext of this study is sanata dharma university. the university embraces ignatian pedagogy, concentrating on academic excellence and humanist principles (mbato, 2013). ignatian pedagogy had a significant impact on the theoretical and methodological direction of this study because it emphasizes the growth of each student as a whole (p.4). the students are expected to be a professional teachers p a g e | 183 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 who are embedded excellency and humanist principle with fewer problems of public speaking and anxiety. the problem statements of the research are: (1) how do the students of public speaking class display volition in learning public speaking skill? (2) what are the volitional strategies used by the students of english public speaking class in learning the public speaking skill? (3) what are the factors that influence the students of english public speaking class in learning public speaking skill? in summary, the purpose of this study is to portray the set volitional strategies of a group of undergraduate students in a public speaking class and the reasons why the students should adopt volitional strategies. the concept of volition historically, there had been two levels of motivation. the first is "will", which relates to the desires or purposes of a person, along with a faith that it is within one's authority to fulfill the desire or achieve the goal and the second level is the act of using the "will" or volition, referring to a practice of transforming desires into actions (james, 1890; paul r. pintrich & schunk, 2002; in keller, j. m., deimann, m., & liu, z. 2005). according to elstad (2012), the etymological origin of volition is from latin: "vol-" (derived from "velle", to want) with suffix "ition". corno (corno, 1993, 1994) described volition as part of a bigger framework of self-regulation involving motivation and other processes of cognition. kuhl (1987) suggested his concept of action control to define the difference between pre-decision and post-decision processing. volition for learning concerns procedures engaged in preserving and implementing a learning intention until it is achieved (corno 1993; kuhl 1985). volition in learning is the willingness to undertake, continue and achieve a specific learning objective, whether officially or institutionally defined or self-selected or conceived. zimmerman (1994) suggested the importance of volitional strategies in the development of self-regulation. he argued that it is not enough simply to want to be self-regulated in learning. students must strive to self-regulate their academic performance and have the capacity to keep their goals from distracting or rivals (zimmerman, cited in mbato, 2013, p.37). he proposed a model of selfregulatory process in his theory. this model suggests that self-regulated learners p a g e | 184 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 have engaged in the process of self-regulation through three cyclical stages: a phase of forethought, a phase of volitional or performance control, and a phase of self-reflection. forethought precedes action, volitional control includes procedures during efforts and self-reflection includes the awareness of factors that influence the responses to these experience (mbato, 2013). in particular, volition is a part of self-regulation which maintains the desire for learning until the goals of learning are met, particularly when carrying out self-regulation when confronted with distractions such as exhaustion, boredom and tiresome or uninteresting activities (onoda, 2014). figure 1. zimmerman’s (2000) model of self-regulatory process there are two terms of volition argued by the scientists in this latest decade. the first term is conscious volition. according to haggard et al., (2013), studies about neural correlates of conscious volition are being actively investigated. they stated that the most important legacy from the scientists in the past is the argument that volition may simply involve a set of conscious experiences with visual awareness or emotional states of individuals. in other words, volition consists of the experiences that happen consciously, with the combination of visual awareness and emotional states. the second key development is the identification of a specific brain mechanism in animals and humans that could form the basis of volition (p. 285). on the other hand, gligorov (2017) presents his statement that elements of the interactive ability of individuals could be accomplished without consciousness. he claims that there could be unconscious volitional actions that actually showed as ways of displaying purposeful behavior. in his study, he presented an volitional or performance control forethought self-reflection p a g e | 185 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 experiment conducted by libet, wright, and gleason (1982) in which they asked their participants to flick their wrist whenever they felt the urge to do so. using electroencephalography (eeg), they showed that the movement of the participants' wrist was followed by preparatory activity in the brain. they called the experiment as a burst of electrical activity in the scalp readiness potential. in a further study, libet and colleagues (1983) demonstrated that the conscious intention to perform an action, what they called the first awareness of the wish to act, was also preceded by unconscious activity in the brain (p. 151). gligorov (2017) also presented evidence that unconscious volitional action indicates that purposeful behavior could not be considered as a reliable indicator of consciousness (p. 152). “ my argument is only that the evidence for unconscious volitional action demonstrates that purposeful behavior is not a reliable indicator of consciousness.” (gligorov, 2017, p. 152). volition and self-determination are quite similar. however, according to ryan and deci (1991,2000) who proposed self-determination theory (sdt), the keyword for sdt in education is the autonomy; autonomy in managing the learning process. in theory, individuals have their own autonomy to create and manage their efforts to achieve their purposed goals promoted by their intrinsic motivational spirit (p.342). in other words, the focus of self-determination theory is the freedom within the autonomy of the individuals to learn based on what they want. the concept of volition which is proposed by corno, l., & kanfer, r. (1993) is focused to they way individuals set up their own resources that help to allocate time and mental energy to certain tasks (p.303). it includes implementing the resources when necessarily directing and controlling efforts towards goals. individuals who have a sense of self-determination are using their autonomy to explore ways and resources while the ones who possess volition are more keeping in pushing themselves to be on the right track, whatever will be in the process. sdt learners are free to explore because they have their autonomy while volitional learners are not only free but also in control by their inner self toward their goal attainment because they have a commitment (ryan, r. m., & deci, e. l. p a g e | 186 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 2000; corno, l., & kanfer, r. 1993). eventually, by the existence of volition that supports their autonomy, individuals will be encouraged actively to reach their goals. “....such deep, holistic processing (kuhl & fuhrmann, 1998) is facilitated by a sense of choice, volition, and freedom from excessive external pressure toward behaving or thinking a certain way. in this sense, support or autonomy allows individuals to actively transform values into their own" (ryan, r. m., & deci, e. l., 2000, p.74). public speaking and its anxiety speaking as one of the basic language skills plays a significant part in the daily life communication. however, jones (2017) claims that speaking in a foreign language in front of an audience can be an intimidating idea. besides the lexical, syntactic and semantic issues, future potential speakers need to resolve anxiety and other emotional issues (jones, 2017, p.48). macintyre (2016) explicitly mentions the existence of language anxiety in language learners that captures the worry and negative emotional reaction aroused when learning or using a second or foreign language. despite the intrinsic difficulties, we believe that it is an honorable task to teach our esl / efl students to speak in public with confidence (jones, 2017). however, as language teachers mostly are concentrated on how they push the students' motivation and encourage them to communicate, they should also realize that a strong level of anxiety will probably restrain the students' actions. in general, volition engages foreign language acquisition students to take actions and be confident in delivering public speaking. the existence of volition offers a way of specifying how motivational tendencies are implemented in the decisions the students make, such as deciding to speak up or stay silent and confining themselves to their anxiety (macintyre, 2016). there are many results of studies which showed that students who have the high degree on volitional strategies and integrative motivation are working harder and learning faster with their ability to protect their motivation than those who are low on integrative motivation (yee, abidin, 2014, p. 130). p a g e | 187 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 good public speaking skills can empower our students to communicate their thoughts and views better and to be successful in the job market and other fields of life (jones, 2017). nikitina (2011) also stated that improving the students’ ability to speak to others and learning to talk about who they are and what they are doing with natural confidence and authenticity can go a long way in increasing the students’ social circle, building powerful relationships with successful, like-minded individuals and creating new friends (p.16). method this study explores volition and presents the findings and discussion about the volitional strategies and factors that influence the students’ learning in public speaking class, sanata dharma university. this research used a mixed qualitativequantitative methodology. since it is not just collecting various quantitative and qualitative data (e.g. questionnaire and interviews) but also collecting, analyzing and integrating both quantitative and qualitative results. creswell (2014) has indicated that the importance of the different approaches to study–trends and personal experiences–can contribute better than one type of data collection can alone to the understanding of the research issues (p.3). in this research, the researcher analyzed and integrated the results of the types of data instruments to answer the research questions provided before. tenses for research reports participants this research was conducted in the english language education study program (elesp) at sanata dharma university. the criteria of the participants in this research were the following: the students who had chosen the public speaking course and have access to the course material and they had agreed to participate in this research voluntarily. as a result, 30 students of the public speaking class were selected and participated in this study. it was conducted in the middle of semester, during september and october 2018. the 30 students participated in the online questionnaire and 10 students participated in the interviews or sharing sessions. data collection p a g e | 188 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 the researcher asked for permission to the public speaking lecturers in order to conduct research in their class, and the researcher asked for students' willingness to join this study by providing a consent form to the students. the study is done through an online questionnaire and interviews. the interviews are categorized in semi-structural interviews. after analyzing the result of the questionnaire, the researcher picked 10 students whose volition strategies are adopted well and poorly. they were interviewed in order to get more qualitative data. for reason of triangulation, the researcher also conducted sharing sessions with the lecturers of the public speaking class after the interviews and questionnaire were conducted for different insights into the topic of research. tenses. research instruments an online questionnaire was given to students in an attempt to get data about their learning motivation and state of volition. in this case, the writer employed questionnaire consisted of 20 items. the researcher adopted the form of the questionnaire from mbato (2013) in his study that aimed to investigate whether a metacognitive approach to teaching reading in an efl context could facilitate self-regulation of learners. it was surveyed through eight statements aimed at determining whether the learners were persistent in achieving their objectives despite negative pressures such as those of their peers or surroundings. in this study, the participants were asked to fill the online questionnaire provided by the researcher to get the general data about their general perception about their motivation in class, the efforts that they gain during the class and their goals in acquiring public speaking skill in the class. after the online questionnaire, the researcher conducted semi-structured interviews to get more details. the researcher conducted the interviews with three major points: prior learning experiences of the students, current situation, and environment, and their learning goals and goals for the future. p a g e | 189 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 findings and discussions this study explores the existence of volition in the public speaking class, particularly for achieving the students' learning goals in a public speaking class. the findings are categorized into three parts: the result of an online questionnaire regarding the students’ self-perception of volition, the volitional strategies adopted by the students in facing tasks of public speaking class. the following is the result of an online questionnaire conducted by the researcher to find out the students were persistent in achieving their objectives despite negative pressures from the audiences in public speaking or the surroundings. table 1 students responses regarding volition no. statements agree undecided disagree 1. once i have made my goals in life, i try to achieve them 91% 3% 6% 2. i monitor my speaking performance in order to achieve my learning goals especially in acquiring english public speaking skill 80% 17% 3% 3. when doing public speaking, i feel my confidence and i think i am going to make it 67% 20% 13% 4. i am the type of person that is persistent in achieving my learning goals especially in acquiring english public speaking skill 64% 20% 16% p a g e | 190 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 5. i am the type of person that is able to protect my learning goals from distractions and troubles 54% 33% 13% 6. i can handle negative peer pressure in relation to my learning goals especially when doing a public speaking 64% 17% 19% 7. my surroundings will not prevent me from achieving my learning goals especially in acquiring english public speaking skill 60% 23% 17% 8. overall, i am the type of person that will keep trying until i achieve my learning goals especially in acquiring english public speaking skill 84% 10% 6% the students filled the questionnaire with the options that represented their state of volition in learning and acquiring the public speaking skill. from the table above, we could see that the students showed a positive result regarding volition. 91% of them stated that once they had a goal, they will try to achieve, meanwhile only 6% of the students who did not positively have the willpower to achieve their goals. the students were encouraged to recognize that making learning goals was an important step in language learning, but it was equally or even more important to protect them from distraction and to be determined to achieve them (mbato, 2013). 80% of the students stated that they monitor their learning process, especially in public speaking class which involves their speaking performances whereas 3% of the students did not monitor their improvement. p a g e | 191 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 volitional strategies applied by the public speaking students during the interview, the participants reflected their past performances in dealing with public speaking: the students mostly stated that after doing the evaluation, they discovered their lacks in public speaking and they learned from their mistakes. the students mentioned particular strategies for facing public speech or presentation. therefore, the researcher categorized the strategies into two kinds of volitional strategies: action control strategies based on the kuhl theory (1987), there are strategies for action control that can be used as quickly as an active process reaches the current condition (through action). commitment to achieving a specific objective is the basic requirement for implementing the action control strategy. in this study, the action control strategies adopted by the public speaking students are: making notes making notes help students avoid missing significant points. in public speaking, it enables speakers as the bait to remember all the stuff they are going to speak when they read the notes again. one of the students said he usually felt "lost" while speaking in front of many people. he tended to memorize the speech material, but sometimes because of the nervous feeling, he did not know what to say. therefore, before the performance, he made notes about the major points linked to the presentation. he did that while waiting for his turn and thought it could make him more well-prepared and comfortable waiting for his turn. “i usually made notes about the points of the presentation in the classroom while waiting for my turn”student 11 looking for references (reading texts, articles, ted videos) student 07 expressed that she was still lacking in terms of reference and vocabulary. she, therefore, maintained her motivation and read many texts in english, article or watch ted talk to add her reference on how to speak well in public, generally before the presentation or public speaking. this student also p a g e | 192 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 reflected on how she is committed to improving her speaking skills and strategies. although she has many weaknesses, she has continued to improve herself by looking for many references and it suggests her increasing understanding of the significance of volition in meeting her learning objective. “considering my strategies; how do i cope with it, i decided to broaden my understanding, point of view and vocabulary. i read indonesian / english reading texts so there's no absence of vocabulary, so what i'm going to say later... and i also discovered styles of references to talk... sources i used are news articles and sometimes videos like ted talk"-student 07 memorizing the outlines and big points student 11 stated that memorizing the outline of the speech and the significant points in the speech were the methods that he used. he expressed that during the presentation he was easy to be lost at times. therefore, he needed to make an outline and the large points to be developed. “before the presentation, i memorized the outline with the significant points. so i only had to develop the outline and the points in the presentation" student 11 help-seeking some students attempted to seek support from their friends. they learned they need their classmates to ask for guidance and support. one of the students said she sometimes lacked insights in a public speaking class. therefore, she generally looks for ideas to develop her speaking style to make her feel comfortable while speaking. she maintained her motivation to find her own style regarding speaking. "i've got to dig my brain. i understand i could discover it. i'm still looking for ideas. but it's still stuck. my friends assisted me to come up with opinions. but i've got to search again. how do i talk in my own style?" student 08 p a g e | 193 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 emotion control strategies these are the strategies that are connected with the emotions of the students. generally, the strategies were used by the students to control anger or anxiety while facing public speaking: being talk active some students had a high level of anxiety or nervous feeling before facing a presentation or speaking before many people. for instance, student 18 said she usually felt nervous before every presentation and began to have a stomachache. she also said she couldn't stand quietly waiting for her turn. her strategy to overcome the situation is that she would be more talkative than usual. because she feels it might neutralize her anxiety and nerves. she would speak to her colleagues in looking for a better feeling during the interaction with them. "usually the most disturbing feeling i've ever personally experienced is anxiety. because of that intense feeling, i would have a stomachache. i'm also going to be more talkative; for instance, ask a friend to talk about anything to neutralize my nervous feeling"student 18 holding items one of the students said it was her habits that there should be something she holds when she speaks in front of people. it was used to control her hands ' movements and unconsciously made her feel more comfortable performing public speaking or presentation. "i've ever experienced when i forgot to take something to hold. as a consequence, because my hand could not be controlled, i unconsciously move the tables in front of me. i sidelined it until it was tidy. if my hand did not bring anything, the impact would come to items in front of me. i believed i had already broken the table” -student 18 "i could stand still, but it was not possible for my hands. i was panicking. i've been confused. i would realize it until my friends look at me and ask what you're doing there? with their weird gazes on me. what came to her? p a g e | 194 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 i've got to hold on to something in a presentation. a pencil, for example. having a microphone is good. i can play the cable" student 18 hands and body movements whether consciously or not, there are movements performed by students when they speak in front of the class. these movements were carried by the students indirectly to control themselves from being too anxious in front of their friends. “sometimes i did movements because i wanted to feel comfortable, but i did not realize it often. my voice may sound calm, but my hands were in action.” student 18 “but the effect is that there are at least a few moments in the presentation when i played my hands or made hair straight, or when there were popes like uhmm ...'”student 18. avoiding direct eyes contact with the audiences some of the students said that one of the ways of avoiding nervous when delivering a public speech is that they will never look directly into the audience's eyes. the students claim that if they look straight into the audience's eyes, their concentration would be interrupted and their focus on the content would be lost. they may be carried away by the audience gaze. another strategy is that students keep in mind that the audiences in front of them are only inanimate objects and will not influence them. “well, it's because i began to understand my fear. i always attempt to see my friends, but not straight in their eyes”student 18 “yes, that's okay. i assume there's no one there, they're all dead objects, i usually don't see the faces of the audience”student 10 p a g e | 195 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 factors that influenced students’ public speaking in this research, the researcher discovered several factors influencing students in learning and mastering the public speaking skill. these factors are described below: inferiority and lack of self-esteem some students said she did not like to speak to people. they are struggling in the class because they are overwhelming with inferiority. they said they had many inadequacies in english, particularly in obtaining the ability to speak in front of many people. some of them are even conscious of this problem. “i understand i have low self-esteem, minimal vocabulary, bad grammar, and pronunciation. that's what makes me wonder "am i capable of doing this?" student 08 "i'm the type of student who does not like to speak to many people. if there are a small number of people; for instance, in a group discussion, it's fine for me. i understand i lack self-confidence" student 19 pressures from the audience it could be seen that the factor of the audience also affects the students in the delivery of the public speech. student 11 said he had encountered anxiety when talking in public because he was not acquainted with the audience. when he was at the beginning of college and was asked to speak, he felt uncomfortable because he did not know his colleagues much. he was scared of his friends ' reaction. in his mind, he thought that he must speak well so that other friends would not underestimate him, but indirectly that reason made him fearful. “in my view, public speaking class enables us to be better at preparing everything before the presentation or speaking in front of many people. i was usually embarrassed to speak english in front of a lot of people, particularly when i was at the beginning of college. it's really disturbing. maybe it's because i wasn't used to doing that. but now, i enjoy speaking in front of many people who use english” -student 11 p a g e | 196 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 “indeed, the way we speak is different. i'm more scared if there are too many people, i'm actually afraid of being watched by many people, by the way” student 26 one of the students said she despised the listener's misinterpretation of her statements. she was worried that her friends and the lecturer as the audience could not fully understand what she meant in her speech or presentation. it made her afraid to speak in public. “i'm afraid the audiences don't know what i'm talking about. i enjoy writing more than talking in front of many people. i'm more afraid they don't understand my explanation. i'm worried that the message could reach them or not. it's like they listen to me, but they don't understand anything” student 23 “yes, i realize that my friends have better grammar proficiency than i have. i anticipated the statement from them, for example, "your grammar is bad". i've always asked them how about my grammar? is that correct? i made a lot of grammar mistakes, didn't i?" -student 08 some of the students, however, also indicated that their friends helped them develop their speaking skills. one of the students said his classmates really supported him and sometimes helped him to fix his errors. “so far, they (friends) really support and listen to me. and sometimes if i was wrong, my friends would remind me and fix my grammar”student 10 lack of preparation for delivering a good public speaking, every speaker should prepare everything well. some students agree about that. lack of preparation before presenting speaking in front of many people will probably create anxiety and nervous. “if there is no adequate preparation for the presentation, i generally get nervous” -student 11. p a g e | 197 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 a student also said that he had ever faced this kind of situation when he was not sure about the time of the presentation, it influenced badly his performance at the time; “because on the day i did not realize it was my turn. i thought it would be in the next week. surprisingly, it turned out to be mine. i wonder if i had prepared the stuff better. i believe i could do better. the problem was that i wasn't told that far from the day.”student 11 lack of references and vocabularies some of the students argue that they are lacking in terms of references and vocabulary. and it affects greatly in the way they performing public speaking in the class. one of the examples is student 07 who stated “considering my strategies; how do i deal with it, i decided to improve my knowledge, my point of views and my vocabulary. i read indonesian / english reading texts so that there would be no lack of vocabulary, so what later will i say ... and i also found references styles to speak ... what i read were news, articles and sometimes the videos like ted talk”student 07 fear of making mistakes and being spotted some students claim that they will try hard to prevent making errors when they are speaking in front of their classmates. one of the learners said that the major reason is that she is afraid to face the reactions of her classmates. she is worried that she will cause others to laugh. she also concerns that she might embarrass her mates in the group presentation. “i'm afraid to make blunders. if i forget what to say in the middle of a presentation and end the speech poorly, it will become much worse. if my speech is not based on what i expect ... i'm scared of embarrassing my group mates.”-student 09 one of the students also said she was actually afraid of being spotted by others. she does not like being other people's main attention. it makes her feel uncomfortable. p a g e | 198 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 “i am afraid of being spotted. i really feel scared when others notice and look at me."student 08 unexpected and unpredictable task/ examination based on the students ' previous experiences; they have got sudden tasks and exams several times, and those must be finished in a limited period of time. this definitely made them feel nervous and even unpleasant because they imagined what they had to do in that short time or whether they could finish it well or not. “that was when we had a presentation in front of other classmates during the 4th semester. there were slides, up to 20 slides. we had to speak according to the slide shown. one slide was ten seconds. and there were only pictures inside, there was no writing at all. we had to explain all the pictures and we didn't fully understand what kind of pictures were. we should do practices, otherwise, it wouldn't succeed. and it really made me nervous because if we miss one slide, it would have an effect on the next slides and could leave us blank.” student 26 “i've ever played a hot seat game in semester 2, it's the second time i've played that game. the topic is chosen randomly, and you have to speak straight away when you get the topic. there were topics we never noticed and we had to say them in about 3 minutes and the preparation was just one minute. so i said thoughtfully if the topic wasn't familiar with me, i usually talked about what i have heard from my friends..” -student 23 another significant point from the result of the questionnaire is 84% of the students claimed that they are the type of students who will keep trying until they achieve their learning goals especially in acquiring english public speaking skill. it is definitely linked to haggard et al (2013) statement that volition is to the ability to control our actions or behaviors (p. 286). it is also because they realized that other people around them or the environment might not always support them favorably, so they required the will to remain focused on their learning goals. the majority of students displayed a good development of volition in learning public p a g e | 199 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 speaking skill. they were determined to face the public speaking or presentation in the midst of various personal distraction and problems. in facing a presentation in the class, the researcher concluded that all of the students implicitly followed the phases of self-regulation three-stage model purposed by zimmerman (2000). before the performance, the students set a learning goal and the volitional strategies (forethought phase). it reflected by their strategies such as making notes and looking for references. they also tried hard to memorize the major points and seeking for help from their colleagues. then, during the presentation, the students performed the volitional/ performance control strategies. they really attempted themselves to control their emotions such by holding items or hands movements. those strategies diverted their emotions from the intense pressures of the audiences. they reduced their strong anxiety by being talk active. they also tried hard in controlling their concentration such as by avoiding direct eyes contact with the audiences as they stated that if they look straight into the audience's eyes, their concentration would be interrupted and their focus on the content would be lost. after being engaging in the presentation, they reflected all the mistakes and lacks they experienced. that is the source of all factors come out in this study. the students recognized all the factors above and made better plannings for further presentation. furthermore, some students performed examples of unconscious volition in this study, as also supported by gligorov (2017). the students showed the unconscious volition in hands and body movements strategy. mostly the students who carry the strategy stated that they were not aware of the strategy before. they did not consciously aware of every single move when performing public speaking. the movements just came up naturally and unconsciously. however, the movements indirectly make them be more comfortable in speaking and handling the anxiety and pressures from and the audiences. overall, it is indicated that the students in public speaking class used volitional strategies consciously or unconsciously in order to enhance their self-esteem and reduce the level of nervous in performing public speaking. the students also invariably looking for social evaluation. they did evaluation and reflections regarding their past p a g e | 200 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 experiences and tried best to get better and overcome their anxiety in public speaking. the findings of this result are not without limitation. the participants in this research are actually divided into two different classes. the 14 students are in class a and 16 students are in class b. the classes also have different lecturers. thus, there could be different teaching methodologies and strategies presented by two lecturers and it probably affects the students' learning. then, the researcher conducted face to face interview with five students in class a, whereas the other five students in class b had an online interview. the main reason was the lack of agreement about the meeting with the participants and also the limited duration of the research. therefore, it could be an issue of validation because the researcher did not meet the five participants directly. so, future researchers are suggested to conduct research with more proper ways and strategies. conclusions and suggestions students in public speaking class, english language education study program (elesp) sanata dharma university expressed various kinds of opinions and feelings related to the way they acquire the public speaking skill. based on the analyses and discussions in the previous section, it can be concluded that the students showed a high volitional state in acquiring the public speaking skill. they have several strategies used for achieving their learning goals in the public speaking class. based on the finding in this research, the majority of the students experience anxiety in speaking. however, they also have strong willpower to overcome the anxiety and distraction that occur and keep trying to do their best in performing public speaking in the class. therefore, it is a must for the teachers/lecturers especially in public speaking class to be aware of that kind of issue in efl learning. paying attention to the role of motivation and volition is helpful for the students in the process of learning the target language. the teacher's awareness of students' volitional strategies and the factors that influenced the students in acquiring public speaking will make the students will be more comfortable to speak in the class. further researches are necessarily needed with the different context of learning or methodologies. p a g e | 201 aplonia nelci ke lomi let: linguistics, literature and language teaching journal vol. 9 no. 2 2019 references bartels, j., magun-jackson, s., & kemp, a. 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(2000). handbook of self-regulation. eds: boekaerts, m., pintrich, p., r., & zeidner, m. e-book, elsevier inc, 2000. https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/367. https://en.oxforddictionaries.com/definition/volition http://hdl.handle.net/10919/29149 https://www.arcjournals.org/pdfs/ijsell/v2-i11/16.pdf ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||111-139||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php an analysis of learner language in indonesianenglish translation of english educational study program students of universitas nahdlatul ulama lampung ruri supatmi rurifadli21@gmail.com nahdlatul ulama university of lampung, indonesia desy awal mar’an desy90@gmail.com jurai siwo state islamic institute of metro, indonesia article history: received: 01 may 2021 accepted: 15 juni 2021 this research was aimed at describing learner languages phenomena related to the five procedures of translation then showing the precentage of learner language in translation procedures from indonesian to english. the data collecting methods used interview and documentation. the data was gathered from the students’ result of translation 2 semester test at universitas nahdlatul ulama lampung. the research was conducted toward thirty three of the sixth semester students of english educational study program of universitas nahdlatul ulama lampung. the result of the research showed that most of the students’ learner languages and errors were found in translation procedures, the highest percentage of learner language in translation procedure in indonesian-english translation was transposition, and the students didn’t understand about translation procedures. corresponding author: tel.: desy90@gmail.com keywords: indonesian-english translation; translation procedure; translation error introduction language has incredible influences all over the world. it is surely realized that language is basic component of communication in the human life. jordan states that “language is a signalling system which operates with symbolic vocal sounds, http://jurnal.uin-antasari.ac.id/index.php mailto:rurifadli21@gmail.com mailto:desy90@gmail.com mailto:desy90@gmail.com page | 112 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 and which is used by a group of people for the purposes of communications” (jordan,1997) because, every language has its own system that differs each community. the shadow of an action or an idea identically is using language. therefore, language becomes the way to express people’s mind and to realize the idea. as the human being, particularly we interact using language. it means that the people use language to communicate one another in the society. because, a system of communication and medium for thought are profoundly the purposes of language. people are interpreting other people’s language and expecting other people to interpret their own language. the communication process either spoken or written is the way to interpret the other people’s language even in different culture or language. language is also learned behaviour of human being. language has big contribution and including distinguishes human being from animals. it can be said that human being has way to deliver the thought using language. language also has dynamic; universal and variety characteristic and it changes together with human being changes. it is the specific reason why human being’s language and animals are distinguished. basically, language influences the society because of multinational and international information exchange. moreover, the change of language is influenced by the development of human thought and its exchange in globalization frame. although, so many people cannot speak english well even english as international language that used in multicultural society of the world. based on the above description, english is expertly global information in every aspect in the world without exception, especially in learning process. in indonesia, english will be the delivering language to deliver the subject in the class. although, the case is applied in international standard school. so that, to communicate effectively in spoken or written english, people must learn structure and cultural conventions of english. page | 113 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 many learners are still doing many errors to understand english well. consequently, it can make various interpretations because of the misunderstanding. therefore, to understand the usage of english well in learning translation either english to indonesian or indonesia to english in translation; learners must learn english not only grammatically, but also culturally. so that, learners must understand about sociolinguistics, psycholinguistics, semantic, etc. it is done in transferring equivalent meaning from source language to target language changing the purposes of message sent. the main problem of translating is to create a correctly and accurately translation. it means that to transfer the purpose of the text from source language (sl) to target language needs more attention not only theoretically. in addition, language learners usually bring their previous competence of language on performing the second language. thus, in translation, the learners also often use the knowledge of their first language usually translate the text using the rule of indonesian language. when the rule is the same, the indonesian rule will support the translation correctly, but the rule is widely different toward the english. translation determines interpretation of reader towards the text has been translated. learners who study about translation should study the culture of the target language. because, this aspect can influence the result of translation generally. learners need method or strategy to translate well and cross culture understanding. thus, the purpose of the source language in the text delivered accurately. translating consists of reproducing in their receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in term of style. in translating, learners should study the grammatical structure, communication situation and cultural context of the source language text. thus, learner languages and errors can be avoided. based on the statement above, the writer assumes that translation is the way to reconstruct appropriate meaning from the source language to the target language without changing the purpose of massage sent. furthermore, learner languages are still found in translating text, especially indonesian-english translation. page | 114 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the concept of a foreign language learning and a second language acquisition the process of language learning can run effectively when the language learners have knowledge about language itself. learners, usually use the rule of their first language in every aspect of language learning process. the lack of knowledge about language makes learners difficult to understand what the language is. learning english actually has several methods to be applied in learning process. appropriately method should be used in learning process, especially in language learning. regarding on the explanation above, the writer assumes that learners are still difficult in learning language. in indonesia, english is taught as a foreign language. because, many learners learn about grammatical rules of english. english is rarely spoken in society and only learned in the classroom. in the fact, the teachers are still difficult to apply the appropriately method obviously. foreign language learning is generally differentiated from a second language acquisition in that the former refers to the learning of a non-native language in the environment of one’s native language (e. g. french speakers learning english in france or spanish speakers learning french in spain, argentina, and mexico etc.) (yufrizal, 2008). according to dulay, burt, krashen, second language acquisition includes learning in new language in a foreign language context (e. g. english in mexico or german in the united states) as well as learning a new language in a host of language environment (e. g. german in german) (setiyadi, 2006). it means that second language acquisition is a process of a development of ability in language by using it in natural situation. in acquiring language, language learners usually use language to communicate in the society. language learners who do acquire language usually exposed to language which they more or less understand even if they can’t produce language significantly. they are motivated to learn the language in order to be able to communicate. thus, they have opportunities to use the language they are learning to be better. the acquisition-learning distinction is actually found in language page | 115 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 learning process. furthermore, krashen summarizes the distinction between acquisition and learning in the following table (yufrizal, 2008). table 1 the distinction between acquisition and learning acquisition learning similar to child first language acquisition formal knowledge of language ‘picking up’ language ‘knowing’ about language subconscious conscious implicit knowledge explicit knowledge formal teaching does not help formal teaching helps even though, in indonesia, english is taught as a foreign language, but the methods are almost same with second language. practically, in learning process, the teacher applies the method without considering the differences between the target language and the source language. in grammatically, actually indonesian language and english are different. therefore, there are several factors that determine the learning language, namely linguistics, social and psychological influences. thus, grammatical aspects are including in linguistics influences. even though many methods applied in learning process, but the acquisition approach should be considered. so, english is not only taught theoretically in the classroom, but also applied practically either spoken or written in the society. the concept of error the problems in learning language depend on the factors that language learners have. in acquiring a second language, a learner is really influenced by his/her first language. learners generally bring their pervious competence of language in performing the second language. in foreign language learning, error has become the phenomenon that is important in learning language process. the clearest page | 116 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 support for this belief is the finding of "foreign" accents in the second language speech of the learners. in translation, the students also often use the knowledge of their first language in constructing the second language. when they want to translate indonesian into english, they often use the rule of indonesian language in writing the english language. negative transfer or interference occurs when the mother tongue of the learner disturbs the process of the target language acquiring. it is because the differences of the mother tongue and target language the greater the difference between source language and target language, the more the difficulty and the more numerous errors will be. the language learners do not only influence the pronunciation, but also affects the other language aspects, such as the lexical and the grammatical aspects of the target language. according to larsen-freeman and long, certain errors are caused by the learners’ failure to observe the boundaries of a rule, which are classified as overgeneralization. other errors are attributed to simplification or redundancy. still others are labelled communication-based errors, and induced errors (douglas h. brown, 2000). in order to analyze learners’ errors in a proper perspective, it is crucial to make a distinction between “mistake” and “error”. according to brown, a mistake refers to a performance error that is either a random guess or a “slip”, in that it is a failure to utilize a known system correctly. while an error is a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner (douglas h. brown, 2000). a mistake is usually occurred in writing process and an error is occurred in translation process continuously. an error cannot be self-corrected, according to james, while mistakes can be self-corrected if the deviation is pointed out to the speaker. but, the learner’s capacity for self-correction is objectively observable only if the learner actually selfcorrects; therefore, if no such self-correction occurs, we are still left with no means to identify error vs. mistake (brown, 2000). thus, error in language learning cannot be self-corrected. it needs practices in translating text from the source language to the target language intended. page | 117 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the beginning stages of learning a second language are characterized by an interlingual transfer from the native language. in the early stages, the native language is the only linguistic system upon which the learner can draw. these kinds of errors can be found in all aspects of language learning. intralingual transfer (within the target language itself) is also a major factor. at an intermediate level, learners’ previous experience and existing subsumes begin to influence structures within the target language itself. most of time, negative intralingual transfer or overgeneralization has occurred, and these kinds of errors are called developmental errors. we have found that overgeneralization makes it significant for us to study the psychological process of language learners. cultural interference can cause either linguistic errors or inappropriateness in the context. in addition, it sometimes hinders communication, so it should be taken seriously in learning language process. learners’ errors are usually classified in different categories, global and local errors. global errors hinder communication and they prevent the learner from comprehending some aspects of message. then, local errors only affect a single element of a sentence, but do not prevent a message from being heard. to become good, responsible writers, we need to write grammatically and semantically. we will use standard english grammar, the grammar which is commonly used by educated speakers of english. in addition to being grammatical, a piece of writing or a sentence, or even a phrase must be semantically acceptable; it must be meaningful (bram,1995). therefore, based on several minimum requirements by the english department of sanata dharma university, yogyakarta, the writer tries to analyze errors in translation result. there are errors in verb, concord, article and spelling. malay/indonesian verbs are not marked for person, tense, or number auxiliary elements are used to indicate tense and aspect (ann batko ann batko, 2004). verbs in english depend on tense used in the sentence or text. the function of a verb is to describe an action or a state of being. it depends on past, present, or page | 118 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 future form in the sentence. sometimes, verb has different meaning adjusting the context. english has own rule such as concord. usually, concord is used in constructing phrase or sentence. the example of using the correct concord is “my sister goes to school.” it uses the masculine and feminine pronouns correctly. the other example is using the correct singular and plural forms verbs and pronouns (irwansyah , 2010). concord indicates the correct sentence both grammatically and semantically. error and mistake are usually found in article. there are three kinds of articles, such as the, a, and an. a or the are put on singular countable noun. a or the are not used to label the name of person, town or country. a is used in not a particular noun, but the is used in a particular noun. indonesian words are usually spelt the way they are pronounced; thus english word where the spelling does not match the pronounciation can cause problem for learners. learner language the term learner language is derived from interlanguage perspective oriented on language learning used by a foreign language learner. the object of study includes the comparative between language characteristic used by learner and target language or language learned (irwansyah, 2010). the foreign language learners commonly use their mother tongue to construct another language. the concept of learner language based on the specific characteristics in language learner. interlanguage refers to the separateness of a second language learner’s system, a system that has a structurally intermediate status between the native and the target languages (brown, 2000). the different structure both languages is the main factor of learner language occurred. the most obvious approach to analysing interlanguages is to study the speech and writing of learners or what has come to be called learner language (setiyadi, 2006). the learners use their knowledge of native language in page | 119 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 constructing target language and try to translate the target language using limited knowledge about target language itself. therefore, the phenomenon learner language will be occurred. when people learn another language, their mother tongue sometimes interferes with the target language. this phenomenon is often called interference. interference is often caused by the similarities between their mother tongue and the target language (setiyadi, 2006). learners usually use their first language in constructing sentence in the target language. learners are difficult to ignore the influences of their mother tongue because the process of acquisition has not run well. in language learning, there are two factors toward the foreign language learning process. the positive influence is usually called language transfer, while the negative transfer is called interference that was mentioned previously. actually, interference influences learners in language learning, especially in constructing appropriately sentence both source language and target language. learner language may result in errors but learners’ errors are not necessarily caused by learner language or mother tongue. comprehension of a second language is more difficult to study since it is not directly observable and must be inferred from overt verbal and nonverbal responses, by artificial instruments, or by the intuition of the teacher or researcher. the most difficult thing to understand the text of the source language is particulary not caused by the limited belonging of vocabularies as most people thought, but much often by their disabilities of grasping ‘the main ideas’ of the text they read (effendi , 2004). therefore, many students can’t translate words based on lexical meaning. it can be inferred that learner language influences translating indonesianenglish process because learner language occurs because of different structures both languages. page | 120 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 translation the communication process, automatically the people use language to transfer their ideas. many ways are used to realize the goal, the good communication, either spoken or written. one of the ways is translation. recently, translation becomes the important thing in interpreting meaning from the source language to target language. translation also becomes the key to break through the information exchange. in education institutions such as school or university, translation is the first step to expose the brilliant idea from indonesian language to english or vice versa. the learners actually do it directly or indirectly in the school. translation is not only replacing the form of language, but also needs consideration including different grammatical aspects, different structure and many others. thus, many aspects of translation must be mastery well. in addition, to transfer the idea is considering knowledge about translation. translation becomes so important because translating is the process to replace the source language to the target language without replacing the meaning intended. the human translator uses their sense in translating process. not only translating word for word, but also translating contextually of the text. recently, google translate becomes so popular to translate many languages intended. it makes translation more easily applied. translation machine can help a lot in translating simple sentences. but it is not reliable. there are numerous vocabularies and countless combinations of them that form sentence (gunawan, 2004). it means that translation machine can’t translation many combinations of sentences. translation machine may be able to translate word by word, but it is doubtful that they can produce good translation when it comes rather complicated sentences. different languages may have different grammar and structures, posing a great challenge for translation machines. let alone the feeling of the words (gunawan, 2004). it can be concluded that translation machine is usually out of context. page | 121 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 because it translates without sense and usually inaccurate. furthermore, the results must be edited by human translator. definition of translation many experts have described translation in their point of views. generally, translation is replacing the language and make the target language can be understood by language learners. translating is the general term referring to the transfer of thoughts and ideas from one language (source) to another (target), whether the language have established language are in written or oral form (nababan, 2010). the definition only focuses on transferring of thoughts and ideas without considering the form of target language. it commonly appropriates with the grammatical aspect of target language. in line, english and indonesian language have different structure in constructing the phrase or sentence. translation is a process by which the chain of signifiers that constitutes the source-language text is replaced by a chain of signifiers in the target language which the translator provides on the strength of an interpretation (lawrence venuti, 2004). moreover, identical with the above definition is the one proposed by larson that translation consist of translating the meaning of the source language into the receptor language. he maintains that translation is a process of finding a tl equivalent meaning for a sl utterance. (choliludin,, 2005). it can be said that translation is used to find the equivalent utterance both target language and source language. furthermore, nida and taber explain the process of translating as follows. translating consist of reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style (choliludin, 2005). in the following definition, nida and taber focused on reproducing the closest natural equivalent message from the source language the receptor language (target language) both terms of meaning and terms of style. they also involve cultural consideration it translating. page | 122 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 in addition, according nida the success of the translation depends above all on achieving equivalent response. it is one of the four basic requirements of translation (munday, 2001), which are: 1. making sense; 2. conveying the spirit and manner of the original; 3. having a natural and easy form of expression; 4. producing a similar response. the linguist, richard stated that translation is the process of changing speech or writing from one language (the source language) into another language (the target language), or the target language version that result from this process (hadisubroto, 2005). it can be inferred that translation is the process in changing language version, from the source language to the target language. furthermore, malinowski quoted by tou said that translation must always be the re-creation of the original in to something profoundly different. on the other hand, it is never substitution of word for word but invariably the translation of whole contexts (choliludin, 2005). the definition is focused on translation of whole contexts profoundly, not translating word for word only. the term translation itself has several meanings; it can refer to the general subject field, the product (the text that has been translated) or the process (the act of producing translation, otherwise known as translating). (munday, 2001). the process of translation between two different written language involves the translation changing an original written text (the source text or st) in the original verbal language (the source language or sl) into a written text (the target text) in a different verbal language (the target language or tl) based on the several definitions above, it can be inferred that translation is the attempt to change the equivalent source language text into target language and transferring the meaning based on the author’ mind appropriate with the receptor language audience for whom the translation is intended. page | 123 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 methods of translation the term method derived from the word method in english. in macquarie dictionary, a method is a way of doing something, especially in accordance with a definite plan (machali, 2004). it can be concluded that in each step of translating process uses certain method because method is the way to do something. there are some kinds methods of translation based on the emphasis of the translation (suparman, 2005). a. word-for-word translation: the source language word-order is maintained and the words translated singly by their most common meanings, out of context. cultural words are translated literally. b. literal translation: the sl grammatical constructions are changed to their nearest tl equivalents but the lexical are still translated singly, out of context. c. faithful translation: this method attempts to reproduce the accurate and precise contextual meaning of the original within the constraints of the target language. it transfers cultural words and preserves the degree of grammatical and lexical abnormality in the translation. d. semantic translation: this method is different from the faithful translation only in as far as it must take more consideration of the aesthetic value of the source language. the distinction between faithful translation and semantic translation is the first is uncompromising and dogmatic, while the second one is more flexible, admits the creative exception to 100% accuracy and allow for translator’s intuitive empathy with the original. e. adaptation: this method is the freest translation. it is used for playing comedies and poetry; the themes, characters, plots are usually maintained; the source language culture is converted to the target language culture and the text rewritten. the bad practice of having a play or poem literally translated and then rewritten by an established dramatist or poet has page | 124 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 produced many poor adaptations. but other adaptations have ‘rescued’ period plays. f. free translation: free translation reproduces the matter without the manner, or the content without the form of the original. usually it is a paraphrase much longer than the original, a so-called ‘intralingual translation’, often too long and pretentious and not translation at all. it produces the target language text without the style, form, or content of the original. g. idiomatic translation: idiomatic translation reproduces the message of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these don’t exist in the original. h. communicative translation: communicative translation attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership. based on the description above about the methods of translation, it can be inferred that semantics and communicative translation fulfill the purpose of translation. actually, a semantics translation is written at the author’s linguistics level, a communicative at the readerships. otherwise, idiomatic are concerned with communicating the meaning of the source text using the natural grammatical and lexical items of the receptor language. thus, many methods can be applied appropriately the cultural and grammatical context both source text and target text. procedure of translation procedure is a set of techniques of presenting materials to language learners (setiyadi, 2006). procedure should be known before presenting the material of language learning. in translating text, translator must know the procedure before process of translating is conducted. in indonesian-english translation commonly learners are difficult in translating both grammatically and culturally. the different structures make learners page | 125 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 confused in constructing sentence. learners should find out the equivalent meaning in word, phrase, clause and sentence. therefore, there are five procedures should be considered in applying the process of translation effectively. they are transposition, modulation, adaptation, contextual meaning, and equivalence note. transposition transposition is a translation procedure that is changing grammatically form from source language (sl) to target language (tl) (machali, 2000). this is a change of one part of speech for another without changing the sense. it can be said that transposition is changing the word or phrase structurally in translating. for examples: a) tiga ekor sapi = three cows b) sepuluh orang tentara = ten soldiers modulation this changes the semantics and point of view of the source language. this procedure is adjusted in the word of the english. actually, the translation result in a grammatically is correct. modulation is a procedure that is justified, in the words of the english edition, when, although a literal, or even transposed, translation results in grammatically correct utterence, it is considered unsuitable, unidiomatic or awkward in the tl (munday, 2001). for examples: a. buku itu akan saya kembalikan besok.= i will return the book tomorrow. b. penurunan mutu lingkungan = environment degradation adaptation this involves changing the cultural reference when the situation in the source culture does not exist in the target culture. usually, adaptation procedure is used in formal regards of formal letter. the writer writes ‘sincerely yours’ to replace word page | 126 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 ‘hormat saya’. furthermore, ‘faithfully yours’ is also used to say ‘hormat saya’ to unknown name of the people intended. contextual conditioning the translation adjusts the contextual conditioning where the communication takes a place. it is usually used by people in the communication situation. for example: selamat tidur = good night; it has different meaning base on context. equivalence note language describes the same situation by different stylistic or structural means. there are two basic orientations or types equivalence based on nida. (1) formal equivalence, focuses attention on the message itself. in both, form and content. (2) dynamic equivalence, the goal of dynamic equivalence as seeking the closest natural equivalent to the source-language message ( jeremy munday, 20010) equivalence is particularly useful in translating idioms and proverbs. usually, it is related with the cultural understanding between source language and target language. in the text of translation, there is a note to explain more about the word. because it cannot be translate literally. for example: saya makan jenang di pesta pernikahan kakak saya = i ate jenang at my brother’s wedding party. (note: jenang is food made of sugar and coconut, usually made in celebration or party.) process of translation the process of translation is actually conducted step by step. practically, translating is the effort to transferring the equivalent meaning from the source language to target language. the ideal translation should be accurate; it can be inferred that translation must reproduce as exactly as possible meaning of the source text. furthermore, it can be said ideal if the result of translating is natural. it means that it using natural forms of the receptor language in a way that is page | 127 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 appropriate to the kind of text being translated. in addition, the text must be communicative, expressing all aspects of the meaning in a way that is readily understanding to the intended audience for whom the text is. according to larson (1984: 17) when translating a text, the tran slator’s goal is an idiomatic which makes every effort to communicate their meaning of the source language text into the natural forms of the receptor language. (choliludin , 2001). furthermore, he states that translation is concerned with a study of the lexicon, grammatical structure, communication situation, and cultural context of the source language text, which is analyzed in order to determine its meaning. the discovered meaning is then re -expressed or reconstructed using the lexicon and grammatical structure which are appropriate in the receptor language and its cultural context. the process of translation is begun by understanding the source text, then analysing the meaning, discovered, transferred and re-expressed the receptor language intended. the process is conducted more than once. the way is used to recheck the accurately translation. larson simply presents the diagram of the translation process as follows: source language target language figure 1.1. the process of translation diagram above is adopted from the making idiomatic translation book (choliludin, 2001). text to be translated transaltedtranslated discover the meaning meaning translation re-express the meaning page | 128 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the processes of translation are as follows: understanding and analyzing the source text analyzing the source text is conducted by translator to explore the source language intended to translate in a natural and equivalent translation of the target language. translation process always begins from understanding the source text, because in starting step the translator faces the text in source language. firstly, the process is conducted by reading whole of the text and continuing to comprehend what the text is about. actually, it’s impossible the translator can transfer the meaning or message from source language to the target language without any comprehension about the text being translated. thus, the translator must know the target language grammatically and culturally well. the comprehension toward text content most related to understanding of linguistic and extra linguistic that contained in the text. linguistic aspect related to the aspects of language characteristic itself. then, extra linguistic related to socio culture of the source language. culture and language are two things that can’t be separated one another. therefore, ideally every translator must know the culture both languages well. discovering meaning in translation, the main purpose is discovering equivalent meaning of the source text. the text is related to grammatically, semantically and culturally. thus the translator should discover the meaning overall the source text to be translated in appropriately target text. transferring messages the process of translating is not only change the form of language, but also transfer the message contained in the source language. after the translator understanding about meaning and structure of the source language, the translator will interpret the message contained in text being translated. the next step is transferring content, meaning and message contained in source language to the target page | 129 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 language. in this process the translator must find the equivalent words of source language in the target language. the transferring message process takes a place in the translation’s mind. it can be said that translator actually transfer the idea and purpose of the source language. after exploring the content, meaning and message, the translator conveys the translation result in target language either in written form or spoken. the written form is called translation and the spoken or oral form is called interpretation. re-structured restructured is a changing process to make the text equivalent, natural and communicative to the target language and readers. in this step, the translator must give attention to the style of target language and for whom the text intended. furthermore, the translation should be appropriate with the source language text. thus, the purpose and message of the source language can be transferred accurately. based on the explanation above, it can be inferred that there are four processes of translation that can be applied in translating process. method the research is conducted using the appropriate method intended. there are several research methods that can be applied in a research about translation. actually, all types of methods are descriptive. because, the research is describing the problems and analysing them. even though, the types of research are different, either qualitative or quantitative. type or kind of research is chosen based on its purpose. the research is conducted to explore the phenomenon about translation. therefore, the writer decides to choose qualitative method to analyze of learner language in indonesian-english translation of students english educational program of universitas nahdlatul ulama lampung. qualitative research is an approach that called investigation approach because the researcher collects data by facing and interacting with the object directly page | 130 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 (syamsudin, 2001). it can be concluded that the data is conducted directly. the researcher will analyze and describe every individual within their life and mind. the researcher must be able to describe the phenomenon through clear explanation. the researcher is not only comparing two or more variables but also making the close situation among the researcher and the participants. in the social sciences there are two major approaches to empirical research. the first one is quantitative research. the researcher conducts the research using numbers and data are collected by conducting survey. the second one is qualitative research. in this research, the researcher conducts the research closely with the participant using interview adjusting participants said. qualitative research takes data the form of descriptive narratives like field notes, recordings or other transcriptions from audioand videotapes, and other written records, as well as pictures or films. qualitative researchers also may collect artifacts—products or things people use—such as objects people make and records of what they do, say, produce, or write. furthermore, qualitative research is a research that aimed to describe, learn and explain the phenomenon. the understanding of phenomenon can be reach by describing and exploring through a narration. qualitative research has some characteristics. firstly, qualitative research uses multiple methods that are interactive and humanistic. the multiple methods can be applied appropriately the participant. then, secondly, qualitative research is fundamentally interpretative. it can be assumed that the researcher can interpret the data. the researcher describes the participant, interpreting the data, and then drawing the conclusion about the data intended. thirdly, the qualitative research is descriptive. the data collected is in the form of words of picture rather than number. then, fourthly, the qualitative research is analyzed their data inductively. the last, the qualitative research are concerned with process rather than simply with outcomes or products. page | 131 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 the research can be conducted considering data resource previously. in the qualitative research there is no population as data resource, but usually called social situation consisting of three elements such as place, actors and activity. lincoln and gulba state that “naturalistic sampling is, then, very different from conventional sampling. its purpose is to maximize information, not to facilitate generalization.” (sugiyono, 2009). it can be inferred that the writer will get the data from purposive sample as the participants. it means that in determining sample, the researcher will not base on statistical calculation. the researcher took data from the translation lecturer. there are five participants who will be the data resource. in addition, if the purpose is to maximize information, then sampling is terminated when no new information is forth-coming from newly sampled units: this redundancy is the primary criterion (sugiyono, 2009). thus, the writer chooses thirty-three of the sixth semester students of english education study program of universitas nahdlatul ulama lampung. as participants. the writer chooses them because they have passed translation one and translation two. the instruments that are used in conducting research as follows: interview interview is a dialogue among people or group intended. in interview, the researcher conducts face-to-face interviews with participants, interviews participants by telephone, or engages in focus group interview with six to eight interviewees in each group (creswell, 2002). the researcher has to conceptualize the project, establish access and make contact with participants, interview them, transcribe the data, and then work with the material and share what he or she has learned. esterberg stated that there are three types of interview. they are structured interview, semi structured interview, and unstructured interview (sugiyono, 2009). in this case, the writer will use structured interview that uses prepared questions about translation. page | 132 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 documentation bogdan stated that, “in most tradition of qualitative research, the phrase personal document is used broadly to refer to any first person narrative produced by an individual which described his or her own actions, experience and belief.” it means that the researcher conducts the research using document such as journals, diaries, life histories, picture, and etc. documentation is used as written evidence in the research. documentation also saves the time expense of transcribing. the researcher chooses the students’ formal document that is the students’ indonesianenglish translation work as their semester test in translation class. traditionally, the case study has been associated with qualitative methods of analysis. indeed, the notion of a case study is sometimes employed as a broad rubric covering a host of non-quantitative approaches – ethnographic, clinical, anecdotal, participant-observation, process-tracing, historical, textual, field research, and so forth (gerring, 2007). yin states that every case study should start with a general analytical strategy. these general analytical strategies with regards to case studies provide the researcher with a system by which she can set priorities for what it is they need to analyze and why. it can be assumed that case study focuses in a person and community. case study analyzes the phenomenon deeply in the community or group. an in-depth study of a single person, event, community or group is called a case study. based on the explanation above, the writer chooses this method because the writer wants to know deeper about translation phenomenon of universitas nahdlatul ulama lampung. in addition, in writing a procedure for a qualitative proposal, the tasks listed below are recommended (creswell, 2002) . 1. identify the specific strategy of inquiry that will be used. 2. provide some background information about the strategy, such as its discipline origin. 3. discuss why it is an appropriate strategy to use the proposed study. page | 133 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 4. identify how the use of the strategy will shape the types of question asked. it can be inferred that the procedure of qualitative proposal must consider specific strategy and appropriate strategy to shape the types of question asked. in their extensive writing on qualitative data analysis, miles and huberman define data analysis, as consisting of three concurrent flows of activity: (1) data reduction, (2) data display, and (3) conclusion drawing/verification. upon first obtaining data during a data collection period, miles and huberman explain these three stages of qualitative data analysis as follows: data reduction should not be separated from analysis, but as a part of it. this reduction of the data is analysis that helps to sharpen, sort, focus, discard, and organize the data in a way that allows for “final” conclusions to be drawn and verified. they add that data can be reduced and transformed through such means as selection, summary, paraphrasing, or through being subsumed in a larger pattern. data display is the second major activity which the researcher should go through, and this means taking the reduced data and displaying it in an organized, compressed way so that conclusions can be more easily drawn. here, data display can be conducted in the table, graphic, chart, and etc. the most frequent form of display data for qualitative research data in the past has been narrative text. it is further explained that good displays are a major avenue to valid qualitative analysis. conclusion drawing and verification is the final analytical activity for the qualitative research. the researcher begins to decide what things mean. they do this by noting regularities, patterns (differences/similarities), explanations, possible configurations, causal flows, and propositions. the conclusion of research can be change after the research conducting. it means that the researcher finds the new evidence about the problem before. the researcher will analyze the participants’ translation result using step by step of analysis. it is included in the first step of data analysis above that is data reduction. the researcher will apply translation assessment procedure. there are three steps in translation assessment (data analisis doc, may 2010): the first step is functional assessment. functional assessment is general impression of translation page | 134 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 result by analysing the content. this assessment investigates whether the content or message of translation result is equivalent to the source text or not. the second step is assessment of some criteria. the criteria are the accuracy of meaning (aspect of linguistic: transposition, modulation, lexicon, idiom; aspect of semantic: referential meaning and interpersonal meaning, then aspect of pragmatic), contextual expression, term and spelling. in this case, the researcher compared the result of translation students with the result of translation adopted from the making of idiomatic translation book written by choliludin. then, the researcher classified the data into learner languages and errors. then, learner languages of the translation result are included in translation procedure and then finding the percentage of them. the last step is conversed the translation result into variety scores. this step couldn’t be used because the research didn’t use test as data collecting method. the researcher conducted the research using the result of translation semester test of sixth semester student. findings and discussions learner language phenomena related the five procedures of translation then showing the percentage of learner language in translation procedures. transposition the first procedure is transposition. this is a change of one part of speech for another without changing the sense. transposition is a translation procedure that is changing grammatically form from source language (sl) to target language (tl). in translating text from source language to target language, actually changes the text grammatically because of different structure both languages. in this case, the examples of learner language because transposition automatically caused by language system. for example, learner translated gadis cantik into girl beautiful. therefore, learner language in transposition is: page | 135 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 29x100 = 42.02% 69 modulation this is the second procedure of translation. this changes the semantics and point of view of the source language. this procedure is adjusted in the word of the english. actually, the translation result in a grammatically is correct. therefore, percentage of learner language in modulation is: 28 x100= 40.58% 69 adaptation this involves changing the cultural reference when the situation in the source culture does not exist in the target culture. usually, adaptation procedure is used in formal regards of formal letter. therefore percentage of learner language in adaptation is: 1x100= 1.45% 69 contextual conditioning the translation adjusts the contextual conditioning where the communication takes a place. it is usually used by people in the communication situation. therefore, percentage of learner language in contextual conditioning is: 11x100= 15.94% 69 equivalence note equivalence is particularly useful in translating idioms and proverbs. usually, it is related with the cultural understanding between source language and target page | 136 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 language. in the text of translation, there is a note to explain more about the word. because it cannot be translate literally. for example: saya makan jenang di pesta pernikahan kakak saya = i ate jenang at my brother’s wedding party. (note: jenang is food made of sugar and coconut, usually made in celebration or party.) in this case, there is no learner language related equivalence note procedure. figure 1. 5. the frequency of learner languages in translation procedures the percentage of students’ learner language in translation procedures made by total learner languages in each translation procedure multiplied one hundred (100%) and then divided by total learner languages. in this case, the learner language in transposition is 29 multiplied by one hundred percent (100%) then divided by 69. thus, the result was 42.02%. based on diagram above, we can see the percentage of students’ learner language in transposition was 42.02%, modulation 40.58%, adaptation 1.45%, contextual conditioning 15.94%, equivalence note 0%. transposition modulation adaptation contextual conditioning equivalence note 0 5 10 15 20 25 30 35 40 page | 137 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 based on data above, it can be concluded that the highest percentage of learner language in translation procedure in indonesian-english translation was transposition 42.02% and the lowest was equivalence note 0%. conclusions and suggestions conclusion there were many learner languages and errors in translating indonesianenglish text. the frequency was as follows: the frequency of the students’ learner languages was 69 items, errors in verb was 160 items, errors in concord was 92, errors in article was 63 items, errors in spelling was 94 items. the students were interfered by indonesian structurally in translating indonesian-english text and most of the students still used simple present tense in translating narrative text. the percentage of learner language related to the translation procedures, the percentages were as follows: the percentage of students’ learner language in transposition was 42.02%, learner language in modulation was 40.58%, learner language in adaptation was 1.45%, learner language in contextual conditioning was 15.49%, learner language in equivalence note was 0%. suggestion most of the students didn’t translate the text semantically. they didn’t understand the five translation procedures and the highest percentage of learner language in translation procedure in indonesian-english translation was transposition. the translation lecturers should give more attention in translation process of the students to minimalize learner language phenomena. the translation lectures should be able to explain more about the five procedures of translation, especially indonesian-english translation. the translation lecturers shouldn’t give a score based on theory of translation only, but the lecturers should know learner languages and errors in translation text. the translation lecturers should understand that the students study english as their foreign language not a second language. actually, the lecturers should choose an appropriate teaching technique related to page | 138 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 translation. furthermore, the students should study about learner languages and errors deeply. the students should practice translating text by comparing the equivalent form of target language. the students should enrich their translation procedures theory then practice them. the students should have many kinds of translation books and the student should translate target language both grammatically and semantically. references ann, b. (2004). when bad grammar happens to good people. new jersey: career press. barli, b. (1995). write well : improving writing skill. yogyakarta: kanisius,. brown, h. d. (2000). principles of language learning and teaching. new york: addison wesley longman, inc., choliludin. (2005). the technique of making idiomatic translation. jakarta: kesaint blanc., creswell, j. w. (2002). research design qualitative quantitative and mixed methods approach, second edition. london: sage publication. effendi, p. r. (2004). cara mudah menulis dan menerjemahkan. jakarta: hapsa et studia. gerring, j. (2007). case study research: principles and practices. new york cambridge university press. gunawan, t. s. (2010). translation machine can kill ‘translator. the jakarta post hadisubroto, s. (2005). belajar sendiri menerjemahkan inggris-indonesia dan indonesiainggris. surabaya: indah. http://en.wikipedia.org/wiki/translation/, november 12, 2010. http://irwansyah23.blogspot.com/, november 11, 2010. http://www.linguist.org.cn/doc/su200702/su20070207.pdf, november 22, 2010. jordan, r. r. (1997). academic writing course. london cambridge university press. kincheloe, j. l. (2003). teacher as researcher, qualitative inquiry as a path to empowerment. new york: reutledgefalmer, michael, s. (2001). learner english. united kingdom: cambridge university press. munday, j. (2001). introducing translation studies, , new york: routledge taylor and francis group. http://en.wikipedia.org/wiki/translation/ http://irwansyah23.blogspot.com/ http://www.linguist.org.cn/doc/su200702/su20070207.pdf page | 139 ruri supatmi let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 nababan, m. r. (2003). teori menerjemahkan bahasa inggris. yogyakarta pustaka pelajar. rochayah, m. (2000). pedoman bagi penerjemah. jakarta: pt.gramedia. setiyadi, b. (2006). teaching english as a foreign language. yogyakarta: graha ilmu. ,. sugiyono. (2009). metode penelitian kuantitatif kualitatif r&d. bandung: alfabeta. suparman, u. (2005). theory and practice of translation. bandar lampung: universitas lampung. syamsudin, et.al. )2001). metode penelitian pendidikan bahasa. bandung: rosda. venuti, l. (2004). the translator invisibility. usa: routledge’ www.ies.luth.se/home/users/timfos/thesis/data%20analysis.doc, may, 20 2010. yufrizal, h . (2008). an introduction to second language acquisition. bandung: pustaka reka cipta. http://www.ies.luth.se/home/users/timfos/thesis/data%20analysis.doc literature as media for developing language competence and building social awareness fatchul mu’in a lecturer at faculty of teacher training and education lambung mangkurat university banjarmasin abstract literature is a kind of the artwork which uses a language as a medium. if it said that literature is a language in one side, learning literature is, at the same time, learning a language in the other side. english literature is literature written in english language. in this relation, learning english literature is, at the same time, learning english language. if literature talks about human life, by using literary works we can learn and build our social awareness, and at almost the same time we can contribute to nation character building. in this paper, the writer offers the mechanism of how the literary works can be used to develop language competence (in listening, speaking, reading and writing) and the advantages of learning the literary works in relation to the social awareness building or nation character building. key words: literature, language, language competence, social awareness, and character building in the english language learning and teaching, there are four language skills to be developed: listening, speaking, reading and writing. in this paper, why and how a language teacher should use literary texts in the language classroom, what sort of literature language teachers should use with language learners, literature and the teaching of language skills, and benefits of different genres of literature to language teaching will be taken into account. thus, the place of literature as a tool rather than an end in teaching english as a second or foreign language will be unearthed. the material of literature is something very general, such as ‘human life’. this implies that literature can deal with every human activity, or human experience. some of these activities are peculiar, some are more widespread, and some are universal. therefore, we should expect that literature is “the record of human experience”. as the record of human experience, literature may record may some aspects of human culture, expecially, of morality. based on the illustration above, literature can be used as medium to improve language skill and at the same it can be used to build human character. learning literature is learning a language and at the same time the learners are made to be aware of morality. the use of literature in language teaching the use of literature as a technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and pronunciation) is very popular within the field of foreign language learning and teaching nowadays. moreover, in translation courses, many language teachers make their students translate literary texts like drama, poetry and short stories into the other language. since translation gives students the chance to practice the lexical, syntactic, semantic, pragmatic and stylistic knowledge they have acquired in other courses, translation both as an application area covering four basic skills and as the fifth skill is emphasized in language teaching. in the following section, why language teachers use literary texts in the foreign language classroom and main criteria for selecting suitable literary texts in foreign language classes are stressed so as to make the reader familiar with the underlying reasons and criteria for language teachers’ using and selecting literary texts. literature is interesting and stimulating. it will allow a reader to imagine worlds they are not familiar with. this is done through the use of descriptive language. in order to understand, the reader will create their vision of what the writer is saying. in this sense, the reader becomes a performer or an actor in a communicative event as they read. using literature versus a communicative textbook (conversational english) changes the learning approach from learning how to say into learning how to mean (grammar vs. creative thinking). there are four main reasons which lead a language teacher to use literature in the classroom. these are valuable authentic material, cultural enrichment, language enrichment and personal involvement. in addition to these four main reasons, universality, non-triviality, personal relevance, variety, interest, economy and suggestive power and ambiguity are some other factors requiring the use of literature as a powerful resource in the classroom context. valuable authentic material literature is authentic material. most works of literature are not created for the primary purpose of teaching a language. many authentic samples of language in real-life contexts (i.e. travel timetables, city plans, forms, pamplets, cartoons, advertisements, newspaper or magazine articles) are included within recently developed course materials. thus, in a classroom context, learners are exposed to actual language samples of real life / real life like settings. literature can act as a beneficial complement to such materials, particularly when the first “survival” level has been passed. in reading literary texts, because students have also to cope with language intended for native speakers, they become familiar with many different linguistic forms, communicative functions and meanings. cultural enrichment for many language learners, the ideal way to increase their understanding of verbal / nonverbal aspects of communication in the country within which that language is spoken a visit or an extended stay is just not probable. for such learners, literary works, such as novels, plays, short stories, etc. facilitate understanding how communication takes place in that country. though the world of a novel, play, or short story is an imaginary one, it presents a full and colorful setting in which characters from many social / regional backgrounds can be described. a reader can discover the way the characters in such literary works see the world outside (i.e. their thoughts, feelings, customs, traditions, possessions; what they buy, believe in, fear, enjoy; how they speak and behave in different settings. this colorful created world can quickly help the foreign learner to feel for the codes and preoccupations that shape a real society through visual literacy of semiotics. literature is perhaps best regarded as a complement to other materials used to develop the foreign learner’s understanding into the country whose language is being learned. also, literature adds a lot to the cultural grammar of the learners. language enrichment literature provides learners with a wide range of individual lexical or syntactic items. students become familiar with many features of the written language, reading a substantial and contextualized body of text. they learn about the syntax and discourse functions of sentences, the variety of possible structures, the different ways of connecting ideas, which develop and enrich their own writing skills. students also become more productive and adventurous when they begin to perceive the richness and diversity of the language they are trying to learn and begin to make use of some of that potential themselves. thus, they improve their communicative and cultural competence in the authentic richness, naturalness of the authentic texts. personal involvement literature can be useful in the language learning process owing to the personal involvement it fosters in the reader.once the student reads a literary text, he begins to inhabit the text. he is drawn into the text. understanding the meanings of lexical items or phrases becomes less significant than pursuing the development of the story. the student becomes enthusiastic to find out what happens as events unfold via the climax; he feels close to certain characters and shares their emotional responses. this can have beneficial effects upon the whole language learning process. at this juncture, the prominence of the selection of a literary text in relation to the needs, expectations, and interests, language level of the students is evident. in this process, he can remove the identity crisis and develop into an extrovert (journal of language and linguistic studies vol.1, no.1, april 2005). the non-english student who reads english well may have no difficulty in understanding denotations. however, he may find that sometimes the words bring to him different meanings or associations. mastering a language is a matter of degree; and knowing the meanings of all the words may be not anough for a full response to literature. the first step in understanding a word is to know its denotative meaning. the next step is how to understand its connotation. literature, reading and writing reading skill can be developed from reading literary work. reading literary work is more beneficial than reading non-literary work. this is because the former shows specific forms, diction and collection of the given language; it also shows a kind of creative, emaginative and simbolic written work. reading literary work is not meant to understand the denotative meaning but at the same time it is meant to find out the connotative meaning. this is to say, reading the literary work is meant to understand what is explicitely and implicitely stated in the work. english teachers should adopt a dynamic, student-centered approach toward comprehension of a literary work. in reading lesson, discussion begins at the literal level (denotative meaning) with direct questions of fact regarding setting, characters, and plot which can be answered by specific reference to the text. when students master literal understanding, they move to the inferential level (connotative meaning), where they must make speculations and interpretations concerning the characters, setting, and theme, and where they produce the author’s point of view. after comprehending a literary selection at the literal and inferential levels, students are ready to do a collaborative work. that is to state that they share their evaluations of the work and their personal reactions to it to its characters, its theme(s), and the author’s point of view. this is also the suitable time for them to share their reactions to the work’s natural cultural issues and themes. the third level, the personal / evaluative level stimulates students to think imaginatively about the work and provokes their problem-solving abilities. discussion deriving from such questions can be the foundation for oral and written activities. literature can be a powerful and motivating source for writing in english, both as a model and as subject matter. literature as a model occurs when student writing becomes closely similar to the original work or clearly imitates its content, theme, organization, and /or style. however, when student writing exhibits original thinking like interpretation or analysis, or when it emerges from, or is creatively stimulated by, the reading, literature serves as subject matter. literature houses in immense variety of themes to write on in terms of guided, free, controlled and other types of writing. literature, speaking, and listening listening skill can be developed through literary works. the learners are exposed to recorded literary works or those that are read loudly. using these, they can acquire how the language is spoken. in the other words, they can acquire knowledge on pronunction according to the sound systems of the target language. the pronunction problem is one of the problems in learning english. the problem is often faced by the learners because (1) since they were children, they were used to produce speech sounds in their own language, (2) their habits to produce speech sounds in their own language make them difficult to produce in the other language, and (3) there are different sound systems in the two languages (native and foreign languages). through listening activity, the learners can improve their pronunciation in foreign language (english) by imitating the foreign language texts. the texts may be taken from the literary work. this activity of learning may result in improving not only pronunciation but also intonation, stress, vocabulary mastery and sentence patterns, which are, in turn, useful for developing writing and speaking competences. the study of literature in a language class, though being mainly associated with reading and writing, can play an equally meaningful role in teaching both speaking and listening. oral reading, dramatization, improvisation, role-playing, reenactment, discussion, and group activities may center on a work of literature (stern 1991:337) speaking skill can be developed through the activities of reading and listening to literary works such as poetry and fiction prose. a teacher may ask his student to read the texts and at the same time the other students listen to it. then, each student is asked to make an oral report based what has been read or listened to. but the most appropriate literary work is drama. drama consists of dialogues. by using a role play technique, drama may be used for developing speaking skill. advantages of learning the literary works in nation character building. the term character building also refers to character education. the character education partnership (cep) has identified 11 broad principles as defining a comprehensive approach to character education. one of them is to promote core ethical values as the basis of good character. since teachers are already using literature with students, it is imperative that they make their instruction more meaningful by engaging their students and promoting important moral values. if children are exposed to character-rich literature in a manner that can serve those dual purposes, character education can be taught, encouraged, and promoted in our classrooms. role-playing is another type of teaching tool that has shown to have positive effects when promoting values. character education can be very affective, when used with role-playing and children's literature since both have such promising outcomes on affecting students' value development. there are many strategies teachers can incorporate when utilizing literature that have important character building issues. one particular study indicates that teachers should preview the books used carefully. having background knowledge of the issues involved in a piece of literature with a moral dilemma, helps teachers "guide" class discussions. teachers should ask questions and provide details that will have students begin thinking about the circumstances or the story's dilemma. after reading stories that have important values embedded in them, there are a wide variety of activities that teachers can utilize to help students comprehend and get personally involved in the story's dilemma. role-playing, using open-ended questions, identifying with characters and their feelings, providing an emotional release, group discussions, story expansion, and written responses are just some of the different strategies teachers can use after reading literature to promote good character in children or students. promoting core ethical values as the basis of good character. morality always refers to something good or bad or positive or negative. people always have two choices: bad or good thing or behavior to do. if they want to be good persons, of course, the good ones must be adopted in their life. literary works offer moral values that can be adopted by the readers in facing their life. in this relation, the writer uses richard wright’s native son as an example of promoting moral or ethical values. the novel shows us white domination toward black people in united states. in general the white’s domination over black people as implied in native son can be deduced from the following quotations: “they got things and we ain’t”, “they do things and we can’t (wright, 1966 : 23), “they got everything,” and “they own the world” (wright, 1966: 25). understanding the negative impacts of white domination toward black americans, the students may –and they are expected tobehave on the basis of good moral values. they are, for instance, expected not to look down on someone (prejudice), to discriminate, to pressure, and to do the similar behavior. richard wright, through his characters in native son, presents a lot of social injustice committed by the white people such as racial prejudice, discrimination, se gr e ga tion, a nd ba d or unf a ir tr e a tm e nts suc h a s subordinating, oppressing, exploiting, and vi olence against african-americans. his protest against all the injustices is reflected in native son on the relationship between bigger thomas, a black man, and mary dalton and jan erlone, white c om m unists. ma r y d a lton a ss um e d tha t b igge r w a s a communist. with curiosity bigger responded to mary's statement: "after all, i'm on your side. i'm going to meet a friend of mine who's also a friend of yours" (wright, 1966 : 65). the narrator describes mary as "she was an odd girl, all right. he [bigger] felt something in her over and above the fear she inspired in him. she responded to him as if he were human, as if he lived in the same world as she. and he had never felt that before in a white person. ... the guarded feeling of freedom he had while listening to her was tangled with the hard fact that she was white and rich, a part of the world of people who told him what he could and could do." (wright, 1966 : 66). bigger had never been touched by, and so close to white persons but mary dalton; he had never sat in the same seat (place) with white persons but with mary and jan; and he had never eaten together with white persons but with mary and jan (wright, 1966 : 68 71). then, mary dalton says: "you know, bigger, i've long wanted to go into those houses and just see how your people live. you know what i mean? i've been to england, france and mexico, but i don't know how people live ten blocks from me. we know so little about each other. i just want to see. i want to know these people. never in my life have been inside of a negro home. yet they must live like we live. they're human.... there are twelve million of them. they live in our country.. in the same city with us." (wright, 1966 : 70). almost in the same attitude as mary dalton, jan forbade bigger not to address using 'sir', and he shook bigger's hand and regarded bigger as human (wright, 1966 : 70). mary's and jan's statements and the narrator's description of mary dalton as above implies that mary dalton, a white woman, was concerned bigger, a black man. it also implies that a black man was regarded as a human by some white people but as an apelike animal by some others. and, it also denotes that black and white people should live as equals, should have the same rights, and should have the same opportunities. these are the sameness that the black people never enjoyed. to maintain white domination or white superiority and black inferiority, white people keep social or physical distance with black ones by using the mechanisms of racial prejudice, discrimination and segregation. thus, they try to avoid shaking hands, being addressed by their first name, and sitting at the same place and living in the same area and eating at the same table with the blacks. richard wright shatters the symbols of r e s p e c t a n d o f w h i t e s u p e r i o r i t y t h r o u g h characterization of mary dalton and jan erlone. it is through mary and jan that richard wright protests against white domination in which the white people regarded themselves as superiors and regarded the blacks as inferiors. through jan, he says: "and when that day comes, things'll be different. there'll be no white and no black; there'll be no rich and no poor" (wright, 1966 : 69). in other words, richard wright claims that both white and black people should be regarded as human beings; and as equals between one and another; they should be treated and protected in the same manners as the whites. thus, he protests the inequality and inferiority of the blacks. richard wright employs "communism" represented by mary and jan erlone as a means of protesting and refusing social injustice, inequality and inferiority against the blacks. according to alan h. carling in his social division, communism differs from all previous movements in that it overturns the basis of all earlier relations of production and intercourse and for the first time consciously treated all natural premises as the creatures of hitherto existing men, strips them of their natural character and subjugates them to the power of the united individuals. its organization is, therefore, essentially economic, the material production of the conditions of this unity; it turn existing conditions of unity. the reality, which communism is creating, is precisely the true basis for rendering it impossible that anything should exist independently of individuals, insofar as reality is only a product of the preceding intercourse of individuals themselves (351). thus, a certain society regards individuals as "creatures" of its social and material conditions, but in communism, social-material conditions are the "creatures" of the individuals. the sameness or equality of individuals is imperative in communism. this such equality derived from communism is adopted by richard wright in native son. it is based on the fact that the communist party had targeted the struggle against racism as its priority (henretta, et al., 1993 : 770). and, some black figures such as langston hughes was interested in communism for they believed the communists had awakened black people, and not the leaders whose schools and jobs depended on white philanthropy (robinson, 1997 : 21). so, richard wright finds it easy to talk about social injustice and inequality. protest against the inequality of black people is also launched by richard wright through boris a. max. max is characterized as bigger's lawyer, provided by a communist-front organization. he defended bigger in the court. he argued that society was to blame for bigger's crime, but he does not succeed in saving from death punishment. he showed bigger that his enemies white people were also driven by fear and should be forgiven. in his effort to defend bigger, max explained the whites' wrongdoings such as oppression (wright, 1966 : 360), discrimination (wright, 1966 : 362), segregation (ns, 363), unjust law enforcement (wright, 1966 : 369 370). african americans' protest against inequality or inferiority can be drawn from max's defense toward bigger when he said: "when we said that men are 'endowed with certain inalienable rights, among these are life, liberty, and the pursuit of happiness,' (wright, 1966 : 365). in this relation, african americans demanded their rights in order to have better life as the whites do. furthermore, richard wright through bigger thomas protests toward the unfair or unjust treatment committed by the whites toward the blacks by using the word "blindness" as metaphor to illustrate the relationship between the blacks and the whites. in native son, bigger is characterized as a black man who has blinded white people. the reason why he behaved in such manner is that he was fearful of the whites and this aroused his hatred. such hatred toward the whites caused him to regard them as being "blind" or commit violence against them. in short, hatred and blindness directed by bigger thomas toward the whites were in fact aimed at protesting against the white domination in which they were reluctant to see blacks' existence, to understand blacks' sufferings and to hear blacks’ complaint. the history of the united states of america shows that black americans or africanamericans and the other minority gr o u ps a re p os itio ned a s the seco nd -cla ss cit i zen s . in th e pa st, m o st african americans were brought, sold, and then enslaved to work on plantations. as slaves, they were badly treated and severely punished whenever they d i d w r o n g . w h e n t h e y d i d s o m e t h i n g w r o n g , t h e y w e r e severely punished. when slavery was abolished, the freed blacks did not automatically obtain equal rights as the whites. in every aspect of life, they were predominated by the whites. such condition continued until the appearance of richard wright's native son in 1940. through native son, richard wright pictures white domination upon block people manifested in the ways of racial prejudice, discrimination and segregation. these manifestations result in the ill treatment of the blacks by the whites. white domination can destroy all aspects of life such as cultural, social, educational, occupational, and political aspects, and in law protection or law enforcement between black and white people. as a result, white domination brings about injustice in all aspects of life. thus, if there is still injustice toward the black people, democracy in america has not been completely developed. democracy is based on equal rights in all aspects of life. the black people's social protest toward social injustice caused by white domination is related to their difficulties in achieving their rights in education, employment, and political participation, and in other aspects of social life. the history of the united states of america also shows that the whites commit violence against the blacks such as beatings, whipping, and lynching. violence committed by the blacks is a response to that done by the whites upon them in the past. the death of mary dalton in the hands of bigger thomas is a reaction of violence committed by the whites to whom he hates and fears of. mary dalton symbolizes 'white power' which bigger regards as an oppressor upon black people. richard wright considers that a black man represented by bigger thomas in native son is always in a dilemmatic condition leaving him without any options. whatever he chooses, will have negative consequences. richard wright also demands for the 'equality' doctrine as stated in the declaration of independence, that 'all men are created equal'. the blacks must strive for equality but as depicted in native son, the struggle for 'equality' through 'violence' will result in a 'tragic fate'. richard wright through native son also implies that the black people yearn for freedom from white domination. they also desire good education, good employment, and equality in political opportunity, law enforcement/law protection, and in other socio cultural life. conclusion literature is a kind of the artworks that uses a language as its medium. therefore, it can be used for developing language skills: listening, speaking, reading and writing. because, literature also talks about human life and offers moral values, learning and teaching literature may result two positive impacts: developing language skills and promoting moral values. if we do so, both learners and teachers are expected to be aware of character building. through richard wright’ native son, we have a moral teaching about freedom from domination. we can give good education, good employment, and equality in political opportunity, law enforcement/law protection, and in other socio-cultural life. references fatchul mu’in. (2010). white racism in native son. banjarbaru : scripta cendekia. juliana tirajoh frederik. (1988). english poetry. jakarta : dirjend dikti journal of language and linguistic studies vol.1, no.1, april 2005 www.communityofcaring.org/servicesandresources/battistich%20paper.pdf. 1 increasing students’ writing skills by utilizing blogs akhmad fauzan a lecturer of university of palangka raya, indonesia abstract there were four major problems related to writing instruction at english education study program of palangka raya university, central kalimantan, indonesia. the problems were related to limited sources of printed materials, mostly teacher-centered activities, readers of students’ writings, and feedbacks for students’ writings. the utilization of blogs was performed to solve the problems. blog was used as media in this research because it is a potential source for language learning, student fit, authentic for learning, and practical to apply. the research design was classroom action research (car). there were 2 cycles implemented during this research. in the first cycle, the students’ writing improvement did not show significant progress and the criterion of success was not achieved. after the plan was revised on the basis of the findings during the implementation of first cycle, 80% students showed great improvements. therefore, the criterion of success was achieved. key words: blog, writing skills, illustration essays. writing is the most difficult skill to master particularly by the english as a foreign language (efl) students. this skill requires knowledge in vocabulary, grammar, spelling, and punctuation. besides, this skill also demands the ability in generating and organizing ideas. most efl students cannot deal with such complex skill. they may only capable at certain aspects but not all. it then becomes constraints for them to write in english, especially when dealing with academic essays. in relation to problems in writing instruction, the writer learned that the teacher in writing class at english education study program at university of palangka raya carried out the conventional teaching learning activities for writing classes. it was found out that the activities were mostly teacher-centered and students were rarely given chance to interact with their peers. they were not accustomed to sharing ideas because they did not work cooperatively during the learning activities. these activities made students bored and passive, so they did not have motivation in writing class. the shortcomings were obvious in writing 3 course. this course deals with essay writing. from students’ writings, their essays can be categorized as insufficient and uneven based on the scoring guide from behrman (2003). the essays were insufficient because the content presented very few details, repetitive, and undeveloped. the ideas were disorganized and weakly connected. word choices were incorrect and grammar contained errors. spelling and punctuation were mostly correct. for some students, their essays were uneven because the content presented a few clear details and undeveloped. the paragraph was disjointed and there were some incorrect word choices. spelling and punctuation diminished clarity and errors in grammar still existed. 2 based on the problems of students’ performance in writing, the writer then tried to analyze it. the writer came to a conclusion that there were four major issues dealing with the writing instruction that caused students could not perform maximally in the writing class. the problems were as in the following: 1. sources. in regular classroom, students encountered difficulties to transform their ideas into writing because they had limited sources to activate their schemata. there were no printed materials, such as magazines, newspapers, articles, or journals in classrooms. whereas, the use of information sources is a central, vital aspect of academic writing (moody, 2007). in fact, students needed to access media which can provide them with information, images, videos, or audios. 2. activity. the process of writing instruction was mostly teacher-centered. moreover, the teacher was less creative in designing activity for the lesson thus resulting in boredom for the students. in fact, teachers should provide more interesting materials and create an active atmosphere in writing class (wenyu and yang, 2008). students needed activity beyond pencil and paper activity to make them interactive during the lesson. 3. reader. when students wrote, they wrote for teacher. they did not write for other people outside the classroom context. thus, the writings were for one specific reader and the style was inflexible. however, students should write not only academic texts with various genres, but also write materials for different purposes. 4. feedback. as students finished their writings, they would submit it to teacher. at the next meeting, teacher would hand out the works with his notes on it. the feedbacks were only from the teacher’s perspectives. in fact, teachers could incorporate peer feedback in writing classes to enhance students’ motivation through personal responsibility and to increase students’ confidence (atay and kurt, 2006). from these four major problems in writing class, then there should be an action to solve the problems. the writer should propose learning strategies which can encourage students to be more active and motivated in writing class. students should have the access to multimedia sources. they should work cooperatively during the learning activities. they should write and revise their writings based on the positive inputs from friends and teachers. from these requirements, the writer regarded that the activities can be effectively performed through blogs. blog, shortened from weblog, is an internet application that allows its users to perform writing skills maximally. blog is the simple version of a website with graphics, videos, animations, and links to other pages of blogs or websites. blog allows the owner to type-in any kinds of information based on their interests. it also has a comment and response textbox, so the readers of the blog can give comments to the content of the blog and bloggers can respond to the comments from readers. blogging, the activity of maintaining blog, requires the creativity in writing, particularly in telling stories, describing things, and explaining occurrence. various topics can be discussed since blog is widely opened and interactive for discussion. as the textbox allows readers to comment on the post, then bloggers can edit and rewrite the content of the blog to give additional information. it is expected that the more readers give comments, the better writing 3 skill the blogger will have. moreover, the comments from friends, teachers, and people around the world can give motivation to bloggers (bruce, 2008). the choice of blog as the strategy in improving students’ writing skills in this research was also based on the six criteria of computer assisted language learning proposed by chapelle (2001). the criteria are: 1. language learning potential. through blogs, students not only learn how to write, but they also learn how to read. the exposure to these two skills is caused by the content of blog which is mainly text. moreover, students can practice listening as some blogs may contain video and audio files. 2. learner fit. the content of blogs is familiar to students’ life. most bloggers are teenagers and adults, so it will be easy for them to interact in this medium because many bloggers are in their age and the content of blog fits to their interests. 3. meaning focus. in posting writings to blogs, students should be aware that their writings will be read by many people, not limited to the classroom context. they have to make meaningful writings because people around the world can access their blogs and comment on it. 4. authenticity. blogging deals with everyday activities. students certainly face the fact that they will get involved in high-technological environment. it is no denial that blogs help students to be critical in thinking and fairly responsive to any positive and negative comments. 5. positive impact. to be able to write in blogs, students should be able to operate computer. this internet application is always developed to meet users’ needs. students indirectly learn new things with blogging, such as understanding new commands and concepts of technology. 6. practicality. internet access is available everywhere. students can access internet from schools, on the road, at homes, and even through their cellular phones. there is no hindrance for them to be online. seeing the reality that most students perform low in developing essays and how blogs can give many benefits to students, particularly to enhance students’ performance in writing, then the writer is raising the problem for this research as “how can blog be used to improve students’ writing skills in developing illustration essays?” method of research the research design was classroom action research (car). it is a process in which teachers examine their own practice systematically and carefully using the techniques of research. carr and kemmis (1986) defined action research as a form of self-reflection enquiry undertaken by participants in a social setting [including educational settings such as schools] in order to improve the rationality and justice of (a) their own practice, (b) their understanding of these practices, and (c) the situation in which the practices are carried out. this research was conducted in form of a cycle through some steps: 1) planning the action, 2) implementing the action, 3) observing the action, and 4) reflecting the action (kemmis and mctaggart, 1982). 4 the setting of this research was english education study program at university of palangka raya in central kalimantan, indonesia. the subjects of this research were the fourthsemester students of writing 3 course in the academic year 2011/2012. there were twenty students involved as the subject. the students were regarded able to work online with blogs because they enrolled in computer literacy course at that semester. for the purpose of this research, the writer utilized blogger.com as the blog host. before the cycle was started, the writer and students prepared the blogs that they would use in writing class. each student was responsible in administering one blog. the writer also owned a blog to monitor students’ activity in blogging. the writer acted as the teacher-researcher in this research and gave the treatment in the writing 3 class. the following tables are the summary of activities and meetings in writing 3 class. the meeting was done once a week in april – may 2012. table 1. meeting schedule in cycle 1 meeting activities 1 assigning students to develop illustration essays on the blogs 2 asking students to read their peers’ illustration essays and give comments, corrections, and suggestions 3 asking students to revise their illustration essays on the blogs based on comments, corrections, and suggestions from their peers table 2. meeting schedule in cycle 2 meeting activities 1 assigning students to develop illustration essays on the blogs 2 asking students to read their peers’ illustration essays and give comments, corrections, and suggestions the data were collected by using three instruments. the first is observation checklist. it is a guideline to obtain information concerning the implementation of blog in the teaching of writing. the second is field notes. it is an instrument to record data beyond observation checklist. this instrument provides information on the strengths and weaknesses of the implemented strategy. the third is the blog. it is the students’ writing products. in order to see the students’ progress after the implementation of blogging strategy, the writer scored students’ illustration essays based on the scoring rubric. the elaboration of what to be assessed and the scores are in appendix 1. this scoring rubric was developed by the writer based on the need in analyzing illustration essay. the scoring rubric assessed each paragraph of illustration essays. the criteria represent the paragraphs in an illustration essay, and in each criterion there are sub-criteria representing the aspects of writing. each aspect is weighted 1 to 3 points, meaning point 1 is poor, point 2 is sufficient, and point 3 is good. the strategy was regarded successful if more than 75% students’ illustration essays scored 2 or 3 points for each sub-criterion in the scoring rubric. 5 research findings cycle 1 in the first meeting of cycle 1, the writer assigned the students to develop illustrations essays on their blogs. when students were developing their essays on their blogs, the writer noticed that there were some students spending too much time in finding their ideas for their essays. as the time was nearly over, some students finished their essays hastily. the writer then asked students to log out their blogs to end the class. from the first meeting, the writer gave scores to students’ illustration essay. their essays were considered as the first essays in cycle 1. from the first illustration essays of cycle 1, the result shows that students’ illustration essays were scored 1 point at certain sub-criteria in the scoring rubric. therefore, in the first illustration essays, there were no students who could get score 2 or 3 in all subcriteria of the scoring rubric. figure 1. students’ scores in first illustration essays in cycle 1 in the second meeting of cycle 1, the writer assigned students to give comments, corrections, or suggestions to at least five peers’ illustration essays on the blogs. the students’ blog address had been linked to each other during the first set-up of the blogs. the writer saw students worked enthusiastically. seldom they discussed with their friends, but they focused on reading their peers blogs. the students also used some dictionary websites (merriamwebster and oxford) to aid them in correcting their peers’ illustration essays. the use of dictionary websites was based on students’ initiative. when the time was nearly over, all students finished reading and commenting on their peers’ illustration essays. the teacher then asked students to log out their blogs. before the class was ended, the writer reminded students to keep reading on their peers’ blogs after the class period, just in case they had some useful points that they forgot to share during the class. after the class period, the writer also gave comments, corrections, or suggestions to all students’ illustration essays. this was done to help some students who got minimal comments from their peers. thus, all students received constructive feedbacks on their writings. during the third meeting of first cycle, the writer assigned the students to revise their illustration essays based on comments, corrections, or suggestions in the textbox. the comments were mostly positive and it became inputs for students to revise their writings. most students worked silently during the revision of their essays. they did not discuss with 6 their friends, but kept focusing on their computer screens. before the time was over, all students finished revising their illustration essays and published them. the writer then asked them to log out their blog. from this meeting, the writer gave scores to students’ revised illustration essay. the result shows that there were 16 students who still got score 1 in certain sub-criteria, 3 students who got score 2 or 3 at all sub-criteria, however there was 1 student who got score 0 as he did not revise his illustration essay. figure 2. students’ scores in revised illustration essays in cycle 1 at the end of the first cycle, the writer did the reflection on the implementation of the strategy. it was found out that students lacked time, students found it difficult to express ideas, students were not sure with their grammar and vocabulary use. the criterion of success had not been achieved at the first cycle. therefore, the writer decided to revise the plan in order to continue to the next cycle. in the second cycle, the writer doubled time allotment into 2x100 minutes, allowed students to utilize search engine to browse websites or blogs to support their writing topics, and suggested students to browse the english grammar and english dictionary websites. cycle 2 the first meeting in this cycle was writing new illustration essays on the blog. the writer asked the students to develop illustration essays in the new post section; meaning that students would not delete or edit their previous essays. during this activity, the writer instructed students to use search engine to browse information that can support them in elaborating their ideas. at this occasion, the search engine used was google™. the writer also allowed students to use english grammar and english dictionary websites to help them check correct grammar and appropriate vocabulary for their illustration essays. in this meeting, students were working silently and they were not working hastily. the use of search engine, english grammar websites, and english dictionary websites gave beneficial to students when working in online atmosphere. the plan in this meeting was working well. when the class was nearly ended, the writer asked students to publish their illustration essays and log out form their blogs. students’ writings in the first meeting of cycle 2 were then 7 scored. the result showed that there were 4 students who got score 1 for some sub-criteria in the scoring rubric; while there were 16 students who got score 2 or 3 in all sub-criteria. the activity in the second meeting was giving comments, corrections, or suggestions to peers’ illustration essays on blogs. the writer asked students to click on their peers’ blogs based on the links they have on their blog pages. students were working enthusiastically in giving comments, correction, or suggestions to their peers’ illustration essays. during this activity, the writer asked students to use english dictionary websites to help them in correcting their peers’ vocabulary. at this meeting, seldom students discussed with their peers, yet most of them focused on working on the blogs. when the time was nearly over, the writer asked students to log out from their blog. the writer also reminded students to read their peers’ blogs after the class period, in case they had useful points that they forgot to share in the class. after the second meeting of cycle 2, the writer realized that there were 16 students got score 2 or 3 points for all sub-criteria in the scoring rubric. it meant 80% of students had improved their writing skills in developing illustration essays. so, students’ illustration essays had fulfilled the criterion of success. moreover, from observation checklists, it was found out that all activities listed in the form had been performed very well by the writer and students. from field notes, the writer did not found any shortcomings that might influence students’ performance in developing illustration essays. therefore, the writer decided to stop the cycle after the second meeting in cycle 2. figure 3. students’ scores in first illustration essays of cycle 2 discussion the first discussion is related to students’ blog posts or students’ essays. in this case, the writer noticed students’ vocabulary use in each illustration essay. in the first illustration essays of cycle 1, most students had simple vocabulary use. however, in the illustration essays in cycle 2, more students had rich and effective language use. furthermore, the number of paragraphs that students developed at the first illustration essays of cycle 1 was about 4 to 5 paragraphs. in illustration essays of cycle 2, students could develop 5 to 7 paragraphs. the writer believes that students gained vocabularies by reading their peers’ 8 blogs. the fact that students can acquire more vocabularies during blogging activity is also supported by fellner and apple (2006). the result of their project shows an overall increase in the number of words produced by learners from the beginning to the end of the program. fellner and apple (2006) believe that using blog as part of an intensive english call program would promote writing fluency because students can recycle vocabulary and notice their language use. the second discussion is the ideas in students’ illustration essays. in this research, the writer noticed that students’ topic for the illustration essays was monotonous at the first cycle. most students had topics related to their experiences in junior high schools, senior high schools, and the english education study program of palangka raya university. when they developed illustration essays in the second cycle, the topic of their writing became various and none of the students had topics about their schools. the writer regards that students did not want to develop such monotonous topic like they had in the first cycle, so they tried to show more interesting topics in the second cycle. the result is satisfying. the chance of learning from peers’ works is a good start for students to write. they can see what topic is already developed by their peers, so they can have another different topic which is more interesting to create. the writer agrees with guthrie and schutt (2006) that say blogs give students an opportunity to see how other students employ writing and editing strategies in their work. the third discussion is the comments on the blogs. in this research, the writer found out the comments that students gave to their peers were positive and constructive; none of the comments were negative or humiliating their friends. the writer agrees that the comments helped students revise their illustration essays. moreover, there were some students responded back to comments they got and they were thankful to their peers’ corrections and suggestions. the writer believes that students were fond of getting attention from other peers. it is in line with pinkman (2005) that says students like to receive comments from friends or teacher. on her project, she gave questionnaires to learners in which one of the items is asking about learners’ reactions to comments on their blogs from other learners. the learners responded that they were happy, enjoyed, and motivated with the comments. the fourth discussion is the exposure to multimedia. learning in online atmosphere gives beneficial to students. they can access the internet to find sources or references to support them in learning. there are many websites presenting journals, research articles, and current news. in this research, the writer included website browsing activity through search engine use. the writer allowed students to browse websites or blogs to seek information that can help them develop their illustration essays. students took this chance as the advantage because they could access the internet to find relevant sources for their writings. they also browsed the english grammar and english dictionary (merriam-webster and oxford) websites whenever they were not sure with the grammar or diction. this activity worked well as it is reflected in students’ illustration essays. in the illustration essays in cycle 2, most students showed significant improvements in terms of grammar, language use, exemplification and explanation. the writer finds it useful of exposing students to websites which can aid them in finding ideas and using correct grammar or vocabulary for their writings. however, in this research the writer did not expose students to class blogs which contain learning materials. the writer did not provide class blogs to be accessed by students 9 in order to enable them to find references for their writings. it is on the contrary to the project conducted by jati (2005). he proposed the idea of class and students blogging to maximize student access to class materials and exposure to teacher feedback. though the writer in this research did not create class blogs, the use of search engine and english grammar and english dictionary websites became alternatives during the learning process. conclusions the blogging strategy has proven that it can help students improve writing skills. first, students are exposed to media which are mainly containing english language. second, students are aware that their writings can be read by people worldwide. thus, students shall develop meaningful writings. third, students have fast and direct access to digital library and online resources in order to aid them in the process of learning. fourth, students can take advantage from reading peers’ blogs. and the last, students can experience another way of learning writing instead of pencil-and-paper activities. however, this blogging activity requires commitment from the teacher and students to actively manage their blogs. all students’ writings from the other tasks could also be published in students’ blogs thus it becomes their online portfolios. references atay, d. & kurt, g. (2006). prospective teachers and l2 writing anxiety. asian efl journal, (online), vol. 8, issue 4, article 5, (http://www.asian-efljournal.com/december_2006_ebook.pdf, accessed on february 25, 2012). behrman, c. h. 2003. ready to use: writing proficiency lessons & activities, 8th grade level. san francisco: jossey-bass a willy imprint. bruce, a. (2008). why blog with elementary students?, (online), (http://www.myeducationstuff.com/blogging/why_blog/why_blog_with_students.htm , accessed on january 16, 2012). carr, w. & kemmis, s. (1986). becoming critical: education, knowledge and action research. london: falmer press. chapelle, c. a. (2001). computer applications in second language acquisition: foundations for teaching, testing, and research. cambridge: cambridge university press. fellner, t. & apple, m. (2006). developing writing fluency and lexical complexity with blogs. the jalt call journal, 2(1): 15-26. guthrie, p. & schutt, m. (2006). integrating blogging in writing courses: examples and opportunities for action. ieee computer society, 8(4). jati, a. g. 2005. creating a writing course utilizing class and student blogs, (online), (http://elt-gumawang.blogspot.com/2005/05/creating-writing-course-utilizing.html, accessed on february 20, 2012). kemmis, s. & mctaggart, r. (1982). the action research planner. victoria: deakin university press. moody, j. 2007. plagiarism or intertextuality?: approaches to teaching efl academic writing. asian efl journal, (online), vol. 9, issue 2, article 10, (http://www.asianefl-journal.com/june_2007_ebook_editions.pdf, accessed on february 25, 2012). 10 pinkman, k.( 2005). using blogs in the foreign language classroom: encouraging learner independence. the jalt call journal, 1(1): 12-24. wenyu, l & yang, l. (2008). research on efl writing strategy using srp: an empirical study in dut. asian efl journal, (online), vol. 10, issue 2, article 3, (http://asianefl-journal.com/quarterly-journal/2008/06/26/research-on-efl-writing-strategy-usingsrp-an-empirical-study-in-dut/, accessed on february 25, 2012). 11 appendix 1 illustration essay scoring rubric criteria sub-criteria and points introductory paragraph (3) provides all essential background information (2) provides some essential background information (1) provides minimal background information (3) introduction creates interest and shows engagement with topic (2) introduction creates some interest and shows some engagement with topic (1) introduction creates little interest and shows little engagement with topic (3) thesis statement is clear and insightful (2) thesis statement is clear and logical (1) thesis statement is somewhat unclear or lacking in logic (3) rich, effective vocabulary and language use (2) effective vocabulary and language use (1) simple vocabulary and language use (3) spelling, punctuation, capitalization enhance clarity (2) spelling, punctuation, capitalization are mostly correct (1) some errors in spelling, punctuation, capitalization, diminish clarity body paragraphs (3) topic sentence is clear and insightful (2) topic sentence is clear and logical (1) topic sentence is somewhat unclear or lacking in logic (3) transitions between paragraphs or sentences are logical and enhance meaning (2) transitions between paragraphs or sentences are logical but do not enhance meaning (1) transitions between paragraphs or sentences are insufficient (3) example, explanation, or evidence are comprehensive (2) example, explanation, or evidence are fairly enough (1) example, explanation, or evidence are minimal 12 criteria sub-criteria and points (3) rich, effective vocabulary and language use (2) effective vocabulary and language use (1) simple vocabulary and language use (3) spelling, punctuation, capitalization enhance clarity (2) spelling, punctuation, capitalization are mostly correct (1) some errors in spelling, punctuation, capitalization, diminish clarity concluding paragraph (3) conclusion thoughtfully and effectively ends the essay and goes beyond mere summary (2) conclusion effectively ends the essay and includes some observation beyond mere summary (1) conclusion ends the essay with summary and repetition only (3) conclusion shows engagement with topic (2) conclusion shows some engagement with topic (1) conclusion shows little engagement with topic (3) rich, effective vocabulary and language use (2) effective vocabulary and language use (1) simple vocabulary and language use (3) spelling, punctuation, capitalization enhance clarity (2) spelling, punctuation, capitalization are mostly correct (1) some errors in spelling, punctuation, capitalization, diminish clarity 13 1 english with indonesia taste dominant culture shift to local culture moh. yamin a lecturer of english department at faculty of teacher training and education, lambung mangkurat university banjarmasin abstract english is not only the language that should be learned and mastered as the tool of communication, but it also should be understood as the language that has its own world. although english is not the mother tongue of indonesia, but it has been the cultural part of indonesia when the indonesian people use it as the medium of interaction. that is why, english as the life part of indonesia should have the spirit of indonesia. the cultural values that come from england, america or other countries using english as the mother tongue should be deleted. making english for indonesian people is a must. it means that what the people learn from english is not the culture, but the language itself. separating the english from its own culture and bring it into indonesian culture is a new way without forgetting the knowledge of english culture for enriching the language culture knowledge. many indonesian people use english as the medium of communication as if they are english people, such as their performance, gesture, behavior, and so forth. this case creates the stigma that english has destructed the local culture, whereas learning and using english is not for that, but for medium of interaction. key words: english culture, indonesia culture, and language having communication is the necessity for anyone who wants to speak with the others. communication gives any messages that will create the life dynamic among the others. language as the tool of communication has the significant role in speaking. all linguists say that language is the media in making life live. one audiolingual method (alm) proponent william muolton (see rivers 1981: 41-3) said five slogans of the day for way of having a language. those are (1) language is speech, not writing; (2) a language is a set of habits; (3) teach the language and not about the language; (4) a language is what its native speakers say, not what someone thinks they ought to say, and (5) languages are different. from the five ones, number one and number two are the necessity in having a language. having a language and speaking using language will bear the different life. many people can unite because of language. the people wherever and whenever can be in one community because of the sameness of language that is used. english as one of language names that is admitted and used by the people all over the world now becomes the central point in transforming the world recently. it is because such english has been the tool in all kinds of progress in the world, such as education, technology, and so forth; however, in english itself there is culture as the back ground. english does not stand itself, but there is culture that bases the language. in the other word, language without culture dries in the desert and culture without language cannot show the identity to the world where the language comes from. that is why; talking 2 about english does not escape from the culture. when english is used as the tool of communication, there is the culture of english as its base and it should be used as the media. english as the language has its own culture. the problem is when english comes into another country, so this is the case itself whether english should free itself from its own culture or not. admittedly or not, every language has its own culture because the birth of language is for the culture or inversely. english that comes into another country and is learnt as a foreign language or second language should be viewed in different context. it means that the existence of english in another country should be understood in which english should be down to earth. in this context, every culture in every language should not be used in every country in which the language is used, such english. it is because the culture in such language is not certain to be acceptable yet. culture is the reflection of human beings’ lives in one certain place and the life reflection is not the same from one place to another place. should the culture of english that is used and internalized in western people be applied by the eastern people who have different culture and belief in meaning the culture? we all agree to say that every person should speak in the same language so that they can interact, especially when they are in global era. english now has been the dominant language all over the world, but should all people all over the world use the english culture in their lives? what is in english culture does not guarantee that it is good to practice in all over the world with the different culture because the way of communication of english whether verbally or inverbally is not the same in every country. this is the fact. the culture in english communication cannot be applied in one place or country that has different culture. english with its culture comes from the western and it has different way of behavior in speaking pattern. the western is known as the openness that has different norms than the eastern. that is why; this article will discuss the position of english when it is in eastern culture. indonesia as a country with its eastern culture will be the key word how english should be uttered and communicated in social interaction based on the eastern culture. it means that english should be communicated with indonesia culture. english spoken must be viewed from indonesia perspective. indonesia perspective means that how the people wherever they are from, whether from indonesia or outside indonesia, including western people should speak and interact based indonesia perspective. the question is how to learn and understand the culture before we or the learners use the language as the communication? admittedly or not, one way in which culture has often been understood is as a body of knowledge that people have about a particular society. this body of knowledge can be seen in various ways: as knowledge about cultural artefacts or works of art; as knowledge about places and institutions; as knowledge about events and symbols; or as knowledge about ways of living. it is also possible to consider this aspect of culture in terms of information and to teach the culture as if it were a set of the learnable rules which can be mastered by students. when being translated into language teaching and learning, this knowledge-based view of culture often takes the form of teaching information about another country, its people, its institutions, and so on. culture is not, however, simply a body of knowledge but rather a framework in which people live their lives and communicate shared meanings with each other. therefore, it is very important to propose some statements relating to the culture as the soul of language. here are as follows: 3 1) culture can be seen as practices or as information; 2) culture plays a central role in the way meanings are interpreted; 3) cultures are characterised by variability and diversity; 4) the intercultural is not the same as culture but is a process which goes beyond he idea of ‘knowing a culture; 5) culture is fundamentally related to language. therefore, knowledge of cultures is important for facilitating communication with people. therefore learners of languages need to learn about and understand cultures. understanding culture as practices with which people engage becomes centrally important. this means that in the language classroom it is not just a question of learners developing knowledge about another culture but of learners coming to understand themselves in relation to some other culture. this is why there is a contemporary emphasis on ‘intercultural’. learning to be intercultural involves much more than just knowing about another culture: it involves learning to understand how one’s own culture shapes perceptions of oneself, of the world, and of our relationship with others. learners need to become familiar with how they can personally engage with linguistic and cultural diversity. there is another way to think about culture in language teaching: the distinction between a cultural perspective and an intercultural perspective (liddicoat, 2005). this ‘cultural’ pole implies the development of knowledge about culture which remains external to the learner and is not intended to confront or transform the learner’s existing identity, practices, values, attitudes, beliefs and worldview. the ‘intercultural’ pole implies the transformational engagement of the learner in the act of learning. discussion folklorist crats williams defines language as "culture expressing itself in sound" (quoted in ovando 1990:341). it means that it gives individuals and groups their identity. there is a powerful connection between language and sociocultural identity. the language you learnt your first words in, the language your mother and father talked to you, the language which was used in your nearest surroundings and the language you use with your closest family and friends will always be a part of your identity as a person. when the language one uses in daily communication is denigrated, for instance not deemed fit as a language of instruction at higher levels of schooling, the child may feel that a part of her/himself is also being denigrated (brock-utne, 2005). edward b. tylor known as the pioneer english anthropologist in his book, primitive culture, published in 1871 said that culture is that “complex whole which includes knowledge, belief, art, law, morals, custom, and any other capabilities and habits acquired by man as a member of society." culture is the life reflection how the people live and interact each other. culture is something inherent in people’s life. when talking about culture, language as the part of culture in interacting needs to be positioned as the main point to explain how the interaction will be celebrated in life. language is largely a vehicle whereby interactions make propositions about the world. from this perspective, which is explicit or implicit in traditional social psychological research on language, problems of meaning involve how well linguistic concepts refer to, correspond with, or represent reality, including internal thoughts and feelings (mayrand and perakyla, 2003, p. 235). some people say that language is the mirror of culture, in the sense that people can see a culture through its language. another metaphor used to symbolize language and 4 culture is the iceberg. the visible part is the language, with a small part of culture; the greater part, lying hidden beneath the surface, is the invisible aspect of culture (jiang, 2000 , p. 328). the next thing that should be discussed is about how the english should be uttered in indonesia whether the english should use its culture coming from the western or not? admittedly or not, english that is spoken by the people indonesia or non indonesian people should be based on the culture of indonesia. what the culture of indonesia is, so there are many kinds of culture living in indonesia because this country is known as the multicultural country. we have javanese culture, banjarese culture, balinese culture and so forth. although there are many kinds of culture, actually there are some principles that can be simplified to be components in communication among and between each other: 1. communication between and among each other must pay attention who the subject is to be taken in speaking. when the person who is taken to speak is older, so the politeness is the necessity. however, although the person is taken to speak younger or is the same age, so the politeness is the necessity to apply yet. in ethics, etiquette is the key word to discuss the politeness. it means that the level of politeness from one place or one community is different from another place or another community. principally, indonesia etiquette still is behalf on how the people talk politely in different age. language and etiquette are the two things that should be held in communication. there should any different way of communication to whom we talk. that is why; communication condition etiquette as the base of interacting and speaking; 2. a language is culture. a language can be called culture because in language there is culture as the life reflection. language and culture makes a living organism; language is flesh, and culture is blood. without culture, language would be dead; without language, culture would have no shape (jiang, 2000: 328). it means that english as the language that will be communicated in indonesia should have the culture of indonesia. english culture should be deleted and changed into indonesia culture as the base of communication. it is not necessary to use the english culture because it is “not good” to implement in indonesia; 3. english culture considers all people in the same status. every people should be taken to speak in the same status. whether they are young or old, the way of speaking to them is the same. this case is not good to implement in indonesia as the country and nation with the eastern culture. eastern culture has the different pattern in communicating than western culture. it can be concluded that english that is uttered in indonesia should have several traits and those are called indonesian english. here are several examples in indonesian english usages: 1. bolehkan saya berbicara dengan bapak abdul wahid? can i speak to you? can i speak to mr. abdul wahid? can i speak to bapak abdul wahid? i means a student. abdul wahid means a lecturer. 5 based on the eastern culture, it is not polite to call someone considered the old or older by calling “you” or “the name” only. “you” or “the name” is the call that is crude and does not show the politeness to someone who is older and to be considered old. in such case, speaking with someone who has been old should pay attention the etiquette. that is why; implementing english communication in indonesia with eastern culture should be based on the indonesian culture. 2. assalamu’alaikum war. wab. pertama-tama pantaslah kita panjatkan puji syukur dan seterusnya…. selanjutnya, kami mengucapkan banyak terimakasih atas kehadiran para bapak/ibu …. selanjutnya kami akan membahas materi yang akan diperbincangkan…. assalamu’alaikum war. wab. first of all, let’s thank to the god and so forth…. we thank very much for the attendance of ladies and gentlemen…. i will discuss the material that is the topic…. generally, such expressions are used in seminar and the like. such expressions are usually uttered by the people with the eastern culture. indonesian people with eastern culture never go to straight discussion, but they try to make any kinds of introduction before the topic will be discussed. introduction before discussion is the point to make the atmosphere conducive and interactive. such thing is also functioned to bridge the interpersonal relationship between the speaker and the audience. in eastern culture, it is not polite if going directly to discussion without introduction at first. another point from such expressions is existence of “we”. “we” does not mean more than one person but only one person an sich. “we” in such expression is the manifestation of self politeness to the audience. “we” is the humbleness of the speaker who speaks in front of the audience. “we” replaces “i” for the humbleness and politeness. 3. “tadi pak yai menunggu ustadz dan beliau sekarang sudah mengikuti rapat,” kata seorang santri. “pak yai was waiting for ustadz and beliau has been meeting,” said a student of islamic boarding house. such expressions show that an islamic boarding house student does not want to name pak yai and ustadz with dia atau he. for the islamic boarding house student, pak yai and ustadz are the persons that should be respected. both of them have the plus value for the islamic boarding house student so that he has to call them with good call. this condition will be different if it is implemented in the western culture. in the other words, the western culture does not know the social status because everyone whether they become priests or not are the same. the western culture does not discriminate anybody. therefore, the eastern and western culture have different perspectives in looking at the life reality. whatever it is, the eastern culture treats people in old age or the people who have the power in social in different way. based on the four examples above with their analysis, english that is uttered and applied in indonesian life should be based on the indonesia culture. english with high taste is the life 6 reflection of one indefinite place with local taste. english that is the daily life is the language that has been a part of community. english lives with his local taste, not foreign taste. english that is a part of community should take the culture of community to be taken as the culture foundation. english that has been living in one definite place and has been going away from the original place should have the new culture in which the english has been interacting with the new environment. english that has soul is the english that has been a part of the new community and environment. therefore, language is the human beings’ expression that shows the identity. language is the soul language that expresses the life values of one definite community and environment. language is the tool to be able to speak behalf on the culture. the language which is civilized is the language that represents the local interest. language is a system of conventional vocal signs by means of which human beings communicate. it means that a language is not just a collection of words, but also the rule or patterns that relate our words to one another (algeo, 2010, p.2). it means that language actually delivers the substantial meaning to the others. that is why, language as the tool of communication needs to be positioned for the contextual dialogue. because of that, language should be put as the way of thinking and behaving. language as the way of thinking means that it is the tool for actualizing the ideas into words, phrases, and sentences. it guides and orders the order of thinking so that it can be systematical manner. whatever it is, language will be able to shape the way of human beings’ thinking so that it can be holistic and comprehensive in doing anything. it means that language as the way of thinking has the main purpose to make the way of thinking more and more smooth. the question is how to understand language? this is a pre-occupation going back to the very beginning of our intellectual tradition. what is the relation of language to other signs? to signs in general? are linguistic signs arbitrary or motivated? what is it that signs and words have when they have meaning? these are very old questions. language is an old topic in western philosophy, but its importance has grown. it is not a major issue among the ancients. it begins to take on greater importance in the seventeenth century, with hobbes and locke. and then in the twentieth century it has become close to obsessional. all major philosophers have their theories of language: heidegger, wittgenstein, davidson, and all manner of “deconstructionists” have made language central to their philosophical reflection. in what we can call the modern period, from the seventeenth century, there has been a continual debate, with philosophers reacting to and feeding off each other, about the nature of language. on this debate we identify two grand types of theory. the first is an “enframing” theory. the attempt is made to understand language within the framework of a picture of human life, behaviour, purposes, or mental functioning, which is itself described and defined without reference to language. language is seen as arising in this framework, which can be variously conceived as we shall see, and fulfilling some function within it, but the framework itself precedes, or at least can be characterized independently of language. the other type of theory is called “constitutive.” as this word suggests, it is the antitype of the enframing sort. it gives us a picture of language as making possible new purposes, new levels of behaviour, new meanings, and hence as not explicable within a framework picture 7 of human life conceived without language. the classical case, and most influential first form of an enframing theory was the set of ideas developed from hobbes through locke to condillac (taylor, 1999). briefly, the hobbes–locke– condillac (hlc) form of theory tried to understand language within the confines of the modern representational epistemology made dominant by descartes. in the mind, there are “ideas.” these are bits of putative representation of reality, much of it “external.” knowledge consists in having the representation actually square with the reality. this we can only hope to achieve if we put together our ideas according to a responsible procedure. our beliefs about things are constructed, they result from a synthesis. the issue is whether the construction will be reliable and responsible or indulgent, slapdash, and delusory. language plays an important role in this construction.words are given meaning by being attached to the things represented via the “ideas” which represent them. the introduction of words greatly facilitates the combination of ideas into a responsible picture. this facilitation is understood in different ways. for hobbes and locke, they allow us to grasp things in classes, and hence make possible synthesis wholesale where non-linguistic intuition would be confined to the painstaking association of particulars. condillac thinks that the introduction of language gives us for the first time control over the whole process of association; it affords us “empire sur notre imagination” (lock, 1959). the constitutive theory finds its most energetic early expression in herder (1772), precisely in a criticism of condillac. in a famous passage of the treatise on the ursprung der sprache, herder repeats condillac’s fable – one might say “just so” story – of how language might have arisen between two children in a desert. he professes to find something missing in this account. it seems to him to presuppose what it’s meant to explain. what it’s meant to explain is language, the passage from a condition in which the children emit just animal cries to the stage where they use words with meaning. the association between sign and some mental content is already there with the animal cry (what condillac calls the “natural sign”). what is new with the “instituted sign” is that the children can now use it to focus on and manipulate the associated idea, and hence direct the whole play of their imagination. the transition just amounts to their tumbling to the notion that the association can be used in this way. this is the classic case of an enframing theory. language is understood in terms of certain elements: ideas, signs, and their association, which precede its arising. before and after, the imagination is at work and association takes place. what’s new is that now the mind is in control. this itself is, of course, something that didn’t exist before. but the theory establishes the maximal possible continuity between before and after. the elements are the same, combination continues, only the direction changes. we can surmise that it is precisely this continuity which gives the theory its seeming clarity and explanatory power: language is robbed of its mysterious character, is related to elements that seem unproblematic. herder starts from the intuition that language makes possible a different kind of consciousness, which he calls “reflective” (besonnen). that is why, he finds a continuity explanation like condillac’s so frustrating and unsatisfying. the issue of what this new consciousness consists in and how it arises is not addressed, as far as herder is concerned, by an account in terms of pre-existing elements. that’s why he accuses condillac of begging the 8 question. “der abt condillac [. . .] hat das ganze ding sprache schon vor der ersten seite seines buchs erfunden vorausgesetzt, [. . .]” what did herder mean by “reflection” (besonnenheit)? this is harder to explain. we might try to formulate it this way: pre-linguistic beings can react to the things which surround them. but language enables us to grasp something as what it is. this explanation is hardly transparent, but it puts us on the track. to get a clearer idea we need to reflect on what is involved in using language.so language involves sensitivity to the issue of rightness. the rightness inthe descriptive case turns on the characteristics of the described.we might callthis “intrinsic” rightness. to see what this amounts to let’s look at a contrast case (taylor, 2006). that is why, understanding the nature of the relationship between language and culture is central to the process of learning another language. in actual language use, it is not the case that it is only the forms of language that convey meaning. it is language in its cultural context that creates meaning: creating and interpreting meaning is done within a cultural framework. in language learning classrooms, learners need to engage with the ways in which context affects what is communicated and how. both the learner’s culture and the culture in which meaning is created or communicated have an influence on the ways in which possible meanings are understood. this context is not a single culture as both the target language and culture and the learner’s own language and culture are simultaneously present and can be simultaneously engaged. learning to communicate in an additional language involves developing an awareness of the ways in which culture interrelates with language whenever it is used (liddicoat, papademetre, scarino, & kohler, 2003). language as the way of behaving means it tries to create the new situations and conditions so that the behavior human beings do become more and more acceptable in society. admittedly or not, language reflects the human beings’ behavior. the high language means the high behavior. language relates to behavior, mental, mind, character, and local values. effendi said by quoting lado that politeness in verbal communication is a universal concept, but it is lexicalized may differ from one language to another, as shown by contrastive forms of the second pronominal in english and indonesian. thus grammaticization and lexicalization themselves are universal processes of putting meaning into form (2005 p. 21-22). the language acceptable in one definite community and environment is the language that understands the locality. although the language that will enter the new community and environment is the foreign language, such language should be able to with the culture of the community and environment. the new language does not kill the culture of the new community and environment, but the culture inherent in the new language should be killed. it is the necessity and cannot be negated. language is the mirror of life in which the language does the socialization. in a word, language as the language that represents the human beings’ life should be able swim with the human beings themselves. language is the communication language so that the language used as the media of communication should be able to speak for the human beings. a language is culture and human beings should be culturalized. language reflects the culture (yule, 1985, p.190), so everthing that is uttered by human being using language alsways involves the culture. culture is communication and communication is culture. since most of what is known about communication has been learned from the study of language, hall projects (1990) some 9 principles of language (language as it is spoken, not written, writing being a symbolization of symbolization) into other less elaborated and specialized communication system. he gives a common terminology for all forms of communication, including language. every message can be broken down into three parts: sets, what you percieve first (for example, words); isolates the components that make up the sets (sounds); patterns, the way in which sets are strung together in order to give them meaning (grammar, syntax). according to byram (1994, p.95), there are some main points that should be considered when talking about language and culture: 1. language is insperable from the culture, by which we mean the way of thinking and acting in a social group; langanguage embodies many of these social actions and expresses the underlying values and beliefs; 2. by culture, we refer to what a person needs to know in order to be part of a social group: ways of thinking and valuing, ways of behaving, shared knowledge of the world; 3. the acquisition of a foreign language involves acquiring some of the culture it embodies, through learning modes which include ‘study’ and ‘practice’ of language and culture. human beings who are culturalized are those who can use the language with their own culture root (lazear, 1997). culturalized english is the english that is adaptable with the condition in which the english is used as the media of communication. conclusion english has its own culture. the problem is when english is used as the medium of communication in a country that does not take english as the mother tongue, so the english culture should be abolished and replaced with the culture of its own country. language is the self expression and self actualization of human beings’ lives in one definite country. language shows the identity of human being’s lives in one definite country. relating to identity as the language, bucholtz and hall (2005) explains as follows: 1. identity is best viewed as the emergent product rather than the pre-existing source of lingustic and other semiotic practices and therefore as fundamentally a social and cultural phenomenon; 2. identities encompass (a) macro-level demographic categories; (b) local, ethnographically specific cultural positions; and (c) temporary and interactionally specific stances and participant roles; 3. identity relations emerge in interaction through several related indexical processes, including: (a) overt mention of identity category and label; (b) implicatures and presuppositions regarding one’s own or others’ identity position; (c) displayed evaluative and epistemic orientations to ongoing talk, as well as interactional footings and participant roles; and (d) the use of linguistic structures and systems that are ideologically associated with personas and groups; 4. identities are intersubjectively constructed through several, often overlapping, complementary relations, including similarity/difference, genuineness/artifice, and authority/delegitimicy; 10 5. any given construction of identity may be in part deliberate and intentional, in part habitual and hence often less than fully conscious, in part an outcome of interactional negotiation and contestation, in part an outcome of others’ perception and representation, and in part an effect of larger ideological processes and material structures that may become relevant to interaction. it is therefore constantly shifting both as interaction unfolds and across discourse contexts. what about indonesia? should indonesian people speaking in english implement the indonesian culture in english speaking? admittedly or not, indonesian culture as the life way of indonesian people should be inherent in their lives. although they speak in english, their own culture should be internalized in their own daily life. it is necessary for them to speak using their own culture. culture is the mirror of nation identity. culture represents on how the people speak, think, and act based on their culture root. one of the function of culture is to provide a screen between people and the outside world. culture designates what we pay attention to and what we ignore. what people choose, either consciously and unconsciously, to take in is what gives structure and meaning to the world. the indonesia culture in whatever language is should be inserted so that there is the significant difference between indonesia english, british english, american english, and so forth. in the other word, the way of indonesia english in speaking, thinking, and acting is different from british english, american english, and so forth. it is the necessity. the level of having etiquette in indonesia english, british english, american english, and the like is also not the same. language is civilization. the language that civilizes the human being and nation is the language that makes the culture as the chemistry of interacting. that is why; relating to indonesia english, english should go away from its own culture and comes into indonesia culture that is universal. such english is called english with indonesia taste. english with indonesia taste is english that melts into indonesia culture as the way of life. references algeo, john. (2010). the origins and development of the english language. sixth edition. usa: michael rosenberg. birgit brock-utne. (2005). the interrelationship between language and culture. beitostølen, norway, 5th-7th december. byram, michael et all. (1994). teaching-and-learning language-and-culture. great britain: wbc ltd. bucholtzi, mary and hall, kira. (2005). identity and interaction: a sociocultural linguistic approach. london, thousand oaks, ca and new delhi: sage publications. taylor, charles. (2006). an issue about language in language, culture, and society. uk: cambridge university press. -------------------.(1995). the importance of herder in philosophical arguments. cambridge: harvard university press. -------------------. (1999). human agency and language: philosophical papers 1. eighth printing. usa: cambridge university press. delamater, john (editor). (2003). language and social interaction in handbook of social psychology. new york: kluwer academic/plenum publishers. 11 effendi, kadarisman. (2005). lingustic relativity, cultural relativity. teflin journal, vol. xvi. hall, edward t. (1990). the silent language. united states: doubleday. hoed, benny h. (2011). edisi. ii. semiotika dan dinamika sosial budaya, depok: komunitas bambu. herder, johann gottfried. (1772). abhandlung über den ursprung der sprache. reprinted in sprachphilosphische schrifen, ed. e. heintel. hamburg: felix meiner, 1960. jiang, wenying.(2000). the relationship between culture and language. elt journal volume 54/4 october. john lock. (1959). essay concerning human understanding. 2 volumes. new york: dover. lazear, edward p. (1997). culture and language. journal of political economy. liddicoat, a.j., papademetre, l., scarino, a. and kohler, m. 2003. report on intercultural language learning. canberra: dest. liddicoat, a.j. (2005). teaching languages for intercultural communication. in d. cunningham and a. hatoss (eds) an international perspective on language policies, practices, and proficiences. belgrave: fiplv latif, yudi. (2009). menyemai karakter bangsa: budaya kebangkitan berbasis kesastraan. jakarta: penerbit buku kompas. ovando, carlos.( l990). politics and pedagogy: the case of bilingual education. harvard educational review. vol. 60. no. 3. rivers, wilga m. (1981). teaching foreign-language skills (second edition). chicago and london: the university of chicago press. utne, birgit brock. (2005). the interrelationship between language and culture. institute for educational research. p.b.1092 blindern. norway: university of oslo, 0317 oslo. 12 the effective technique in teaching listening using question answer relationship strategy to improve reading comprehension hafizhatun nadia a lecturer of english education department at faculty of tarbiyah and teachers training of iain antasari banjarmasin abstract this study based on the english department students of the second semester of stain palangka raya problems in reading comprehension. this study was interested in overcoming the problems by applying a particular strategy in the teaching-learning process to help the students comprehend texts better. the strategy proposed in this study is question answer relationship (qar) strategy. the research subjects in this study were 36 students. in this study, the researcher used classroom action research (car) as research design. the data in this study were collected from test, and field note. it was found that there was an improvement in the students’ ability in reading comprehension after question answer relationship (qar) strategy was applied. the preliminary study result showed that the average score of the students was 60.77. in the first cycle the students’ average score developed to 69.99 and it developed to 77.80 in the second cycle. related to preliminary study, only 10 (27.78%) of the students who got score ≥ 70. in the first cycle, there were 19 (52.78%) out of 36 students who got scores ≥ 70, and in second cycle, there were 32 (88.88%) of the students got score ≥ 70 which was the minimum standard of criterion of the success. based on the result of the study above, it was proven that question answer relationship (qar) strategy can improve the students’ reading comprehension skills. key words: qar strategy, car and reading problems reading is one of english skills that play an important role in facilitating the students to learn a foreign language because by reading they will know how english is actually conveyed in printed forms. they learn many things through reading. according to rivers (in rajabi, 2009) reading is a most important activity in any language class. it is only a source of important and pleasurable activity, but also means of consolidating one’s knowledge of a language. in reading, students must read carefully and give appreciation about what they read, because students have a purpose in this process that is to get meaning and information from the reading materials. in other words, activities of reading can bring many worthwhile for the students for instant to get information, pleasure and knowledge. leipzig (2001) stated that reading requires words recognition, comprehension, and fluency. djiwandono (1996: 63) points out that to understand all types of information in an array of the texts; it requires not only the reading activity, but also ability to understand the content. in addition, he states that without the ability to understand the text content, one is not able to absorb or comprehend a lot of information quickly, accurately, and easily. 2 ability or skill of comprehending a message in the text is the goal of reading in a language instruction. however, comprehending a text message is not easy, especially in english. it can be seen from the students’ reading comprehension that is still far from what is being expected. the essence of reading is comprehension. the main goal of comprehension is to make the students conscious of the reasoning employed by self-regulated readers. burns et al. (1996:207) state that the objective of all readers is the comprehension of what they read; meanwhile, pang et al. (2003) avow that reading comprehension is an active process of constructing meaning from connected text that involve word knowledge as well as thinking and reasoning. due to the importance of reading skill and lack of reading comprehension of the students, teachers are required to apply some different methods in teaching reading that lead the students to the amazing atmosphere of teaching learning process. furthermore, burns et al. (1996:6) remind teachers to motivate the students that reading is a means of enjoyment, to fulfill daily task and reading may also become the media to obtain information. most of the students had low motivation to read. they just read texts if the lecturers asked them. second, most of the students were not enthusiastic and passive. they usually just listened to the lecturers’ explanation. only some students dominated the teaching-learning process. that is why; the passive students just relied mostly on the lecturer’s explanation and the responses of the active students. and last but not least is that the strategies in teaching reading comprehension still set the lecturers the center of teaching learning process. the strategies that the lecturers applied were more lecturer-centered and conventional in that the reading materials are only read either by the lecturers or the students in the class, and afterwards, the students were asked to answer the questions to measure the students’ comprehension on the texts provided. the common habits of the lecturers of reading comprehension classes in the teachinglearning process were the facts that the lecturers read the texts first once or twice, and then they asked a student to read the text aloud. then the lecturers tended to explain some clues or difficult words found in the texts and prepared some questions related to the contents of the texts in order to increase the students’ comprehension. the strategy applied in the reading class did not encourage the students to participate actively in the teaching and learning process. as a result, the students usually did not response well to the lecturers’ questions since they got difficulties to comprehend the texts and the essences of the questions. related to the problems above, the writer is interested in overcoming the problems by applying a particular strategy in the teaching-learning process to help the students comprehend the texts better. the strategy proposed in this study is question-answer relationship (qar). this strategy refers to a series of instructional activities that help students figure out how to go about answering questions based on a given text and understand different types of questioning and the relationship between questions and answers. 3 furthermore, roe et al. (1995:107) avow that “qar focuses on the processes for generating answers to questions and on the relationship between questions and answers. students are encouraged to think of sources for answers to questions.” vacca and vacca (1999:60) add that qar strategy allows students to understand their thinking processes and develop their metacognitive abilities. basically, qar provides four types of questions to indicate how each question is related to the text as follows: a. right there! (the answer is found in the text. the words in the questions can usually be found in the same sentence with the answer). b. think and search! (the answer is in the text, but the words are probably not in the same sentence. read the text; look for ideas that can be put together and think about what the author is saying). c. the author and me! (the author provides ideas and makes students think, but connections to students’ knowledge are needed to answer the question). d. on my own! (students must apply their own knowledge and what has been learned to answer the question). question answer relationship strategy aims at elaborating students' thinking of processes and developing their metacognitive abilities to understand different types of questioning and the relationship between the question and answer. this is where the difference between qars with conventional question answer frequently used in the reading test. on question answer relationship strategy the question and answer not only used as a tool test methods but also in use as a medium to monitor students understanding. question answer relationship strategy tries to help the student to identify the readers to identify different types of questions and how to the questions and answer relate to each other. in some testing method of reading which is usually used -one of which is the short answer testsaccording to alderson short answer test in this case is the question and answer the justification for these techniques is that it is possible to interpret students' responses to see if they have really understood. thus, these techniques are used merely as a tool to determine the extent to which students have understood the content of the reading is. this is different from qars, where the goal is ultimately the students' understanding on the content of reading through the question answer itself. thus, it can be concluded, that the question answer in the qars not only used as measure student understanding but also used as a medium to monitor their understanding. based on the background of the study, the problem question of the study is “how can question-answer relationship (qar) strategy improve the reading comprehension skills of the students of english department of tarbiyah faculty (fkip) of stain palangka raya?” research method the research design of this study is classroom action research (car). classroom action research is a process in which teachers examine their own practice systematically and carefully using the techniques of research. the result of this research can be used to decide what the future practice should be. carr and kemmis (1986) defined action research as a form of self-reflection enquiry undertaken by participants in a social setting (including educational setting such as schools) in order to improve the rationally and justice of (a) 4 their own practice, (b) their understanding of these practice, and (c) the situation in which the practices are carried out. the procedure in this research adapted from kemmis and mc. taggart (in koshy, 2005) which consists of four steps as follow, (1) planning, (2) implementing, (3) observing, and (4) reflecting subject, setting and observer of the research the research conducted at the english department of tarbiyah faculty of stain palangka raya located, at jl. g. obos komplek islamic centre palangka raya. this department has 4 parallel classes in the academic year 2010/2011 in which each class consists approximately 25-30 students. the subjects of the research was the english department students of the second semester in this institution who join reading comprehension class c in the academic year 2010/2011 that consist of 36 students. for purpose of this research, the writer utilized question answer relationships (qars) strategy. the writer will collaborate with the reading comprehension ii lecturer. the writer herself will act as the teacher-researcher and the collaborative teacher will act the observer. the following tables are the summary of activities and meetings in reading comprehension ii class. the meeting was done once a week in april-may 2011. table 1 meeting schedule in cycle 1 cycle meeting/date activities 1 (one) meeting 1 discussing qar strategy reading the text, doing exercise, and discussing the answer meeting 2 reading the text, doing exercise, and discussing the answers meeting 3 doing the test table 2 meeting schedule in cycle 2 cycle meeting/date activities 2 (two) meeting 1 discussing qar strategy and the answer of test 1, reading the text, doing exercise, and discussing the answer meeting 2 reading the text, doing exercise, and discussing the answers meeting 3 doing the test to obtain the relevant data in this study, the writer uses subjective test. the subjective test in the form of short answer conducted to measure the students’ comprehension of the reading text given at the end of a cycle (post test) and the pre-test done in the first meeting before the teaching program, it is used to find information dealing with the students’ reading comprehension. in this study, the writer administered test, namely: test i at the end cycle 1, if the criteria of success has not met yet, researcher continued to give test 2 at the end cycle 2, and so forth. the kind of test is subjective test in the form of wh questions. 5 the researcher utilized field note in every meeting of the implementation of the reading comprehension. this instrument used to record that happened during the teaching and learning process. in terms of scoring of the students’ work in each test, the scoring rubric employed which adapted from cohen and djiwandono with some modification. the students’ reading test analyzed into two components – content and language useeach of which has scales ranging from 0 to 5 and descriptors. the scoring below is based on the analytic method. this method is much better of making when the writer wants to inform our students about their achievement (heaton. j.b, 1979: 109). table 3.1 scoring rubric for reading comprehension test adapted from cohen (1994) and djiwandono (2008) with some modification components score criteria 5 the answer stated is complete and clearly 4 the answer stated is fairly complete and clearly content 3 the answer is somewhat complete and unclearly 2 the answer is incomplete and unclearly 1 the answer is incorrect 0 no answer 5 effective choice of words, effective sentence construction, no grammatical mistakes 4 effective but occasional errors of words choice, sentence construction and some grammatical mistakes language use 3 some errors of word choice, sentence construction and some grammatical mistakes 2 major problems words choice, sentence construction and numerous grammatical mistakes 1 errors of word choice, sentence constructional and grammatical mistakes 0 no answer the product assessment is focused to the students’ achievement in reading comprehension text by utilizing reading comprehension test, the students’ worksheet scored. therefore from the scoring of reading comprehension, the computation of the students score uses the following formula. the students’ reading score = obtained score x 100 maximum score obtained score is the score that each student’s gains in the aspects of contents and language use, whereas maximum score is all score of the two components of reading comprehension aspects that multiply by the number of the questions. in this research, to find out how the students’ improvement after the implementation of the strategy the writer will be used two criteria. (1) the students’ average score of reading comprehension of reading comprehension test is ≥ 70, (2) the students’ reading 6 comprehension improves. the improvement intended is that at least 75% of the students gain score of ≥70 in their reading comprehension table 3.3 the criteria of success criteria of success data sources instruments the students’ average score of reading comprehension test is ≥ 70 score test 75% of the students gain score ≥70 score test findings and discussion the first meeting of cycle 1 in the first meeting in the cycle 1 the writer decided to introduce qars. it focused on giving the students different types of question and how to get the sources of information in order to answer the question. the teacher divided the students into groups of three and introduced the strategy by giving the students a short paragraph. as soon as the students could identify the differences between “in the book” and “in my head” questions. some of groups found some problems in answering the question, but the other groups did not find serious problem in answering the questions.. one of the problems that are often faced by students is that when students are faced with a new foreign vocabulary according to them. here, the teacher tried to direct them to understand it according to the context of existing literature, using the technique of guessing unknown vocabularies they have learned in reading comprehension 1, in the previous semester. having finished discussing the correct answer, each group was asked to report the results of them work whether they got difficulties in comprehending the text since the text was close to the students’ experiences. in this meeting the teacher given the students the subjective test are in the form of wh-questions. in “right there” type “think and search” type, “author & me” type “on my own” type. in the meantime, the last stage of reading comprehension was after reading. the stage aimed at providing review and feedback after reading to strengthen the students’ comprehension on the text. the teacher gave some feedbacks especially on the students’ grammatical mistakes in answering the questions, concluding the different types of questions including the benefits of understanding the types of the questions, and providing the chance for the students to ask some questions related to qar strategy and the content of the text. the second meeting of cycle 1 in the second of cycle 1 the students had been fairly familiar with the qar strategy. during reading activities focused on the activities to comprehend the text provided. as a usual, the teacher asked the groups to read text silently. unfortunately, the students found some strange words in the text. as a result, some questions proposed by the groups concerned the difficult words. the teacher helped them with the words. finishing reading the text, the groups discussed and helped each other in comprehending the text. as in the first meeting, in this meeting the teacher also gave the students questions in “right there” type “think and search” type, “author & me” type “on my own” type. 7 then, the groups shared their answer with the whole students. while discussing the correct answers, the teacher also proposed the questions related to the types of the questions. having finished discussing the correct answers, the teacher asked each group to share their comments on the text. a group mentioned that the topic of the text was an interesting. seldom for them get it in english and another groups said that they were not familiar with some vocabularies in the text. the same as the previous meeting, the last stage of reading comprehension was after reading. once again, the teacher gave some feedbacks especially on the students’ grammatical mistakes in answering the questions. she also concluded the different types on questions including the benefit of understanding the types of the questions. the third meeting of cycle 1 it was the last meeting of cycle 1, in this activities the writer gave the students test 1 (post test 1) to measure their reading skills in understanding a certain text after being treated with qar strategy in the previous two meetings. the students had to answer ten questions of different types of subjective test in the form in “right there” type “think and search” type, “author & me” type “on my own” type. based on the result of the conducted in cycle 1, it was found that the average score of the students’ reading comprehension test was 69.91 in the scale varying 0 to 100. the average score indicated an improvement on the students’ reading comprehension compared to the mean score of 60.77 on the pre-test even it failed to meet the first criteria of success as decided in table 3.3. in addition, it was also found that out of 36 students, 19 (52.78%) of them got score ≥ 70, and 17 (47.22%) of them got scores < 70. table 4.2 the students’ reading comprehension scores in the implementation of qar strategy in cycle 1 no. criteria students’ scores 1. the students’ average score of reading comprehension test is ≥ 70 69.91 2. 75 % of the students gain score ≥ 70 52.78% meanwhile, some factors had caused the failure of the first and second criterion in cycle 1. first, some students were still confused to determine each type of questions before answering the questions. second, the students have problems with the some vocabularies that they got in the text. to minimize the score of the failure, the teacher provided longer time in discussing each type of questions in cycle 2, tried to build students vocabulary by using longer time in discussed unknown vocabulary besides provided the text which the students were familiar and more interesting topic in cycle 2 and test 2. 8 the first meeting of cycle 2 the first meeting in this cycle 1 was focused on reinforcing the students’ awareness on the different types of questions as stated in qar strategy using a new text. the teacher began to active the student’s schemata related to the topic. after distributing the text to the students, as usual, in during reading stage teacher asked the student to read silently and discussing the difficult words as they found in the text. as in every meeting in cycle 1, the students had to answer ten questions of different types of subjective test in the form in “right there” type “think and search” type, “author & me” type “on my own” type. then, the groups shared their answer with the whole students. while discussing the correct answers, the teacher also proposed the questions related to the types of the questions. having finished discussing the correct answers, the teacher asked each group to share their comments on the text. in the last stage of reading comprehension once again, the teacher gave some feedbacks especially on the students’ grammatical mistakes in answering the questions. she also concluded the different types on questions including the benefit of understanding the types of the questions the second meeting of cycle 2 the second meeting was the last meeting before the teacher gave the students test 2 to measure their skills in comprehending a text affair being treated with qar strategy. in this activity some of students discussed some unknown vocabularies and the teacher led them using their schemata. then, the groups shared their answers with the whole students. as in the first meeting, in this meeting the students had to answer ten questions of different types of subjective test in the form in “right there” type “think and search” type, “author & me” type “on my own” type. once again, the teacher gave some feedbacks especially on the students’ grammatical mistakes in answering the questions. she also concluded the different types on questions including the benefit of understanding the types of the questions. the third meeting of cycle 2 it was the last meeting of cycle 2 and the teacher asked the students to do test 2 to measure their reading skills in understanding a certain text after being treated with qar strategy. the score obtained from test proved that there was a small improvement in the students’ average score. but it was successful to increase the numbers of the students who got ≥ 70.00. the average score of the students’ reading comprehension test was 77.80 in the scale varying from 0 to 100. the average score indicated a improvement of the students’ reading comprehension compared to the mean score of 69.91 on test 1. in addition, it was also found that out of 36 students, 32 (88.88%) of them got scores ≥ 70, and 4 (11.11%) of them got scores <70.00 (see table 4.5). table 4.5 the students’ reading comprehension scores in the implementation of qar strategy in cycle 2 9 no. criteria students’ scores 1. the students’ average score of reading comprehension test is ≥ 70 77.80 2. 75 % of the students gain score ≥ 70 88.88% based on the reflection above, it could be generalized that the indicators had met the criteria of success as describe in table 4.7. as a result, the next cycle did not need to be continued and the writer stopped the research. discussion qar strategy in reading comprehension was successful to increase the students’ reading comprehension skills. the strategy helped the students identify different types of the questions and the relationship between questions and answers. it also helped the students find the location of the answer of each question. coe and glass (2005) state that qar strategy helps the students realize the need to consider information in the text and that from their own background knowledge. therefore, teachers should also discuss sources of information as the students respond to questions. table 4.7 the improvement of the students’ reading comprehension skills in the implementation of qar strategy and the students’ participation no criteria of success cycle 1 cycle 2 1. the students’ average score of the reading comprehension test is ≥70 69.91 77.80 2. 75% of the students gain score ≥ 70 52.78% 88.88% conclusions question answer relationship (qar) strategy is effective to solve the problems of the students in reading comprehension. the research was conducted in terms of two main aspects: finding out the effective strategy to improve the students’ reading skills and improving the students’ reading comprehension skills. the first aspect relates to finding the effective strategy to improve the students’ reading comprehension skills at english department of stain palangka raya. the second one, the question-answer relationship strategy that consists of four types of questions namely “right there”, “think and search”, “author and me”, and “on my own” had effectively helped the students comprehend the texts they read and had effectively improved the students’ reading comprehension. the last this strategy helps the students to identify different types of questions and relationship between question and answer. in addition, the implementation of qar strategy in reading 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(1999). content area reading. new york: adisonwesley educational. http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm http://www.ibe.unesco.org/ http://www.readingquest.org/strat/qar.html http://www.teachervision.fen.com/skill-builder/reading-comprehension/48699.html http://www.teachervision.fen.com/skill-builder/reading-comprehension/48699.html 12 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||1||pages||1-22||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php reducing efl learners’ speaking anxiety through selective error correction and group work zulfikar zulfikar@stain-madina.ac.id mandailing natal state college for islamic studies, indonesia article history: received: 4 april 2022 accepted: 19 may 2022 this quantitative study aimed to examine the level of speaking anxiety experienced by secondyear high-school acehnese efl learners in their oral performance in l2 classroom and to investigate the attempt to lower their anxiety through the implementation of selective error correction and group work. the findings showed that a high level of speaking anxiety was found in the majority of the learners, and that the use of selective error correction and group work for the treatment of speaking anxiety overall resulted in the learners’ improved performance in their oral task. the findings highlighted the needs to create a positive and supportive educational environment that stimulates learners to freely experiment with l2 and to establish close-knit learning communities that promote authentic interactions in l2 and provide opportunities to be more engaged in oral language use. keywords: group work; selective error correction; speaking anxiety; oral performance introduction indonesian efl learners lack opportunities to practice speaking in class and in real-life situations, resulting in their poor listening and speaking skills. since english is not an official language, exposure to english only takes place in a language class (yosintha, 2020). in comparison to esl learners, who study english in a country where english is the main language, efl learners tend to have lower level of fluency due to their lack of exposure to authentic language normally found http://jurnal.uin-antasari.ac.id/index.php mailto:zulfikar@stain-madina.ac.id page | 2 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 in interaction and communication with native speakers. efl learners’ engagement to the authentic language use might be confined to their weekly classroom sessions, and accordingly, the majority of them still fail to demonstrate a satisfying proficiency in their productive skills. in addition to their lack of exposure to l2 authentic use beyond classrooms, some other factors have been suggested as possible causes of efl learners’ struggle. the washback impact of exit and entrance exams has particularly been accused to contribute to the condition (furaidah et al., 2015). national examinations, measuring only learners’ reading and listening skills result in a backlash, causing teachers to divert the teaching away from productive skills. classroom instruction are now devoid of such necessities as long-term assignments, critical thinking, and computer-based learning since teachers concentrate on taking practice tests by handing out worksheets with items designed identically to those found on standardized examinations. in an attempt to elevate their learners’ exam results, some schools even altered course objectives and overhauled course content. others suggested that passivity, compliance, and reflectiveness are all inherent characteristics of asian efl learners (loh & teo, 2017), who tend to favor a teacher-centered approach, with teachers expected to be well-equipped for classes, display strong command of course materials, deliver content logically and methodically, and be proficient at responding to learners’ inquiries. others pointed out the shortfall in communicative and interactive tasks in textbooks (diaab, 2016), as well as the complexities of regulating oral communication tasks in overcrowded classrooms (ayu, 2019), claiming that teachers are forced to cover a large number of pages in a limited class time, leaving no time for additional communicative activities. nevertheless, of the varying causes of efl learners’ lack of proficiency, the feeling of unease and apprehension they experience when learning or communicating in a language other than their own has commonly been identified as the major factor impeding their learning and acquisition. this so-called foreign language anxiety may be skill-specific in nature, arising when learners are faced page | 3 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 with speaking, listening, reading or writing activities that may expose their lack of competence or make them uncomfortable. speaking and listening in particular have been identified as the two most common causes of foreign language anxiety (afshar & hamzavi, 2014), and the former is widely regarded as the most anxiety-inducing aspect of foreign language learning (sutarsyah, 2017). foreign language anxiety may also be caused by classroom-related variables such as activities that require learners to produce the language orally or in front of their peers, peers’ frequent laughter at a mistake, or instructors’ strict approach to error correction. in fact, foreign language anxiety that arises from having to produce language orally, especially in front of peers, is the most frequently reported barriers faced by not only beginner but also advanced efl learners (gkonou, 2014). furthermore, language anxiety may be learners-induced, brought about by learners’ unfounded assumptions, implausible expectations, self-perceived ineptitude, and fear of unfavorable judgment. horwitz et al. (1986, as cited in kralova & petrova, 2017) contended that communication apprehension, fear of negative judgment, and test anxiety are the three primary causes of fla. they argued that having to express one’s ideas in a language in which one is not confident while being evaluated by more proficient users of the language can result in discomfort and fear of being criticized and humiliated, which can arouse communication anxiety. also, the proclivity to be extremely worried and stressed out by the potential implications of poor performance during a test or an exam may impair learners’ capacity to perform as expected in an evaluative situation and heavily affects their performance in a foreign language assessment. furthermore, learners frequently believe that they are under constant scrutiny from their teachers’ and peers; as a result, they develop the feelings of apprehension about these people’s judgments and presumption that their peers would rate them unfavorably. foreign language anxiety has been found to cause debilitating effects on l2 learning. the apprehension and stress that efl learners are under has the potential to take precedence over the cognitive processes involved in learning. anxiety are page | 4 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 among the emotional reactions that are closely associated with the heightened filter (krashen, 1982, as cited in patrick, 2019), and anxious learners’ language acquisition will likely be stifled, almost as if a barrier has been created around them to block the flow of information to their brain. in more severe cases, anxiety will result in learners’ suffering from anxiety disorders (mayworm et al., 2014), displaying a non-responsive, passive behavior toward their learning, as evidenced by a lack of enthusiasm and mediocre achievement in tests and assignment. an overwhelming feeling of anxiety may drive efl learners to escape altogether from the work at hand, causing them to indulge in avoidance behavior. in fact, anxiety may result in such psychological disorders as nervous breakdown, panicking, and short-term memory loss or poor memory recall, where, for instance, as reported by horwitz et al. (1986 as cited in tran, 2012), learners reported that they understood a particular grammatical form but failed to recall it or made reckless mistakes in an exam or an oral test in which they are required to retain and coordinate a large number of grammar rules at the same time. while the degree of apprehension differs among individuals and circumstances (mccroskey, 1977, as cited in byrne et al., 2012), at any rate, all anxious ell learners display similar tendency, they tend to underrate and fail to perform at their full capacity to communicate in l2 and become fixated at their failures rather than their achievements in l2 learning. they begin to question their competence in a subject, and anxiety ultimately becomes a stumbling block to their learning and demonstrating what they are actually capable of. efl teachers who are well-versed in the symptoms of anxiety in their learners can begin to identify and detect them early within learners, understand the mental mechanisms associated with their nervous sensations, and assist them by implementing their method to deal with and control their apprehension (alrabai, 2014; atasheneh & izadi, 2012). among the most commonly proposed pedagogical approaches to assist efl learners suffering from anxiousness are selective error correction and group work, both of which could be employed concurrently so as to produce a gradual change on the students. selective error correction constitutes a two-step procedure that begins with the detection of learners’ errors and ends with page | 5 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 the highlight of the errors so as to allow the learners to collect the information necessary to fix the error (uysal & aydin, 2017). in selective error correction, feedback can be confined to a single category or several pre-determined categories of errors. teachers can also take into account such factors as errors’ interference with the intended meaning of the statement, their complexity, and their relevance with the current topic of the class. efl learners would gain greater benefit from a teacher’s criticism if they concentrate on specific and limited features of their oral performance since it allows them to attend to and eliminate one fault at a time from their language. more importantly, this practice would pose no detrimental impact on learners’ attitudes toward speaking since their performance would not be marred by a lot of potentially demotivating remarks by their teachers. in addition to selective error correction, teachers may casually set up group work for any teaching and learning activities or assessment tasks in which learners of varying levels assemble into pairs, small groups, or large groups and collaborate as a team to achieve shared objectives (o’donnell & hmelo-silver, 2013). during group work, interaction with peers, especially with more experienced ones, facilitates meaningful exchanges among learners and contributes considerably to learners’ skill and knowledge developments. group work allows learners to discuss subject matters or complete collaborative tasks with their peers in a less intimidating setting (zulfikar & aulia, 2020), thus eliminating the fear that prevents anxious learners from engaging in the target language with the entire class. foreign language anxiety has attracted the attention of many researchers, and a number of studies have attempted to explain its nature, causes and impacts in l2 learning and acquisition. in their autobiographical research on the growth of anxiety in efl learners, trang et al., (2013) looked at 49 university students who were considered apprehensive according to the foreign language classroom anxiety scale. they reported that, in their l2 learning quest, learners started off feeling highly enthusiastic, but their enthusiasm dwindled with time, replaced by a rising amount of anxiety that peaked out during their high school or tertiary periods. they also found that teaching methodology, evaluation methods, classroom interactions, page | 6 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 and curriculum design were among the major factors that spawned and exacerbated the learners’ anxiety. in a case study on the usage of english as an international language of communication at two austrian multinational corporations, aichhorn and puck (2017) found that foreign language anxiety, to a varying extent, affected all non-native participants. as a coping mechanism, the affected respondents either avoided and withdrawn themselves altogether from any circumstances that necessitated the use of english, or resorted to code-switching. hamouda (2013) conducted a survey in his study on learners’ unwillingness to participate in classroom activities involving well over a hundred efl learners from a major tertiary educational institution. according to her findings, a significant number of learners were unwilling to use l2 and remained quiet for a variety of reasons, including limited l2 proficiency, fear of being judged, face-saving, low confidence, lack of preparation, and fear of making errors. furthermore, jiang and dewaele (2020) explored the anxiety in chinese efl learners at tertiary level as well as its correlations to their sociobiographical and linguistic factors. the findings revealed that fla was substantially correlated to learners’ origins, international travel or stay, l2 learning starting age, self-rated fluency, grades in achievement tests, and intensity of l2 exposure. along the same line, using a scale adapted from (horwitz et al., 1986) foreign language classroom anxiety scale (flcas), latif (2015), in her analysis of the degree and causes of language anxiety among chinese esl learners, reported that to a large extent the learners felt anxious in l2 classroom, and that the anxiety levels among the learners were much determined by their years of l2 exposure. additionally, e. j. e. lee (2016) surveyed and interviewed sixty master’s-degree esl learners to study the effects of instructors’ oral corrective feedback on the learners’ language anxiety. instructors’ corrective feedback, in contrast to clarification requests, was in general revealed to contribute positively to the participants’ affective parameters, particularly reducing their fear of speaking in l2 in front of their peers. nevertheless, in spite of a number of prior investigations on language anxiety in general, studies focusing on classroom strategies to deal with learners’ l2 anxiety page | 7 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 are still few in number. indeed, studies focusing specifically on l2 speaking anxiety in indonesian educational context and ways for teachers to cope with the issue still need further study impetus. this research aimed to fill this gap. it was conducted to examine the level of speaking anxiety in secondary-level efl learners in a public high school in aceh besar, indonesia, and to examine the effect of concurrently applying selective error correction and group work in reducing their speaking anxiety. preliminary observation revealed that the reality faced by the majority of indonesian efl learners is well-represented by the ells in aceh besar, the majority of whom, are unable to demonstrate an adequate competence in their speaking skill and displayed anxiety to some extent when asked to produce l2 orally in front of the entire class. theoretically, this study’s findings were intended to corroborate established theories and further provide empirical evidence of practical rules and principles of english language pedagogy, notably in terms of efl learners’ oral performance through the application of selective error correction and group work. this study demonstrated how selective error correction and group work might help efl learners overcome their speaking anxiety in l2 classroom, showcasing their experience in a speaking class with selective error correction and group work and giving an insight on ways to cope with and manage the anxiety that comes along with learning a foreign language. method this study employed a quantitative framework in seeking to obtain and explore relevant data on the level of efl learners’ speaking anxiety. a quasiexperimental design was used for this study since field settings made random assignment of participants infeasible (maciejewski, 2020). the research was conducted at a state vocational high school in aceh besar, indonesia, involving thirty second-year efl learners as participants. these participants were selected purposively as the sample of this research on the ground that these efl learners still displayed anxiety and poor oral proficiency even though this class of ells had longer weekly english session than the other classes. page | 8 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 questionnaires and tests, which consisted of an oral pretest and an oral posttest, were the data collection methods used in this study. closed-ended questionnaire in the form of modified 12-item foreign language classroom anxiety scale (flcas) (horwitz et al., 1986) was used to measure the learners’ anxiety levels in this study. the questionnaire, administered on the first meeting, consisted of selected items on the five-point likert scale indicative of l2 speaking anxiety that were distributed equally into three sections, comprising communication apprehension, test-anxiety, and fear of negative evaluation. with the responses ranging from ‘strongly agree’ to ‘strongly disagree’, the questionnaire was later statistically analyzed by calculating the percentage and the mean of the learners’ responses to each item of the questionnaire. the learners’ anxiety scores were calculated by summing up the ratings of all items, with possible score ranging from a minimum of 12 to a maximum of 60 and with higher total scores indicating higher level of anxiety. the learners’ levels of anxiety were determined by adopting jee’s (2014) anxiety categorization, in which those with scores in the range of 12 to 32 were considered to have low level of anxiety, those whose score ranged from 33 to 44 were classified as moderately anxious, and those with a score range of 45 to 60 were perceived as highly anxious. in addition, items with combinational percentages (of those who agreed and strongly agreed with the statements) higher than 40% were regarded as anxiety-arousing factors. a pre-test, in which the learners were required to make a twoto threeminute-long oral presentation on a topic assigned the day before, was administered to examine and measure at first hand the learners’ anxiety level before experimental teaching. the speaking assessment rubric as adopted from ismailia (2021) was then used to evaluate their performance. this 100-point analytic scoring rubric assesses five different components of speaking ability, which comprise pronunciation, vocabulary, grammar, fluency, and task. after a four meeting experimental teaching, in which selective error correction and group work were implemented, an oral post-test was administered to evaluate their speaking performance after the treatment. page | 9 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 findings and discussions findings the following table sums up the learners’ responses to the communication apprehension items in the questionnaire. table 1. responses to communication apprehension items no. statements percentage mean sa a na d sd 1 i never feel quite sure of myself when i am speaking in my foreign language class. 10% 53.33% 26.67% 10% 0% 3.633 2 it frightens me when i don’t understand what the teacher is saying in the foreign language. 10% 50% 36.67% 0% 3.33% 3.633 3 i feel more tense and nervous in my language class than in my other classes. 3.33% 20% 46.67% 23.33% 6.67% 2.9 4 i get nervous when i don’t understand every word the language teacher says. 6.67% 56.67% 36.67% 0% 0% 3.7 overall mean score 3.47 *sa: strongly agree; a: agree; na: neither agree nor disagree; d: disagree; sd: strongly disagree. the result shows that a combined 63.33% or more than half of the learners believed that they did not feel confident using l2 in front of others. only three learners (10%) affirmed that classroom communication in l2 did not make them feel uneasy. the other eight learners (26.67%) indicated that they had neither a positive nor a negative view on speaking in l2 in the classroom. in addition, almost page | 10 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 half of the learners also (40%) felt reluctant to offer their answers to their teacher’s questions in class. only one learner (3.33%) admitted that his/her inability to comprehend the teacher’s statement was not a source of apprehension. also, a total of seven learners (23.33%) indicated that they felt more stressed out and unconfident in learning l2 more than in learning any other school subjects. these learners still found l2 class the most stressful learning experience at school. on the other hand, more than half of the learners (30%) reported otherwise, with seven learners (23.33%) stating their disagreement and two (6.67%) other their strong disagreement on the idea that l2 lesson put them in a daunting situation. additionally, a total of 19 learners (63.34%) admitted that their apprehension occurred when they failed to comprehend parts of what their teacher said. in terms of the items reflexive of their test anxiety, the learners’ responses in brief is shown in the following table: table 2. responses to test anxiety items no. statements percentage mean sa a na d sd 1 i start to panic when i have to speak without preparation in class. 20% 46.67% 33.33% 0% 0% 3.87 2 i am afraid that my language teacher is ready to correct every mistake i made. 0% 46.67% 43.33% 0% 10% 3.27 3 i feel very selfconscious about speaking in foreign language in front of other students. 3.33% 43.33% 43.33% 10% 0% 3.4 4 i get nervous and confused when i am speaking in my language class. 3.33% 33.33% 40% 23.33% 0% 3.167 overall mean score 3.43 page | 11 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 as can be seen in the table, a total of 20 learners (80%) admitted to becoming panic-stricken when they had to speak in l2 without prior preparation, while a total of 14 learners (46.67%) felt uncomfortable and agitated over the thought that their mistakes and errors were to be pointed out by their teachers in front of their peers. only three learners (10%) indicated that they did not feel afraid or anxious with the prospect of being corrected by their teacher. a total of 14 learners (46.66%) also indicated that, to a certain degree, they feel inhibited when they have to speak in front of their classmates. on the other hand, only a small minority of the three learners (10%) felt that speaking in front of others is not a cause of inhibition for them. furthermore, eleven learners (36.66%) indicated that speaking in l2 classroom is a cause of confusion and nervousness, while seven other learners (23.33%) reported that they do not experience nervousness or perplexity when speaking in l2 classroom. as for the fear of negative evaluation items, the learners’ responses are summarized in the table below. table 3. responses to fear of negative evaluation items no. statements percentage mean sa a na d sd 1 i keep thinking that the other students are better at language than i am. 33.33% 43.33% 23.33% 0% 0% 3.87 2 it embarrasses me to volunteer answers in my language class. 0% 40% 60% 0% 0% 3.27 3 i always feel that the other students speak the foreign language better than i do. 1.33% 50% 23.33% 1.33% 0% 3.4 4 i am afraid that the other students will 20% 50% 30% 0% 0% 3.167 page | 12 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 laugh at me when i speak the foreign language. overall mean score 3.76 twenty-three learners (76.66%) believed that their language proficiency was inferior to other learners’ and that other students performed better in their l2 classroom, and 12 learners (40%) reported to feel reluctant to offer their answers to their teacher’s questions in class. the majority of the learners also perceived their lack of speaking ability, as shown by the fact that 19 (63.33%) of them agreed to the suggestion that their classmates possessed higher-level oral proficiency. only four learners (13.33%) indicated their relative confidence by denying their peers’ better l2 oral proficiency. in addition, 21 learners admitted to feeling anxious to speak in l2 due to the thought of being laughed at by their peers. the learners’ scores in all items in all three factors causing speaking anxiety were then summed up to arrive at the total score. the levels of anxiety were then assigned to each of the learners based on the total score they attained, as can be seen in the following table: table 4. learners’ anxiety levels learner no. fear of negative evaluation communication apprehension test anxiety total score anxiety level 1 15 15 18 48 high 2 13 12 13 38 moderate 3 15 15 12 42 moderate 4 18 15 11 44 moderate 5 11 14 13 38 moderate 6 18 16 20 54 high 7 20 20 20 60 high 8 8 10 8 26 low 9 10 8 8 26 low 10 13 12 13 38 moderate 11 15 13 18 48 high page | 13 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 learner no. fear of negative evaluation communication apprehension test anxiety total score anxiety level 12 15 12 15 42 moderate 13 12 15 15 42 moderate 14 18 15 15 48 high 15 20 16 18 54 high 16 20 20 20 60 high 17 18 20 16 54 moderate 18 16 18 20 54 high 19 18 20 14 52 high 20 20 20 20 60 high 21 20 16 18 54 high 22 14 18 20 52 high 23 14 20 18 52 high 24 8 8 10 26 low 25 14 18 20 52 high 26 18 18 18 54 high 27 20 20 20 60 high 28 18 15 15 48 high 29 18 18 18 54 high 30 20 18 14 52 high as illustrated in the table, the majority of the learners experienced l2 speaking anxiety, with two-third of them (63.33%) considered to be highly anxious and eight of them (40%) considered to be moderately anxious. only three learners (10%) indicated that they experienced a low-level anxiety. furthermore, the results of the learners’ oral presentation in both pretest and post-test in brief can be seen in the tables below. their scores in the respective tests, along with the mean scores, have been arranged in ascending order of magnitude with their corresponding frequencies. table 5. pre-test’ table of frequency and mean score no interval class frequency (fi) midpoint (xi) fi.xi 1 31 – 36 2 33 66 page | 14 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 2 37 – 42 3 39 117 3 43 – 48 8 45 360 4 49 – 54 3 51 153 5 55 – 60 2 57 114 6 61 – 66 11 63 693 7 67 – 72 1 69 69 total 30 357 1572 mean 52.4 table 6. post-test’ table of frequency and mean score no interval class frequency (fi) midpoint (xi) fi.xi 1 63 – 66 3 64 192 2 67 – 70 4 68 272 3 71 – 74 0 72 0 4 75 – 78 11 76 836 5 79 – 82 3 80 240 6 83 – 86 0 84 0 7 87 90 9 88 792 total 30 532 2332 mean 93.28 the learners’ average score in the post-test was 93.28, significantly higher than that of the pre-test. this disparity suggests that the implementation of selective error correction and group work effectively lowered the learners’ anxiety in l2 speaking. discussion the result of the questionnaire revealed that fear of negative evaluation is the major cause of the learners’ speaking anxiety. more than half of the learners admitted to harboring the feeling that their l2 proficiency was inadequate, deficient or inferior when compared to their peers’. as a matter of fact, all, but four of them, perceived that their peers’ oral skill exceeded theirs. the learners apparently exhibited severe uneasiness when expressing themselves in l2 in front of others, which, as reiterated by russell (2020), was caused by a constraining feeling of page | 15 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 excessive concern about others’ perception of what is said. their persistent fear of negatively evaluated by their teachers and their peers appeared to limit their engagement in l2 learning activities, especially in ones that entailed making an oral production of l2. the perpetual feeling of being scrutinized is prevalent, however, not only among the learners in this investigation, but also among many other ells, many of whom experience a sense of inadequacy and poor self-evaluation (cheng & erben, 2012), further exacerbated by their low self-confidence, throughout their l2 learning. indeed, a persistent feeling of inadequacy may lead to an inferiority complex and can negatively interfere with learners’ academic life (m. lee et al., 2017). learners may feel that they intellectually of less worth or importance than others, and as a result, they appear detached and withdrawn in the presence of the people who make them feel inadequate. a large number of the learners reported that they avoided volunteering answers to their instructors’ questions for fear of being incorrect and being judged as less proficient. similarly, the majority of the learners also reported they are fearful of their l2 oral performance due to the perceived threat of being embarrassed or ridiculed. the results were comparable to those of aichhorn and puck (2017), who discovered that efl learners tend to experience apprehensiveness when they have to speak in front of others in an l2 learning environment, causing them to restrict their engagement in learning activities. this attitude has detrimental consequences for l2 learning. because instructional environments are meant to allow learners to learn from both their instructor and their peers, the possible advantages of a shared educational experience are missed. since learners are frequently misinformed yet too timid to offer their ideas, they lose a chance for learning the correct answer. in addition, since learners may also typically be correct but are too anxious to speak up, they risk missing out on a genuinely gratifying moment. furthermore, communication anxiety and test anxiety accounted for relatively the same level of anxiety in the majority of the learners in this study. more than half of the learners suggested that they struggled with the feelings of low confidence, refraining them from speaking in their l2 classroom. also, classroom oral activities, page | 16 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 ranging from simply being called up to respond to the instructor’s on-the-spot occasional inquiries to making an oral presentation in front of the classroom, caused intense apprehension to a number of them. in fact, a major portion of the learners indicated that their performance was especially marred with panic-attack as a result of having to speak without preparation. moreover, almost half of the ells in this study identified instructors’ negative feedback as particularly anxiety-provoking, indicating their worries about making mistakes, being criticized in front of their peers, and making them seem less than perfect. as a result, they exhibit aversive attitude because they would rather not say anything than say something but risk an error. these findings strongly support the assumption in the hamouda’s (2013) study that learners’ fear of making mistake, fear of losing face, fear of being judged, low confidence and lack of preparation are among the sources of their anxiety and unwillingness to use the target language in the classroom. at this rate, not only does anxiety detrimentally impair their performance in a given task, but their overall academic performance was also put at risk since efl learners are frequently assessed based on how well they perform orally. in addition, a large number of learners in this study also identified their fear, nervousness, and subsequent reluctance to engage and interact in l2 as critically caused by not only their failure to comprehend their instructors but also their inability to comprehend the entire words in their teachers’ utterances. this particular finding is in agreement with that of suleimenova (2013) and nilsson (2020) who reported that failure to understand what the instructor says is among the most anxiety-inducing scenarios for many ells. apprehensive communicators attempt to attend to every word an interlocutor says in an interaction, not knowing that the more they focus on each word uttered, the more perplexed they become in keeping up with information flow, and that even the most skilled learners may struggle to communicate effectively with others. as a consequence, they have trouble in both comprehending others and getting their ideas across to them. these negative emotional reactions to learning circumstances create a barrier that might obstruct learning or language acquisition. a learner’s cognitive process page | 17 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 is heavily regulated by his or her emotional state, with l2 learning and acquisition being deterred if their affective filter is heightened, that is, if the circumstances surrounding the language learning make a learner feel under stress and unwilling to learn, creating a mental block that prevents input and hamper his or her cognition. efl learners’ feeling of anxiety gets in their way of achieving the primary objectives of foreign language learning, that is to communicate and exchange information and knowledge with others. only through the creation of a student-friendly, low-stress educational setting can learners be stimulated to experiment, take risks, and produce exceptional performance, and selective error correction and group work serve this purpose well. the learners’ l2 speaking anxiety was significantly reduced after the implementation of the two strategies as was evident in the mean score of their posttest, which was considerably higher than that of their pre-test. working under the selective error correction classroom, the learners became more confident in their ability to communicate in l2 (ha et al., 2021) since the approach meets their need for non-threatening correction. selective error correction is less overwhelming for efl learners and enables them to concentrate on recurring errors. moreover, in selective error correction, less is more; that is, correcting only a limited number of errors at a time will increase the possibility of the corrections being retained in the learners’ long-term memory (mak, 2019). however, to yield the expected results, teachers play a pivotal role in this. it is teachers’ responsibility to motivate individuals who are reluctant to speak up by showcasing a positive attitude toward learners’ efforts to communicate. teachers must not just tolerate and welcome learners’ errors, but also provide them with an appraisal of their good performance in order to keep their morals high, nurture confidence and alleviate the stress as a result of correction (daskalovska et al., 2012). selective error correction requires teachers to not only attend to learners’ mistakes, but also consistently demonstrate their own forbearance for them in order to develop an atmosphere of sincere acceptance to errors and keep their affective filter in check. group work, on the other hand, empowers learners to take charge of their communicative tasks, and therefore relieves fear, promotes responsibility, and page | 18 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 improves fluency. teachers can step away from the traditional teacher-centered classroom design and serve as a facilitator with the learners as the lead speakers instead (nunan, 2014). this learning circumstance generates a more intimate atmosphere that facilitates learners to take risk in using l2 by instilling a feeling of safety. when working collaboratively in a small group, they will come to understand that other learners share their feelings and no learner in a group will have to bear the responsibility or feel ashamed if the answer is incorrect. as a result, they will be less intimidated and more encouraged to experiment more creatively with l2. group work also encourages more active participation of the learners and creates more opportunity to be engaged in communicative tasks (dobao, 2014). it gives learners wider possibilities to establish and regulate communication, generate a wider range of grammatical constructions, and partake in negotiation of meaning. even if they may not be able to express their thoughts grammatically, creative language use still facilitates their interaction to achieve a shared objective. conclusions and suggestions even though the advances to improve learners’ oral proficiency and to balance their acquisitions of the four skills has been the focus of english pedagogy across the globe, including indonesia, many ells continue to struggle in oral activities. while such factors as limited exposure to authentic l2 use, the teaching to the tests, learners’ passive characteristics, and the absence of communicative and interactive exercises in textbooks have been proposed as the serious challenges in the teaching of speaking skill, learner’s anxiety remains the single most concerning stumbling block, threatening the development of the communicative competence of ells across levels. this research focused on identifying indonesian efl learners’ levels of anxiety and remedying the undesirable effects of speaking anxiety through the concurrent implementation of the selective error correction and group work. the findings indicated that the majority of the learners experienced high level of l2 speaking anxiety, with fear of negative evaluation as the major contributing factor, followed consecutively by communication anxiety and test anxiety. the findings also suggested that selective error correction and group work was able to page | 19 zulfikar let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 significantly mitigate learners’ anxiety in their oral tasks. selective error correction provided a secure environment for learners to experiment with the language and received corrective feedback that did not hamper their fluency and flow of speech while group work allowed the learners to be more engaged in meaningful communication and interaction, assume control of their own oral activities, and eventually freely use the target language without fear. in efl lessons, teachers should take into accounts learners’ anxiety and provide a low-stress, warm, and encouraging educational classroom climate. they should not overlook it nor dismiss it as an issue that learners must solve by themselves, and thus, rather than being stuck to traditional approaches that aim only to instill textbook content, teachers must seek such anxiety-relieving teaching approaches as selective error correction for the sake of empowering learners in accomplishing their objectives. because each learner comes with distinct characteristics and responds differently to correction and feedback, error correction in oral performance requires meticulous handling and attention. besides, the dramatic improvement in the learners’ oral performance was also attributed to the fact that allowing learners to complete a task collectively in a group promotes an anxiety-relieving atmosphere. when teachers allow learners to work cohesively in a group achieve a common objective, assisting one another and recognizing each other’s strength, they will stop perceiving themselves as individuals and those very timid learners will gradually get the courage to open up to their peers. they will no longer assume that 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(2020). indonesian students’ attitudes towards efl learning in response to industry 5.0. metathesis: journal of english language, literature, and teaching, 4(2), 163–177. https://doi.org/10.31002/metathesis.v4i2.2360 zulfikar, z., & aulia, c. t. (2020). exploring acehnese efl college students’ perceptions on collaborative writing. wanastra : jurnal bahasa dan sastra, 12(2), 171–180. https://doi.org/10.31294/w.v12i1 gender-based differences in levels of writing anxiety of undergraduate students of english study program hesti wahyuni anggraini a lecturer at language center of sriwijaya university, south sumatra abstract viewpoints toward writing as the most difficult skill to acquire in efl setting provide myriad opportunities for students to experience writing anxiety. also, gender roles in language learning utilize different expectations toward writing anxiety. the study aims at investigating whether there is significant difference in levels of writing anxiety on the basis of gender, 110 undergraduate students, 55 of each, and also what factor(s) are included. for the purposes of finding the significance, it was designed a ready-made 26-item questionnaire named flcas in writing, using likert-scale. the findings revealed that student’s sex was not significant variable in levels of writing anxiety by the test of significance (2-tailed) of .362 (p>0.05) in independent sample t-test, with insignificant mean difference of 2.145. it reported that male students felt higher levels of writing anxiety than females. the test of factor analysis described factor affecting student’s levels of writing anxiety was mostly on the light of evaluation apprehension, not either stress or product apprehension. key words: efl, gender-based, writing anxiety written communication is the representation of ideas through the demonstration of cohesion and coherence thought. thus, the viewpoints toward the need for mastery in written academic communication in language classroom activities has led the skill of writing as an increasingly important role for all english language learners. in the field of language teaching and learning, even though students are mostly commanded to write more, it is still hard to find students who to some extent can cope with writing difficulties. for this reason, writing has long been claimed as a very difficult skill to acquire and is dreaded by l2/fl students (gupta, 1998). this case might be mainly caused by the fact that written text production is complex by nature and requires plenty of procedures (hedge, 2000:7). in other words, the success in writing is associated with a high degree of organization, accuracy, the use of complex grammatical, self expression, flow of ideas, and confidence. the unintentional perspectives toward literacy skills, especially in writing skill, have let indonesian college students see writing as hazardous task to do. the result of a survey conducted by alwasilah (2004) at upi found out that 48% of 179 efl students view writing as neglected subject to take due to the fact that writing class is timeconsuming. another finding that college students in south sumatera still faced difficulties in writing has been conducted by abdullah (2005:51), involving 40 students of english study program of faculty of teacher training and education of university of pgri palembang. the finding showed that plenty of writing procedures resulted on errors done by students, not only on the linguistic aspects, but also on the rhetorical aspects. also, based on writer’s informal interview to some students of english study program of university of pgri palembang, some evidences were found toward students’ writing. first, they said that most of them were lack of vocabulary and afraid of their grammar and being mistakes in english writing. the last was that the considerations in some conditions, such as writing for evaluation and writing in unexpected instruction. all these empirical data imply that lecturers of english are required to boost up such kind of great efforts to improve students’ writing skill. then, to see the position of english in indonesia, it is extremely true that the difficulty of learning to write well also happens not only in native language, but also in english as a foreign language (efl). this is reflected in the idea by hedge (1992:7) who clearly indicates that “the demands of information development, accuracy, and grammatical devices present particular problems for learners of english as a foreign language”. it is assumed that they have ever felt experiences in which they are unable to express the ideas or feel discomfort during the process of writing. also, there are still many important differences building on writing in native language and writing in foreign language. perhaps, writing has come into the psychological value for students as a form of support to learn (byrne, 1993:6). it is also possible that students’ experiences in writing as a mother tongue was frustrating. here, learners might have never seen writing as a pleasure activity; as a result, they felt that they were poor writers as the consequence of being not motivated to write and coming into failure in writing at last. running through the above discussion, there are some focuses to discuss here. again, byrne (1993:4-5) explains why most of the students and teachers as well see writing as a difficult activity, both in mother tongue and in foreign language. byrne (1993) identifies three causes of why writing is difficult to do: psychological, linguistic, and cognitive problems. in the notion of cognitive problems, writing task covers the obligation of mastering structures and written form of language, while in the side of linguistic perspective, it talks more on how to create such kind of coherence and cohesion. at last, to see the essence of writing in psychological problems (affective domain, brown, 2007:153), the reason why writing is difficult is caused by writing as an individual activity in which there is no interaction and the benefit of feedback. the fact that writing is seen as psychological activity of the language user to put information in the written text (siahaan, 2008: 215) and the demands of language features (hedge, 1992:7), all make foreign language students anxious to be involved in writing. psychologically, it is claimed that there will be personality factor that might unlikely affect students’ writing achievement, while linguistically, there are many language features to consider during the process of writing. in the eye of foreign language learning, psychologically, one kind of affective factors in language learning comes across with the term “anxiety”; consequently, it is known as factor in academic performance (brown, 2007:162). anxiety is defined as “learners’ inability in communication, fear of negative social evaluation, and test anxiety” (brown, 2007:162). that is to say, under the discussion of language, it is now known as language anxiety, in the focus of writing anxiety (rose, 1985:7). studies done by previous researchers showed there was significant difference in writing achievement on the basis of writing anxiety. students show their anxiety toward writing through nervousness and worry (cheng, 2004:330) involving 421 freshmen english major who were taking writing course. the result of the study found that high expectations for writing influence more on increasing students’ anxiety. obviously, the effect of feeling anxious significantly makes some differences toward students’ writing achievement. also, for some students, feeling anxious toward writing job seriously decreases achievement because of lack of knowledge about written features, like lack of vocabulary and disability of cohesion and coherence as well. at last, this factor can affect students’ motivation to take writing course (cheng, 2004:332). others also said that there would be role of gender. gender in language use also plays important aspect to expose and even the least aspect to paid attention in language learning. generally, gender is defined as “female” and “male”. definition of gender given by unesco bangkok (2005:4) refers to “the roles and responsibilities of men and women that are created in our families, our societies and our cultures. the concept of gender also includes the expectations held about the characteristics, aptitudes, and likely behaviors of both women and men (femininity and masculinity)”. the result of the study found that there was significant difference between levels of writing anxiety on the basis of gender. it explained that female college students reported higher levels of writing anxiety than males (martinez, 2011:356-357). here, it implies that gender plays the role in writing anxiety. it is assumed that female students may be more anxious than men in mediating a balance between what has been settled during the classroom activities and their expectations toward the result of their writing. this claim is also supported by cayton (1990:324-325). it was found that while the men most frequently wrote about their cognitive progress in analyzing issues, the women more often wrote about themselves and the affective processes involved. the result of this study can be argued that women experience more anxiety than men. the difficulty of balancing between writing skill and the demands of writing standard is leading women to higher anxiety. from this condition, it is assumed that female students would have higher anxiety than males during writing task. descriptive study is used to conduct this research in order to find out whether there is significant difference among levels of writing anxiety on the basis of gender or not. utilizing two tasks during the research, a ready-made questionnaire specifically seeks out the factors affecting students’ level of writing anxiety and the significance level in levels of writing anxiety based on gender. thus, this study intends to answer the questions: (1) there is significant difference among levels of writing anxiety on the basis of gender, and (2) what factors affect levels of writing anxiety between female and male students. method and procedures research design descriptive study was carried out during the research in order to see the trends in the real field toward whether there is significant difference on students’ levels of writing anxiety on the basis of gender, in the number of 110 college students of university of pgri palembang of the sixth semester students of english education study program who enrolled writing 4 subject in academic year 2011/2012. the participants were chosen purposively because the writer cannot use all of the population in one hand regarding of unbalanced number of females and males students. the writer ensures that female and male students are included in the study in the same proportion, 55 students of each. in this study, the elements of the study would be (a) students who have high level of anxiety; (b) students who have medium level of anxiety, and (c) students who have low level of anxiety, between female and male students. procedures of data collection here, the writer distributed a ready-made language anxiety questionnaire named foreign language classroom anxiety scale in writing (flcas) written by dallymiller (1975) as an instrument for knowing students’ levels of writing anxiety. the dally-miller test is taken from journal of research in the teaching of english 12, 242249, entitled “the empirical development of an instrument to measure writing apprehension. this uses likert-scale with 5 grading for 26 items. flcas is asked to indicate student’s evaluation apprehension (items no. 2, 5, 9, 11, 12, 13, 14, 16, 18, 19, 20, 22, 23, 24, and 25), such as “i have no fear of my writing's being evaluated”. also, flcas is introduced to the student’s stress apprehension stated in items no. 1, 3, 7, 10, 15, 21 and 26, like “i avoid writing”. the rests are concerned about students’ writing product apprehension (items no. 6, 8, and 17) by saying “handing in a composition makes me feel good”. see appendix 1 for clear description on. last, to diagnose in whichever level of writing anxiety felt by students, it will be discussed in appendix 2 level of writing anxiety. before conducting the real study, at first, the writer conducted a try-out to see the validity and reliability of a ready-made language anxiety questionnaire named foreign language classroom anxiety scale in writing (flcas) written by dally-miller (1975) as an instrument of the study. during the test of validity and reliability of the instrument, the writer used cronbach’s alpha reliability coefficients that showed .846 of reliability coefficients. then, to check the validity of each item, the result of try-out showed that tobtained > ttable ( . 2546). those given data explained that the 26-item of questionnaire can be used as an instrument. procedures for data analysis to answer the questions of whether there is significant difference in levels of writing anxiety on the basis of gender, the writer would use independent samples t-test. identifying in whichever levels of writing anxiety students are in, it refers to the formula by dally-miller (see appendix 2). findings judging from the categories of writing anxiety on the number of students’ levels of writing anxiety as whole (n=110 students, 55 female students and 55 male students as well), students mostly experienced medium level of writing anxiety in the number of 65 students, clearly stated around 59.1% of 110 students. hierarchically, the description of students’ levels of writing anxiety is as follows: 40% students (44 out of 110 students) felt low level of writing anxiety and only 1% (1 out of 110 students) felt high writing anxiety. (see table 1) table 1. number and percent of efl students in three writing anxiety categories categories of levels of writing anxiety male female total percent (%) low anxiety 25 19 44 40% medium anxiety 29 36 65 59.1% high anxiety 1 0 1 1% total 55 55 110 100% in detailed, students’ levels of writing anxiety showed that mean of male students in levels of writing anxiety 94.11 while mean score of female students i levels of writing anxiety 91.96. overall, mean difference toward students’ levels of writing anxiety on the basis of gender was 2.145. this indicates that male students felt higher level of writing anxiety than males. (see table 2) table 2. gender-based differences in levels of writing anxiety males females mean difference (gender) mean sd mean sd writing anxiety 94.11 14.519 91.96 9.57 2 2.145 then, to determine whether there is significant difference in levels of writing anxiety, there would be 2 procedures. first, the test of levenes’ test analysis was done. lastly, the analysis of t-test for equality of means of 2 samples; here it refers to male and female students. in the light of levene’s test, it showed that fobtained > ftable or p> 0.05 (p= .110 > p= .005). this data resulted on the decision that there is no statistically significant difference in levels of writing anxiety on the basis of gender between means. then, the test of t-test for equality of means, ttable in 95% confidence interval (α= 5% ) of df = n-2 (110-2=108). due to the fact that there was the test of 2-tailed significant level, to interpret the ttable in the column of p= 0.025 (p=0.05/2) showed that ttable (0.025; 108) = 1.9821. also, it referred to probability p>0.05 (.362>0.05). the description of tobtained < ttable (.915<1.9821) reported that students’ levels of writing anxiety made no statistically significant difference on the basis of gender. for full description, see table 3. table 3. summary statistics of gender differences in levels of writing anxiety levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 tailed) writing anxiety 2.601 .110 .915 108 .363 as shown in table 4, to investigate what factors affect students’ levels of writing anxiety, factor 1 received high outcomes from the questionnaire items that are mostly related to evaluation apprehension. this factor was labeled as in q11, q12, q14, q19, and q20, while stress apprehension and product apprehension only give contribution to the students’ levels of writing anxiety. factor 2 was also defined by three items concerning the evaluation apprehensive in english writing, which could be seen as in q4, q5, and q25. factor 3 obtained high outcomes from two items that involve stress apprehension during english writing test in the questions no. 7 and 21. factor 4, 6 and 7 were mostly referred to as evaluation apprehension while there was no discussion of either stress or product apprehension. for q24, it could not be included for factor analysis because the values of msa (measures of sampling adequacy) < 0.5. see table 4 for clear descriptions. table 4. factor analysis rotated component matrixa component 1 2 3 4 5 6 7 q1 .648 q2 -.497 q3 -.527 q4 .652 q5 .604 q6 -.364 q7 .763 q8 .443 q9 .824 q10 .673 q11 .489 q12 .473 q13 .657 q14 .562 q15 .544 q16 .713 q17 .656 q18 .646 q19 .679 q20 .655 q21 .506 q22 .843 q23 .803 q25 .655 q26 .446 extraction method: principal component analysis. rotation method: varimax with kaiser normalization. a. rotation converged in 10 iterations. looking at the data obtained in table 4, it can be summed up that the most influential factor affecting students’ levels of writing anxiety is evaluation apprehension, while stress and product apprehension are hardly the main points of levels of writing anxiety. refer to table 5 for summary of factor analysis. table 5. summary of 26 variables become 7 factors factors notes 1 evaluation apprehensive, stress apprehensive, and product apprehensive 2 evaluation apprehensive, stress apprehensive, and product apprehension 3 evaluation apprehensive and stress apprehensive 4 evaluation apprehensive 5 evaluation apprehensive, stress apprehensive, and product apprehensive 6 evaluation apprehensive 7 evaluation apprehensive discussion of findings findings of this study supported the writer that there would be no statistically difference in levels of writing anxiety both in male students and female students. it was found that girls had experienced medium level of writing anxiety as boys do. in other words, there is no significant difference in levels of writing anxiety on the basis of gender. the results of this study are not consistent with many other studies; gender differences favoring girls were found in levels of writing anxiety (martinez, 2011 and cayton, 1990). after examining the effect of gender-based differences in levels of writing anxiety, it was clear that the magnitude of the gender difference in levels of writing anxiety was that of male students experienced higher levels of writing anxiety. indeed, the test of significant levels of writing anxiety shown in male and female students do not show any differences of levels of writing anxiety based on gender. therefore, it is important to consider whether these findings have any practical value during language teaching and learning activities. the analysis of factors affecting students’ levels of writing anxiety through factor analysis reveals that mostly students are anxious because of evaluation. talking about evaluation apprehension, this means that the students will receive further insight into particular attitudes toward writing and toward the evaluation of writing. students who experience evaluation apprehension expect to do poorly in composition courses even before the courses begin. students feel that the teacher will give a poor grade because of the inability to express the ideas clearly. as a result, there will be no confidence during writing process. from the explanations of factors affecting students’ levels of writing anxiety, this result of study positively support previous study as done by silva (1993:87). apparent for all three levels is “the anxiety toward the intensiveness of writing exercises in foreign language classes.” this might be explained by the fact that students see writing exercises as a kind of test and that the correction of errors is more thorough in written production than in oral production. for this reason, these findings may be associated with fear of negative evaluation. conclusions and suggestions gender-based differences that have been found to exist in levels of writing anxiety in the current study are no statistically significant, while larger differences are consistently found in the effects of fear of negative evaluation and what so-called evaluation apprehension. also, the findings from this study suggest that for at least some students, foreign language writing anxiety may be related to stress apprehension, in which it talks about personality. at this point, it is also important to mention the limitation of this study. the limitation lies in the unsatisfied numbers of samples so that there is still opportunity to see bias in the result of the study. consequently, it is suggested that in the future writing anxiety research there would be more participants included. then, it is viewed to add more variables to get the result more deeply, like, the gender-based differences in writing achievement. references abdullah, s. (2005). developing the students’ writing ability by using self-editing strategy in the tertiary level. unpublished master’s thesis, graduate school of sriwijaya university, palembang. alwasilah, a.c. from global to local: reinventing local literature through english writing classes. teflin journal, 17(1), 11-27. retrieved from march 3, 2012 from http://journal.teflin.org/index.php/teflin/article/viewfile/184/88 brown, h.d. (2007). principles of language learning and teaching. new york, ny: pearson education, inc. byrne, d. (1993). longman handbooks for language teachers: teaching writing skills. essex: longman group uk limited. cayton, m.k. (2004). what happens when things go wrong: women and writing blocks. journal of advanced composition, 10(2), 321-337. cheng, y.s. (2004). a measure of second language writing anxiety: scale development and preliminary validation. journal of second language writing, 13(4), 313335. daly, j. a. & miller, m. (1975). the daly-miller test. retrieved from march 2, 2012, from http://www.csus.edu/indiv/s/stonerm/the%20daly-miller%20test.htm. gupta, r. (1998). writing with a different toll. in c. ward and w. renandya (eds.), computers in language teaching, seameo, singapore. http://journal.teflin.org/index.php/teflin/article/viewfile/184/88 http://www.csus.edu/indiv/s/stonerm/the%20daly-miller%20test.htm hedge, t. (2000). teaching and learning in language classroom. oxford: oxford university press. martinez, c.t., kock, n., & cass, j. (2011). pain and pleasure in short essay writing: factors predicting university students’ writing anxiety and writing self-efficacy. jaal, 54(5), 351-360. rose, m. (1985). writer’s block: the cognitive dimension. carbondale: southern illinois university press. siahaan, s. (2008). issues in linguistics. yogyakarta: graha ilmu. unesco. (2005). exploring and understanding gender in education: a qualitative research. bangkok: unesco asia and pacific regional bureau for education, (online), (http://www.eric.ed.gov/ericwebportal/contentdelivery/servlet/ericservlet ?accno=ed496235), retrieved on february 12, 2012. appendix 1 questionnaire of foreign language classroom anxiety scale in writing name of respondent / age : _______________ / ____ year(s) ____ month(s) sex : female / male *circle length of learning english : _____ year(s) ______ month(s) subject : sixth semester student of english study program of faculty of teacher training and education of university of pgri palembang objectives : to find out significant difference in writing anxiety on the basis of gender directions: a) read the statements below very carefully. for each statement, among the choices 1, 2, 3, 4, and 5, cross the most suitable one for you. as the findings of this test are going to be used in for research, i kindly request you be honest while answering the questions. 1= strongly agree (sa) 2= agree (a) 3= neutral (n) 4= disagree (d) 5= strongly disagree (sd) b) your answers are considered to be highly valuable and will also be kept confidential. note: there is no right or wrong response to any of the items on this survey. c) ask the researcher if you have questions. d) good luck. no. statement sa a n d sd 1. i avoid writing (in english). 2. i have no fear of my (english) writing being evaluated. 3. i look forward to writing down my ideas (in english). 4. i am afraid of writing essays (in english) when i know they will be evaluated. 5. taking (an english) composition class is a very frightening experience. http://www.eric.ed.gov/ericwebportal/contentdelivery/servlet/ericservlet?accno=ed496235 http://www.eric.ed.gov/ericwebportal/contentdelivery/servlet/ericservlet?accno=ed496235 6. handing in a composition (written in english) makes me feel good. 7. my mind seems to go blank when i start to work on a composition (in english). 8. expressing ideas through writing (in english) seems to be a waste of time. 9. i would enjoy sending my (english) writing to magazines to be evaluated and published. 10. i like to write my ideas down (in english). 11. i feel confident in my ability to clearly express my ideas in (when) writing (in english). 12. i like to have my friends read what i have written (in english). 13. i'm nervous about writing (in english). 14. people seem to enjoy what i write (in english). 15. i enjoy writing (in english). 16. i never seem to be able to clearly write down my ideas (in english). 17. writing (in english) is a lot of fun. 18. i expect to do poorly in (english) composition classes even before i enter them. 19. i like seeing my thoughts on paper (in english). 20. discussing my (english) writing with others is an enjoyable experience. 21. i have a terrible time organizing my ideas in an english composition course. 22. when i hand in a(n english) composition i know i'm going to do poorly. 23. it's easy for me to write good compositions (in english). 24. i don't think i write as well (in english) as most people. 25. i don't like my (english) compositions to be evaluated. 26. i'm no good at writing (in english). appendix 2. level of foreign language classroom anxiety in writing to determine your score, first, add together all point values for positive statements (psv) only. second, add together all point values for negative statements (nsv) only. then place those scores into the following formula to discover your anxiety (wa) score: wa = 78 + psv-nsv psv questions = 1; 4; 5; 7; 8; 13; 16; 18; 21; 22; 24; 25; 26 nsv questions = 2; 3; 6; 9; 10; 11; 12; 14; 15; 17; 19; 20; 23 writing anxiety scores may range from 26 to 130. the following general observations may be made about scores in certain ranges, and only general observations, but note that the further score is from the mean of 78, the more likely the description of a range of scores will apply. range 97-130: low level of writing anxiety a score in this range indicates that you have a low level of writing apprehension. the higher your score in this range, the more troublesome your lack of apprehension. you may not be motivated to listen or read carefully your assignments, to pay attention to due dates, to remember criteria for evaluation, or to act upon recommendations that might improve subsequent drafts of your essays. you do not fear writing or evaluation of writing, but you may not be adequately motivated to work on your writing. range 60-96: medium level of writing anxiety most students who score in this range do not experience a significantly unusual level of writing apprehension. however, the closer the score to the limits of this range--that is, scores close to 60 and 96--the more apt you are to experience feelings or behaviors characteristic of the next range of scores. a score of 78 places you as a writer on the mean, which is the middle point between two extremes, or condition recorded in a large sample of students. the closer you are to the mean, the better. nonetheless, you should be alert to the fact that you may manifest signs of writing apprehension in performing certain writing tasks or in writing with varying purposes for different types of audiences. while you may not experience harmful apprehension while writing an expository essay, for example, you may experience excessive apprehension writing a placement essay for faceless evaluators or in writing an in-class essay exam for a history professor. range 26-59: high level of writing anxiety a score in this range indicates you have a high level of writing apprehension. the lower your score in this range, the more severe your anxiety. you are nervous about writing and fearful of evaluation. in fact, research shows that those who score extremely low in this range will not take a course, select a major, or accept a job they know involves writing. how to understand your score if your score indicates either low or high levels of writing apprehension, then look closely on the questionnaire to see if you can determine which component(s) of the writing process you need to more closely monitor. most problems of this kind fall into three main categories: * evaluation apprehension, * stress apprehension, and * product apprehension. a) when these specific components of writing apprehension are cross-referenced with your scoring level information, you will receive further insight into your particular attitudes toward writing and toward the evaluation of your writing. student writers who experience evaluation apprehension expect to do poorly in composition courses even before the courses begin. you feel as though the teacher will give you a poor grade because you cannot express your ideas clearly. as a result, you often claim to be nervous about writing, dislike showing or talking about your writing even to friends, and do not like seeing your ideas expressed in writing. if you are evaluation apprehensive you believe other students more clearly and, as a result, receive higher grades than you do. questions which you should examine to help you determine if you are evaluation apprehensive are 2, 5, 9, 11, 12, 13, 14, 16, 18, 19, 20, 22, 23, 24, and 25. b) those student writers who encounter stress apprehension experience fear early in the writing process, sometimes even before they have written anything. you often procrastinate and report that you do not look forward to beginning a piece of writing, even one required for a course. you experience writer's block. your hands may cramp soon after you begin a timed writing exercise. once you are able to begin writing, you claim to run into great difficulty organizing your thoughts. questions which you should examine to help you determine if you are stress apprehensive are 1, 3, 7, 10, 15, 21, and 26. c) for those students who experience product apprehension, the problem does not exist at a particular stage in the writing process (as with evaluation apprehension) or with a particular skill such as invention (as in stress apprehension). rather, product apprehensive claim that expressing ideas through writing is a waste of time. such student writers do not clearly envision an audience or a purpose for academic writing. if you are one of these writers you tend to compose a single draft only, yet you feel uneasy about submitting as essay for a grade. questions corresponding to product apprehension are 6, 8, and 17. diagnosing your writing process problems will not automatically alleviate them, of course. but the information gleaned from the daly-miller questionnaire allows you to anticipate your particular needs and to devise strategies for reducing stress that often inhibits the development of cognitive skills. source: john daly and michael miller's, "the empirical development of an instrument to measure writing apprehension." research in the teaching of english 12 (1975): 242-49. adapted by michael w. smith in reducing writing apprehension (urbana: ncte, 1984) operasional design 1 using cooperative learning in teaching narrative text to improve students’ ability in reading comprehension hidayah nor a student at state university of malang, graduate program, english language taching malang, east java abstract in this study, the writer tried to teach english (reading skill) to the eighth grade students of junior high school. the reading material that i taught was narrative text based on the syllabus of english subject at the eighth grade level students. i tried to solve the problem of the eighth grade students of junior high school in reading skill particularly in this case to improve their ability in understanding narrative text. in narrative text, the students should know about generic structure (orientation, complication, and resolution), language features of narrative text (using simple past tense), and also the students can get new vocabulary in learning narrative text. finally, students are able to answer the questions based on the text correctly. this study using cooperative learning, means students working together to accomplish shared goals. within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other members. introduction cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. students work through the assignment until all group members successfully understand and complete it. i use two techniques of cooperative learning, as follow: 2 1. three-minute review, the steps are: a. teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, b. the students ask clarifying questions to the teacher. c. the students answer the questions based on the text given. 2. think-pair-share, the steps are: a. the teacher poses a question to the entire class and the students spend a moment thinking alone about their answer. b. the teacher asks the students to pair off with one classmate and discuss their answers with their partner for four to five minutes. c. the teacher asks the pairs to share their answers with the entire class. theoretical basis a. definition of cooperative learning cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. students must work in groups to complete tasks collectively. unlike individual learning, students learning cooperatively capitalize on one another’s resources and skills (asking one another for information, evaluating one another’s ideas, monitoring one another’s work, etc.). furthermore, the teacher's role changes from giving information to facilitating students' learning. everyone succeeds when the group succeeds. b. description of cooperative learning 1. students work cooperatively and provide students with an opportunity to practice skills or learn content presented by the teacher. 2. team members are responsible for their own individual learning as well as for their teammates learning. 3. teams are made up of high, medium and low academic achieving students. 4. teams are heterogeneous in gender, race, culture and socioeconomic status. 5. team members contribute their knowledge, experience, skills and resources to the group. 6. team members cooperate and collaborate. 7. team members benefit from the contributions of the individual team members. 8. team members acquire new skills and knowledge. 3 9. rewards are oriented towards individual and group. 10. emphasizes team goals and team success only if each individual learns. 11. conducive for creating successful inclusive experiences with students with disabilities. c. five elements of cooperative learning 1. positive interdependence (sinks or swims together). the points are: • each group member's efforts are required and indispensable for group success • each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and tasks responsibilities • tasks and goals are clearly defined • efforts of each team member benefits the individual as well as the group • commitment is made to both personal as well as group success. 2. individual and group accountability. the points are: • each team member must contribute to the group as a whole and accountable for helping the group reach its goals • consider keeping the size of the group small. the smaller the size of the group, the greater the individual accountability may be. • giving an individual test to each student. • randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class. • observing each group and recording the frequency with which each member contributes to the group's work. • assigning one student in each group the role of checker. the checker asks other group members to explain the reasoning and rationale underlying group answers. • having students teach what they learned to someone else. 3. interpersonal and small-group skills. each team member must be motivated, provide effective leadership, able to make decisions, to build trust, to communicate, and to mange conflict. 4. face to face promotive interaction students centre: 4 • promote one another's success by sharing resources • encourage, help, and applaud each other's efforts • support one another academically and personally • explain how to solve problems • teach each other • check for one another's understanding • discuss concepts being learned • connect present with past learning • foster the groups mutual goal 5. group processing (reflection) students centre: • communicate openly, freely, respectfully discussing their concerns • maintain effective working relationships • describe what member actions are helpful/unhelpful • make decisions about behaviors to continue/change/discontinue • process status of goal achievement and accomplishments d. methods of cooperative learning 1. student learning teams (slt) (slavin, 1991) 1. team goals are achieved when each member achieves selected academic objectives. 2. emphasizes: team reward, individual accountability, and equal opportunities for success. 3. team rewards are earned when a team achieves at or above a predetermined criterion level. 2. student teams-achievement divisions (stad) (slavin, 1978, 1986) 1. heterogeneous group of four students are assigned to a team. 2. students work together to ensure all students has mastered the lesson after initial teacher led instruction. 3. students take individual quizzes without peer assistance. 4. quiz scores are compared to past averages; points are awarded based on progress from past performance. 3. teams-games-tournament (tgt) (devries & slavin,1978; slavin,1986) 1.same procedures as stad on initial instruction and heterogeneous groups. 5 2.quizzes are replaced with weekly tournaments. 3.students can compete with players from another team to earn points. 4. students compete at three-member tournament tables with others who have similar skill levels on target skills. 4. full option science system (foss) (britannica, 1991) four students work together and take turns with different roles to complete a particular science activity: • reader 1.reads all print instructions. 2.ensures that all students in the group understand the task. 3. summarizes the activity for the group. • recorder 1.records all data: observations, predictions, and estimations. 2. uses chart and graph paper. • getter responsible for getting all materials and returning all materials after activity is completed • starter 1.begins the manipulations of the materials. 2.supervises the assembly of materials. 3. ensures that all group members participate. 5. jigsaw groups with five students are set up. each group member is assigned some unique material to learn and then to teach to his group members. helping in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. after practice in these "expert" groups the original groups’ reform and students teach each other. jigsaw 1 1.students are assigned to 6 member team 2.academic material has been broken down into sections 3.each team member reads his/her section of the material 4.members of different teams who have studied the same sections meet in expert groups to discuss their sections. http://www.jigsaw.org/ 6 5.students return to their teams and take turns teaching their teammates about their sections jigsaw 2: 1.students work in 4-5 member teams 2.all students read the same common text, such as a book chapter 3.each student receives a topic on which to become an expert 4.students with the same topics meet in expert groups to discuss 5.students return to their teams to teach what they have learned to their teammates 6. students take individual quizzes, which result in a team score 6. think-pair-share 1. involves a three step cooperative structure. 2. during the first step individuals think silently about a question posed by the instructor. 3. individuals pair up during the second step and exchange thoughts. 4.in the third step, the pairs share their responses with other pairs, other teams, or the entire group. 7. three-step interview 1.round each member of a team chooses another member to be a partner. 2.during the first step individuals interview their partners by asking clarifying questions. 3.during the second step partners reverse the roles. 4. for the final step, members share their partner's response with the team. 8. round robin brainstorming 1. class is divided into small groups (4 to 6) with one person appointed as the recorder. 2. a question is posed with many answers and students are given time to think about answers (think time). 3. the members of the team share responses with one another round robin style. 4. the recorder writes down the answers of the group members. 5. the person next to the recorder starts and each person in the group in order gives an answer until time is called 7 9. three-minute review teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions. 10. numbered heads 1.a team of four is established. 2.each member is given numbers of 1, 2, 3, 4, 5. 3.questions are asked of the group. 4.groups work together to answer the question so that all can verbally answer the question. 5.teacher calls out a number (two) and each two is asked to give the answer. 11. team pair solo 1. students do problems first as a team, then with a partner, and finally on their own. 2. students can do more things with help (mediation) than they can do alone. 3. by allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help. 12. circle the sage first the teacher polls the class to see which students have a special knowledge to share. for example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. those students (the sages) stand and spread out in the room. the teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. the sage explains what they know while the classmates listen, ask questions, and take notes. all students then return to their teams. each in turn, explains what they learned. because each one has gone to a different sage, they compare notes. if there is disagreement, they stand up as a team. finally, the disagreements are aired and resolved. 13. partners 1. the class is divided into teams of four. 2. partners move to one side of the room. 8 3. half of each team is given an assignment to master to be able to teach the other half. 4. partners work to learn and can consult with other partners working on the same material. 5. teams go back together with each set of partners teaching the other set. 6. partners quiz and tutor teammates. 7. team reviews how well they learned and taught and how they might improve the process. e. narrative texts graesser, golding, and long (1991) proposed that narratives are expressions of event-based experiences that (a) are either stored in memory or cognitively constructed, (b) are selected by the teller/writer to transmit to the audience/reader, and (c) are organized in knowledge structures that can be anticipated by the audience. the central components of narrative discourse: a. characters: animate beings exhibiting clearly specified goals and motives for their achievement. b. setting: the particular time frame and spatial location where the events are unfolded c. complication: problems or conflicts encountered by main characters d. plots: sequences of events e. affect patterns: elements soliciting emotional intrigue f. value: morals emphasized in text g. the author’s perspective based on perception in time. narration is the telling of a story; the succession of events is given in chronological order.the basic purpose of narrative is to entertain, to gain and hold a readers' interest. however narratives can also be written to teach or inform, to change attitudes / social opinions e.g. soap operas and television dramas that are used to raise topical issues. narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. the common structure or basic plan of narrative http://en.wikipedia.org/wiki/narration http://en.wikipedia.org/wiki/narrative http://en.wikipedia.org/wiki/chronological_order 9 text is known as the "story grammar." although there are numerous variations of the story grammar, the typical elements are: • setting—when and where the story occurs. • characters—the most important people or players in the story. • initiating event—an action or occurrence that establishes a problem and/or goal. • conflict/goal—the focal point around which the whole story is organized. • events—one or more attempts by the main character(s) to achieve the goal or solve the problem. • resolution—the outcome of the attempts to achieve the goal or solve the problem. • theme—the main idea or moral of the story. the graphic representation of these story grammar elements is called a story map. the exact form and complexity of a map depends, of course, upon the unique structure of each narrative and the personal preference of the teacher constructing the map. social function of narrative text is to amuse and to entertain the readers. generic structure of narrative text: a. orientation: sets the scene and introduces the participants b. evaluations: a stepping back to evaluate the plight. c. complication: a crisis arises d. resolution: the crisis is resolved e. reorientation: optional significant lexicon grammatical features: focus in specific participants, use material processes, behavioral processes, and verbal processes. use temporal conjunctions, and temporal circumstances, use past tense. f. types of narrative there are many types of narrative. they can be imaginary, factual or a combination of both. they may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. the features are: 1. characters with defined personalities/identities. 2. dialogue often included tense may change to the present or the future. 10 3. descriptive language to create images in the reader's mind and enhance the story. g. structure of narrative text in a traditional narrative the focus of the text is on a series of actions: orientation: (introduction) in which the characters, setting and time of the story are established. usually answers who? when? where? e.g. mr. wolf went out hunting in the forest one dark gloomy night. 1. complication or problem: the complication usually involves the main character(s) (often mirroring the complications in real life). 2. resolution: there needs to be a resolution of the complication. the complication may be resolved for better or worse/happily or unhappily. sometimes there are a number of complications that have to be resolved. these add and sustain interest and suspense for the reader. furthermore, when there is plan for writing narrative texts, the focus should be on the following characteristics: 1. plot: what is going to happen? 2. setting: where will the story take place? when will the story take place? 3. characterization: who are the main characters? what do they look like? 4. structure: how will the story begin? what will be the problem? how is the problem going to be resolved? 5. theme: what is the theme / message the writer is attempting to communicate? h. analysis of narratives texts there are two different approaches are used in ongoing narrative-comprehension studies. a. story grammar. the ultimate purpose is to describe the reader’s implicit and explicit knowledge about the structural properties of stories and how such as knowledge guides comprehension of a particular class of narratives such as fairy tales and folklore. story grammars establish principled means of predicting story comprehension. however, story grammars are incapable of describing or explaining the crucial constructive aspects of discourse comprehension elaboration, reasoning, inference, and soon. mandler’s grammar (1987) postulates a set of node categories and rewrite rules: 1. story -> setting + episode 11 2. episode -> beginning + complex reaction + coal path + ending 3. complex reaction -> simple reaction + goal 4. goal path -> attempt +outcome 5. beginning -> an event that initiates the complex reaction 6. simple reaction -> a state that a character wants to achieve 7. goal -> a state that a character wants to achieve 8. attempt -> an intentional action or plan of a character 9. outcome -> a consequence of the attempt, specifying whether the goal is achieved 10. ending -> a reaction b. causal networks. according to van den broek (1994), causal-chain statements describe a chain of connected events, actions, and states that are directly relevant to main plot development. network models incorporate systematic procedures in identifying text causal relations. sample materials narrative text entitled: little brother and little sister there were little brother and little sister who lived with their wicked step mother and her ugly daughter. one day, they agreed to leave their house together and decided to go to the forest. after they walked, little brother felt hot and thirsty and they came to the river. they did not know that the ugly daughter followed and made the water stream murmured for three times. for the first time, the water murmured “whoever drinks my water will be changed into a panther!” for the second time, it was said that will be changed into a wolf. and for the third time, little brother did not listen to murmured of the water that said “whoever drinks my water will be changed into a fawn” he changed into a handsome little fawn and little sister very sad. they hide inside abandoned house to rescue. one day, a little fawn heard about a large deer hunt held by the king and he wanted to join. when he returned home and knocked the door, he said “little sister open the door”! 12 the next day, the king imitated his voice and little sister opened the door. he was amazed by the beauty of little sister and asked her to marry him and lived in the castle. little sister agreed nd she became a young queen; they were married and moved to the castle with the little fawn. time passed, they have a beautiful baby. the wicked step mother knew that little brother and little sister are still alive. she and her ugly daughter wanted to destroy their happiness and came to the castle when the king went out. they prepared bad planning to lock the young queen in the bathroom so that she would die and her ugly daughter pretended to be a young queen. the king returned home. at midnight, he realized that young queen disappeared with her baby and a little fawn. on several nights, the ghostly figure or young queen appeared for several times and said to the king “how is my child? how is my little fawn?” and the king knew that only the young queen could said like that. finally, the young queen came back to live with her baby and little fawn also changed into little brother. they live happily ever after, while the wicked step mother and her ugly daughter got punishment because of their evil behavior. questions: answer the questions below based on the text. 1. mention and explain generic structure of the text? 2. who are the main characters of the story and what do you think about them? 3. who are supporting characters of the story and what do you think about them? 4. who changed into a little fawn and who changed into a young queen? 5. what is the moral value of the story? answer key: 1. the generic structure of the text above is orientation there were little brother and little sister who lived with their wicked step mother and her ugly daughter. one day, they agreed to leave their house together and decided to go to the forest. after they walked, little brother felt hot and thirsty and they came to the river. they did not know that the ugly daughter followed and made the water stream murmured for three times. 13 complication for the first time, the water murmured “whoever drinks my water will be changed into a panther!” for the second time, it was said that will be changed into a wolf. and for the third time, little brother did not listen to murmured of the water that said “whoever drinks my water will be changed into a fawn” he changed into a handsome little fawn and little sister very sad. they hide inside abandoned house to rescue. one day, a little fawn heard about a large deer hunt held by the king and he wanted to join. when he returned home and knocked the door, he said “little sister open the door”! the next day, the king imitated his voice and little sister opened the door. he was amazed by the beauty of little sister and asked her to marry him and lived in the castle. little sister agreed nd she became a young queen; they were married and moved to the castle with the little fawn. time passed, they have a beautiful baby. the wicked step mother knew that little brother and little sister are still alive. she and her ugly daughter wanted to destroy their happiness and came to the castle when the king went out. they prepared bad planning to lock the young queen in the bathroom so that she would die and her ugly daughter pretended to be a young queen. the king returned home. at midnight, he realized that young queen disappeared with her baby and a little fawn. on several nights, the ghostly figure or young queen appeared for several times and said to the king “how is my child? how is my little fawn?” and the king knew that only the young queen could said like that. resolution finally, the young queen came back to live with her baby and little fawn also changed into little brother. they live happily ever after, while the wicked step mother and her ugly daughter got punishment because of their evil behavior. 2. the main characters of the story are little brother and little sister. the opinions about the characters will be varying based on students answer. 3. the supporting characters of the story are the wicked step mother and her daughter, the king, and the baby. the opinions about the characters will be varying based on students answer. 14 4. little brother changed into a little fawn and little sister changed into a young queen. 5. the moral value of the story is that badness will get punishment and if we do goodness, we will get rewards and happiness.(the answers will be varying based on students opinion). teaching/learning procedures 1. pre reading 1. ask students whether they have read fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends before. 2. ask students what they have known about fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends (types of narrative text) that they have read. 3. list their opinions in form of key words and write them on whiteboard. 4. challenge students whether their opinions listed on the whiteboard are discussed on the text or not. 5. teach the students about simple past tense both regular and irregular verbs. 2. whilst reading 1. the teacher describes to students what a narrative text is, based on what have discussed previously among the students including language features (using simple past tense). 2. the teacher explains about the generic structure of narrative text (orientation, complication, and resolution). 3. show a narrative text about “little brother and little sister” to students. 4. the teacher asks students to guess the content of the text by looking at the title and illustration. 5. the teacher gives the instruction to the students to read aloud the text. 6. the teacher leads students to discuss about the generic structure in the text. 7. the teacher gives each students five questions to be answered in written form by themselves. think-pair-share 8. individual think silently about five questions posed by the teacher. 9. individual pairs up and exchange thoughts to discuss about the answers. 15 10. the pairs share their responses with other pairs, other teams, or the entire group in form of discussion. three-minute review 11. teacher gives teams three minutes to review what has been answered, ask clarifying questions or answer questions. 3. post reading 1. the teacher asks some of students to conclude the lesson has be explained before. 2. the teacher gives the opportunity to the students for asking about the lesson. 3. the teacher asks students to find a narrative text and analyze the generic structure of the text as homework. 4. the teacher gives the last conclusion of the lesson. 5. the teacher finishes the lesson and says goodbye. conclusion there are some conclusions for this study, as follow: 1. as english teachers for junior high school particularly for the eighth grade students, they should teach the students about simple past tense first. the teachers introduce students to two kinds of simple past tense, regular and irregular verb. 2. after understanding about simple past tense, students learn about narrative text which is in this type of text, students hoping can use simple past tense correctly in using verb ii whether it is regular or irregular one. 3. the teacher should also teach the students about the generic structure of narrative text (orientation, complication, and resolution) by giving the example of narrative text first and after that analyze each of part together. 4. the teacher should pay attention to students’ difficulties in differentiating between regular and irregular verb in past tense and also the differences in using simple present tense and past tense in the text. 5. students also learn about new vocabulary in the narrative text, so that finally they can make narrative text by their own self. for the first task, teacher can ask students to find the example of narrative text in many sources such as text book or internet and then analyze about the generic structure of it. 16 references arends, r. (2009). learning to teach (7th ed.). boston, ma: mcgraw hill brown, h, d. (2007). teaching by principles-an interactive approach to language pedagogy. new york: longman. david and roger johnson. "an overview of cooperative learning" [online] 15 october 2001. <http://www.clcrc.com/pages/overviewpaper.html>. david and roger johnson. "cooperative learning" [online] 15 october 2001. <http://www.clcrc.com/pages/cl.html>. grabe, w, (2009). reading in a second language moving from theory to practice. united state of america: cambridge university press. heterogenous grouping as an element of cooperative learning in an elementary education science course school science and mathematics, dec 1995 by watson, scott b, marshall, james e · accessed, nov 1st,2011 howard community college's teaching resources. "ideas on cooperative learning and the use of small groups" [online] 15 october 2001. <http://www.howardcc.edu/profdev/resources/learning/groups1.htm>. http://edtech.kennesaw.edu/intech/cooperativelearning.htm kagan, s. (1994). cooperative learning. san clement, da: kagan publishing www.kaganonline.com. accessed, nov 1st,2011 kagan, s. kagan structures for emotional intelligence. kagan online magazine. 2001, 4(4). http://www.kaganonline.com/newsletter/index.html kagan, spencer. cooperative learning. san clemente, ca: kagan publishing, 1994.www.kaganonline.com ormrod, j.e. (2004). educational psychology (5th ed.). upper saddle river nd: pearson prentice hall http://www.clcrc.com/pages/overviewpaper.html http://www.clcrc.com/pages/cl.html#interdependence http://findarticles.com/p/articles/mi_qa3667/ http://findarticles.com/p/articles/mi_qa3667/is_199512/ http://findarticles.com/p/search/?qa=watson,+scott+b http://findarticles.com/p/search/?qa=watson,+scott+b http://findarticles.com/p/search/?qa=marshall,+james+e http://www.howardcc.edu/profdev/resources/learning/groups1.htm http://edtech.kennesaw.edu/intech/cooperativelearning.htm http://www.kaganonline.com/ http://www.kaganonline.com/newsletter/index.html http://www.kaganonline.com/ 17 18 giftedness and gifted education (an overview) teuku azhari lecturer at english department of malikussaleh university abstract aceh has great talents and prodigy who need intervention. talking about these talents should start with understanding them as a whole, who they really are, how can we identify them, how can we best serve them for their best potential growth. designing the programs that best suit them become the next step after carefully selecting them. later, we need to formulate special programs, special schools, special human resource who will work with them to boost these prodigies’ abilities. failing to do so will only result in undermining and downgrading their ability instead of doing them a favor. it is highly recommended that government start tapping into this as early as possible for maximum result. in this short article, i also present on how government should work with these talents and prodigies by carefully selecting them. selection process will later base the whole programs and determine its success. different approach and interventions are presented here as option and ways to be taken and considered for best result possible. these approaches are not the only solution to be considered. there should be more out there that government should also consider. last aspect, but not least, is developing human resources who will teach them. teachers must be carefully selected and trained so that they can understand and are able to pace up and formulate the curriculum that best serve their students’ need. key words: giftedness, gift, education aceh has undergone some major changes in its history. these essential changes, unfortunately, happen after the devastating disaster; tsunami. this natural catastrophe has changed the course of the province’s developmental planning towards better good and more promising living area. one of the most promising areas to look into is gifted and talented programs. even long before tsunami, aceh has had some high performing schools. these schools spread out all over aceh districts, like pidie, aceh besar, lhokseumawe, west aceh, and such. public well-performing schools are usually government’s project schools. government wants to set example and target on well-performing schools for other schools to follow. in addition to these, in private sector, modern islamic boarding schools set example of their own. they are highly regarded and well-known in aceh for high quality graduates, at least at province level. distribution wise, most of well performing schools are at high school levels and less and lesser are found at junior school levels and at primary level respectively. despite the establishment of some encouraging, established, high standard schools dedicated to boost educational growth and performance in aceh, in addition to some existing ones, still, some potential gifted students remain untapped. this is mainly due to classic, hard-to-solve problem of education in aceh, family financial status. sadly, this is not the only discouraging factor, selection, access, bureaucracy, and traditional values also add up to hinder gifted and talented students from getting access into ‘good’ schools. often, they cannot effort high tuition and fees charged by the schools. parents cannot afford to send their children to well-performing schools for financial reasons. in addition, some other reasons such as perception towards education, school availability and testing procedures added to the situation. definition definition of giftedness what is gifted anyway? here, i will try to provide you some explanation from different sources on its definition. the label "gifted" is considered by many to be fortunate for better skills compared to others especially academic prodigy. a definition constructed by the nsw parents and citizens association and accepted by their 2000 annual conference expresses it this way: "gifted/talented children are those children who possess an untrained and spontaneously expressed natural ability in at least one ability domain significantly beyond that typically seen in children of the same age. giftedness comes in many forms and levels. it is found in students of all socio-economic groups, and of diverse personalities and backgrounds. it can be combined with other exceptionalities/special needs such as learning disabilities, socio-economic disadvantage, geographic isolation, aboriginality and having english as a second language." the united states office of education definition (marland 1982) suggests gifted and talented students are those "who have outstanding abilities, are capable of high performance and who require differentiated educational programs (beyond those normally provided by regular school programs) in order to realize their contribution to self and society". it is therefore crucially important to recognize such great talents to better understand their talents, design suitable programs for them, and help them develop fully. the federal definition of gifted and talented in nclb (us) the term “gifted and talented”, when used with respect to students, children, or youth, means students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.(title ix, part a, section 9101(22), p. 544) gifted education gifted education (also known as gifted and talented education (gate), talented and gifted (tag), or g/t) is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented (wikipedia.org). however, there is no standard global definition of what a gifted student is. in 2011, the national association of gifted children published a position paper that defined what a gifted student is. gifted describes individuals who demonstrate outstanding aptitude or competence in one or more domains. aptitude is defined as an exceptional ability to learn or reason. competence is defined as documented performance or achievement in the top 10% of the population (wikipedia.org). gifted education, therefore, is special programs designed to cater the needs and interest of students with special talents. the program is therefore expected to accommodate different types of talents, not just the school smart. different types of giftedness and its intervention it is a common belief that acceleration can place socio-emotional pressure on a student and that accelerated placement should not be considered unless the student shows him or herself to be socially and emotionally robust. in contrast much of a gifted child's apparent socio-emotional immaturity is more likely to be due to his inappropriate placement away from others of a like mind. research suggests a student's social and emotional development is correlated more highly with his or her mental age than with his or her chronological age (tannenbaum 1983, janos & robinson 1985). research also suggests that children tend to make friendships with those of a similar mental age (o'shea 1960). the teacher considering accelerated placement needs to assess the student's current skill levels in all areas to eliminate as much uncertainty as possible about the placement decision. a student does not necessarily need to have reached all the curriculum entry milestones of a higher level for that level to be the "best fit" for that student's needs. consequently as with most students there may be gaps in the student's skills (and some transitional remedial work may be required). however, before going further to the intervention, it is necessary to recognize different types of giftedness and potential ability. understanding different types of giftedness and potential ability this identification comes from certain traits and talents shown in ones’ development. different traits and talents will lead to different capacity and type of giftedness. the following are different type of giftedness and potential ability known to many. http://en.wikipedia.org/wiki/education http://en.wikipedia.org/wiki/child http://en.wikipedia.org/wiki/intellectual_giftedness 1) general intellectual ability 2) specific academic aptitude 3) creative or productive thinking 4) leadership ability 5) visual and performing arts 6) psychomotor abilities this idea of different types of gifts has been developed by howard gardner in his theory of multiple intelligences. the key point is to realize that gifts and gifted children don't all come in the same box and ability. they may possess one or more talents at the same times. gifted and talented students can show the same diversity of personalities and learning styles as other groups of students. they too, for example, can be inhibited and slow to respond. some may be exceptionally or profoundly gifted in one or more areas. consequently gifted program should observe their differences instead of just focusing on one. it is therefore, not acceptable to chose, for example, top 1% to be all included in the gifted programs. gifted children are not always easy to identify. potential does not always show in achievements. there can be many impediments that block or misdirect the development of the ability. gagne (1995) has developed this understanding of the role of the child's motivation and of factors in the child's environment (family, school, peers, etc) that may hinder the child's ability being realized into achievements. not all gifted children are achievers. many hide their potential in order to try to fit in with their class. no wonder then, that even teachers are not typically good at identifying gifted children, although research suggests that, with training in gifted and talented education, teachers can significantly improve their record at identification (gear 1978, pegnato & birch 1959). understanding these talents allows someone especially educator and related stakeholders to better design programs for further developments. having this knowledge in hand will definitely help with the design, whereas lacking this knowledge will shrink the essence of the programs itself. in addition, it is widely believed by many educators that teachers play huge rule to either develop or ruin their pupils’ talent. therefore, in order not to ruin their talents, it is imperative to understand them at first place. characteristics checklist for gifted children the following lists were adapted from various sources. gifted students are not expected to show all the traits listed in any section. list provided here is partial and not complete as other expert opinions are maybe available (kulik, ja). general intellectual ability general intellectual ability is the most common talents sought by education stakeholders as well as students. often times, education players give higher appreciation towards these talents in comparison to many others. people who posses this talent comes with certain traits, such as: a) is an avid reader with avid interest in science or literature. b) provides very alert, rapid answers to questions. c) has a wide range of interests and venturesome, wanting to do new things. d) tends to dominate peers or situations however is secure emotionally. e) needs little outside control applies self discipline. specific academic aptitude specific academic aptitude is also called school smart. these talents will help students be school star, if carefully utilized. students, as well as parents, lay the highest appreciation towards these talents. as the most observed and obvious talents, especially at schools and other related education centers, specific academic aptitude play dominant role in students’ education development. people with this talent have some indications such as: a) shows similar characteristics to general intellectual ability but concentrated around one or a few fields. b) has long attention span in areas of interest therefore spends time voluntarily beyond ordinary assignments on projects of interest to him or her. c) learns rapidly, easily and with less repetition in one or a few specific areas (probably not all subject areas). d) likes to study one or some subjects, fields or knowledge more than others and is able to show broad perspective on one or more subject areas. e) is able to extend learning from these key areas to various situations somewhat unrelated in orientation. f) is able to judge own and others' relative abilities in key areas of interest. creative thinking and productive creative and productive are two easy said but hard to do words. being creative and productive are two main traits sought by almost many to be successful in life. some traits in creative and productive human being are: a) is flexible in thinking patterns and therefore is fluent in producing and elaborating on ideas and issues presented. b) acts spontaneously, intuitively and is able to make unusual associations between remote ideas. c) senses when problems exist however still tolerate ambiguity and uncertainty. d) senses inconsistencies and discontinuities of issues or problems faced. e) readily guesses and makes hypotheses to redefines elements of a problem or task. leadership leadership has been one phenomenal talent to be developed nowadays. many education institutions, from school to university levels, put high attention in tapping into these unique traits. they want to work on these talents and innate abilities. some traits for people with leadership talents are: a) has the ability to organize, stimulate and arouse others. b) understands how people feel and how groups function by recognizing skills and abilities possessed by others. c) interacts with others easily by showing social skills and ability to listen to others empathetically. d) can give directions clearly and effectively to others and articulate the own and group goals and ideas clearly. below, i will discuss further about some treatments and intervention to help and further develop gifted students. some of the suggestions and ideas on giftedness intervention are as follows. suggestions provided in this paper are partially and not full, therefore it cannot comply to all aspects and various expert suggestions in working with these talents. ability grouping ability grouping is grouping students within their like-wise mind and ability. basing this perception and belief that ability grouping will enhance the students’ ability, below are some experts’ opinion regarding ability grouping. group acceleration group acceleration involves avoiding or minimizing timetabling difficulties by grouping the differing needs of a range of students into one class-size group. for example a promising group of second graders of smp students may want to go to better school where like-wise minded students study. this process is a practical compromise solution that assumes there is a class-size group of students with similar talents and needs. ideally, this grouping process should not just be based on students’ education report and performance, but rather should be a comprehensive process to better serve their needs and detect their actual and true talents. it is not simply a matter of iq testing though this can identify giftedness of certain types. rather, the use of multiple identification criteria from a variety of sources is generally most effective. a school or parents, looking particularly for academic giftedness, might use all of the following: a) teacher nominations (these are far more accurate with preand in-service training in gifted education). teachers at school provide list of talented students for gifted and talented programs. this nomination serves as one baseline data for this special program. b) parent nominations (via parent questionnaire as to the child's characteristics, interests and home achievements at time of enrolment, etc). parents’ nomination can be one good indicator in gifted identification. as the person close to the students, parents have great ability and chance to identify these talents. c) peer nominations (with questions such as "who would you turn to with such and such a problem?"). peer, especially good bodies, usually knows and understands their friends thus allow them spot their talents. d) self nominations (made easier when specific programs are advertised and open to the whole school well-hidden talents can be discovered this way). self nomination allows specific identification and interest in certain gifted programs therefore, identification can be specific. e) iq test is the most common way in gifted identification. this test is usually used to rank students ability based on their iq level. within-class ability grouping grouping students within classroom clearly benefit students (slavin 1986, karweit 1984). kulik and kulik (1989) consider both those within-class ability grouping strategies designed for all students and those targeting only academically talented students. they find the former benefits all students to a small extent whilst the latter shows particularly strong advantage for academically talented students. here, students of different ability are grouped in the same class, instead of being separated in different class. there are multitude of different ways of devising and using ability groups depending on the teacher, class and subject area. they can range from teacher-nominated to those with large degrees of self-selection based on predetermined tasks with clearly different levels of ability and motivation required. teachers in charge of the class will face some challenges as they will have to prepare different material and deal with different ability in this class. streaming classes kulik (1985) found that students permanently streamed in classes based on ability slightly outperformed students in non-streamed classes, with the effect strongest in high ability classes, weaker (but still positive) in middle level classes and making no difference in low ability classes. slavin (1986) found no significant positive or negative effects for such permanent streaming. looking solely at gifted and talented programs kulik (1989) found these students performed significantly better than comparable students in mixed-ability classes. this is maybe because talented students study with group of like-minded peers who usually posses high interest in their education and give better attention towards the learning process itself. the research is more uniformly supportive of ability class grouping for specific subject areas. this selective streaming is often applied in mathematics and/or language arts. kulik (1989) found selective streaming advantageous even without these constraints. this has been widely applied in many developing countries such usa. they usually have acceleration or advance programs. these programs provide advance level of learning to specific group of students. they are usually selected to participate in this special program to meet their ability and interest. they, therefore, will have chance to study certain subject(s) more advance than their peers. curriculum compacting curriculum compacting is the process of identifying learning objectives, pretesting students for prior mastery of these objectives, and eliminating needless teaching or practice if mastery can be documented" (reis et al. 1992, p.10). the aim is to avoid wasting time and risking loss of motivation in teaching material that students have already mastered. curriculum compacting allows all students of different abilities to benefit from this program as this is not designed specifically or solely for talented students. research from the us suggests [1] that the difficulty level of textbooks has declined (farr & tulley 1985) with "new work" in mathematics texts only accounting for about half of the texts' content (flanders 1987), [2] that most average late primary students can pass pretests on basal comprehension tests before the material is presented (taylor & frye 1988), [3] that eliminating up to 50% of the grade level curriculum for gifted students made no difference in achievement test results (reis et al. 1992), and [4] that with minimal training teachers can effectively identify and eliminate already mastered material (reis et al. 1992). this program, therefore, requires teachers’ attention to carefully select and identify already mastered material and avoid repetition to save time and boredom. curriculum differentiations curriculum differentiation is a broad term of creating different learning experiences for different students. keirouz (1993) suggests typical procedures in the case of gifted and talented students include: a) deleting already mastered material from existing curriculum. teacher will indentify the already mastered material and eliminate them from the curriculum to save time and focus on other content. b) adding new content, process, or product expectations to existing curriculum. this is made possible as teacher has eliminated some content out off the existing curriculum. c) extending existing curriculum to provide enrichment activities. in addition to adding some additional contents into the curriculum, teacher can also add enrichment activities to help boost students’ developments. d) providing course work for able students at an earlier age than usual and writing new units or courses that meet the needs of gifted students. intervention to gifted and talented students should be planned and designed carefully. careful design and planning will ensure the future success of the programs instead of ruining their talents. these will also contribute in the program application and intervention. teachers will also benefit from these as they will find the programs applicable and understandable. maker’s, one of the expert in this area, differentiated curriculum design (maker 1982a, 1982b, 1986). he suggested that curriculum needs to be differentiated to meet different types of interest and talents in terms of: learning environment: the aim is to create a learning environment which encourages students to engage their abilities to the greatest extent possible, including building knowledge and skills in what they perceive as a safe, flexible environment. it should be: a) student-centered. the idea of student-centered learning environment lingers around making students as the subject of the learning process instead of being the object. students are expected to play major role in their education development and teacher as facilitator. b) encouraging independence. independence in student self development has becoming very popular. teachers need to plan to develop students’ independence and create positive learning experience to make this possible. c) open and accepting. learning environment should be open and accepting. no discrimination of any types should exist to create safe and fair learning environment to all students. d) complex. learning must be complex. complex learning environment will help better students’ development. students will surely benefit from and learn better if educators can provide them with maximum and complex learning environment. e) highly mobile. classroom must not be static. it should be mobile. mobile classroom usually provides more relax and interesting situation thus make learning process easier and faster. content modification: the aim is to remove the ceiling on what is learned, and use the student's abilities to build a richer, more diverse and efficiently organized knowledge base. this building can be facilitated by encouraging: a) abstractness. content should be designed in a way that allows abstractness. students will learn abstract content and digest lesson and knowledge out of it. b) complexity and variety. content must be complex and vary to broaden students’ horizon. complex and variety learning materials facilitate broader and more extensive learning process thus allows much better learning process for students. c) study of people. lesson should be designed to meet people’s, especially students, interest. as both subject and object of learning process, education should cater students’ needs and interest. d) study of methods of inquiry. content needs to be aligned with methods. delivery method will ensure the success of the learning process and therefore needs much attention and thought. process modification: the aim is to promote creativity and higher level cognitive skills, and to encourage productive use and management of the knowledge the students have mastered. this can be facilitated by encouraging: a) higher levels of thinking and open-endedness. process should allow high level order of thinking. high level thinking can be achieved in many ways such as different types of questions used (e.g open ended), teaching methodology and students’ involvement. learning process must not only focus on one specific yet small target. it should be open for more possibilities and postulates. b) creative thinking and freedom of choice. students need to be guided into creative thinking and given freedom of choice. they need to feel free in their education that will tolerate creativity. c) group interaction. group interaction offers more than just learning the material. besides, it also teaches students to be socially savvy and promote their leadership skills. d) variable pacing and variety of learning process. pacing is never single as students do not learn in the same pace. teachers need to prepare different pace and variety of leaning process to accommodate this different needs. having presented three (3) types of curriculum differentiation, the writer hopes that readers can learn and maximize different ways to improve these young talents. this article is expected to deliver some ideas and bring about the case of gifted and talented to our attention for better intervention and development. debates on grouping controversies concerning gifted education are varied and often highly politicized. there still a discussion on what gifted and talented really refer to. in addition, measures of general intelligence also remain controversial. early iq tests were notorious for producing higher iq scores for privileged races and classes and lower scores for disadvantaged subgroups. although iq tests have changed substantially over the past half century, and many objections to the early tests have been addressed by 'culture neutral' tests (such as the raven test), iq testing remains controversial. some criticism of ability grouping is based on the supposed negative impact on selfesteem for those students placed in low ability groups. some students face emotional challenges socializing with their ‘different mind’ friends. another issue is that some students do not perform as expected. they just perform averagely, thus make them feel like they do not belong in the class yet find it hard assimilate in the normal groups. these students will finally feel alienated and left out. this is more apparent when only small number of gifted is in the school. some gifted students are even estranged due to their differences. as some of the results and findings of the research on gifted and talented varies, debates cannot be resolved. http://en.wikipedia.org/wiki/raven%27s_progressive_matrices appropriateness of forms of gifted and talented is the most hotly debated aspect of gifted education. some people believe that gifted education resources lack availability and flexibility. they feel that in the alternative methods of gifted education, the gifted students "miss out" on having a "normal" childhood, at least insofar as "normal childhood" is defined as attending school in a mixed-ability classroom. others believe that gifted education allows gifted students to interact with peers that are on their level, be adequately challenged, and leaves them better equipped to take on the challenges of life (http://specialed.about.com /od/giftedness/a/gifteddef.htm). conclusion and suggestion gifted and talented programs need some serious studies so that both government and educators may address students’ need more accurately. good intervention will help boost their prodigies, while wrong approach may, on the other hand, harm their future development, social life and career. to make this into reality, i propose to government, provincial and district, to establish gifted and talented programs to serve the gifted. the programming should start from primary education on wards in order to cover many grounds. selection should also cover many aspects and types of giftedness, rather than just focusing on school smart, but also in other areas, like music, art and creativity. taking howard gardner’s multiple intelligence into account, test committee will have to be open to possibilities for different kind of smartness. next step is program design and teacher training. program should accommodate all area of giftedness and proper curriculum for students’ gifts’ developments. students are categorized based on their area of giftedness and help further the subject deeper. students do not necessarily attempt to accelerate in all areas as they will lose focus and diverged from programs’ original attention: to help students fully develop their talents/ capacities. a focused and accurate approach will result in desired goals; meanwhile diverged attention will result otherwise. having no focus will only consume students’ time and energy. it will produce everything but quality education. references assouline, s. and lupkowski-shoplik, a. (2005). developing math talent: a guide for educating gifted and advanced learners in math. waco, tx: prufrock press . marland, j. (1982). hochintelligente kreativ begaben. lit-verlag muenster, hamburg 1982 (application of the high/scope approach and renzulli's enrichment triad model to a german summer camp for the gifted) davidson, jan and bob, with vanderkam, laura (2004). genius denied: how to stop wasting our brightest young minds. new york, ny: simon and schuster. janos & robinson. (1985). education of the gifted and talented (2nd ed.). englewood cliffs, nj: prentice hall. http://en.wikipedia.org/wiki/childhood dabrowski, k., kawczak, a., sochanska, j. (1973). the dynamics of concepts. gryf publications, london. dabrowski, k. (1967). personality shaping through positive disintegration. little, brown & co. boston. nn. (1964). positive disintegration. little, brown & co. boston. nn. (1996). multilevelness of emotional and instinctive functions. kul, lublin. maker, j. (1982). talent development: theories and practice. dubuque, ia: kendall hunt. johnsen, s. (1999, november/ december). the top 10 events in gifted education. gifted child today, 22(6), 7. kulik ja. an analysis of the research on ability grouping: historical and contemporary perspectives. liotti, g. disorganized attachment, models of borderline states and evolutionary psychotherapy. in: gilbert, p., bailey, k. (eds). (2000). genes on the couch. explorations in evolutionary psychotherapy. taylor and francis, philadelphia, pa. newland, t. (1976). the gifted in historical perspective. englewood cliffs, nj: prentice hall. piirto, j. (1999). talented adults and children: their development and education (3rd ed.). waco, tx,: prufrock press. rogers, karen b. (2002). re-forming gifted education:how parents and teachers can match the program to the child. scottsdale, az: great potential press. sriraman, b. & dahl, b. (2007). on bringing interdisciplinary ideas to gifted education. in press in l.v. shavinina (ed). the international handbook of giftedness. springer science winebrenner s, devlin b 1996. cluster grouping of gifted students: how to provide full-time services on a part-time budget. search eric digests at http://www.eric.ed.gov/. winebrenner, susan. (2001). teaching gifted kids in the regular classroom. minneapolis, mn: free spirit publishing. http://www.eric.ed.gov/ 1 the implementation of school based english curriculum in elementary school level (a case study at sdn kebun bunga 06 banjarmasin) puji sri rahayu a lecturer of english department at tarbiyah faculty of iain antasari banjarmasin abstract this research is conducted to find out the implementation of sbc in english teaching in elementary school and also the challenges faced by the teachers in banjarmasin south kalimantan. questionnaire, observation, interview, and documentation were used to gather the data .the data needed are the implementation of sbc in english teaching which can be seen from the syllabus, lesson plan used by teachers and the implementation in class and also the challenges that the teachers face in implementing it. the result showed that sdn kebun bungan has already implemented the it can be seen from the preparation, practice and evaluation the challenges faced by english teacher here are diversity of students and limited time allocation for english. key words: school based english curriculum, and english teaching the term curriculum can refer to a variety of things, including the courses taught in a school, or a program, the document that list the courses taught, a set of teaching materials that are organized in some sequences of framework, or a framework for selecting and organizing learning experiences (howel and wolet, 2005:5 as cited in yanto, 2011). the curriculum is usually designed by the authority body or the government. in indonesia, curriculum is very dynamic. for the last decade, at least there were two curriculum applied. in 2004, competence based curriculum or kbk was introduced. the 2004 english curriculum is designed based on the government regulation stating that the level of achievement in every curriculum is stated in terms of competence (chapter iii, article 8, point 1); that the learning process is carried out by developing reading and writing culture; and that (chapter iii, article 21, point 2); that the competence for language subjects should emphasize the ability to read and write (chapter iii, article 25, point 3) suitable for the levels of education; and that the standards of competence for high schools are aimed at improving the learners’ intelligence, knowledge, personality, integrity, and life skills in order to live independently and to pursue further education (chapter iii, article 26, point 2)( depdiknas, 2005). this 2004 curriculum did not last long. when the schools were still struggling to implement this curriculum, another new curriculum was introduced. since 2006, when law no. 20/2003 on the national education system was implemented, the centralized curriculum was gradually changed by a decentralized school level curricula. this 2 was when sbc (school based curriculum) was introduced. this curriculum allowed schools to design and develop a curriculum based on the needs of their pupils reffering to the national standard. the elements of sbc are educational goals of schools, education structure and contents, educational agenda and syllabus. this decentralized curriculum give a positive effect for schools in big cities and those who have the money and the professional capacity to analyze the conditions and needs of their students and combine this positively and effectively with (elements of) international curricula. these schools have been able to implement the right mix of international and national based courses and so improve the quality of the learning. nevertheless, there are still lots of schools that are left with the confusion. as a result, these schools, instead of designing and developing their own curriculum, they copied and used other schools’ or cities’ curriculum for all subjects including english. this curriculum is designed for elementary, junior and senior high school. indonesia government gave some time for schools to start implementing sbc by year of 2006 and must implement this curriculum by 2009 (yanto,2011). therefore, active responds in finding information about this curriculum is needed. regarding the issue of sbc implementation and schools’ confusion and struggle, it has been 3 years since the due time of the implementation. this study investigated the implementation of sbc in english language teaching in elementary level because there is a very limited study in this area especially in south kalimantan. many researches in the area of english language teaching were in senior high or junior high level. therefore, it is needed to find out whether or not the schools especially in elementary level implement sbc in english teaching. moreover, it is also important to investigate the problems faced by schools in implementing this curriculum in english teaching considering that english was introduced as local content in elementary school level not long before sbc. some schools start teaching english at the 4th grade students and some other schools teach english since the 1st grade. this difference is asummed to give different level of sbc implementation in english teaching as well as the challenges faced by the teachers. this study did not investigate all elementary schools, instead, it took one school, sdn kebun bunga 06 banjarmasin as a case study and focused on the fourth and fifth grade teacher. theoretical framework definition of curriculum the field of curriculum is among the more dynamic areas of education. it is usually designed by the authority body or the government. the curriculum is defined in some ways. curriculum may refer to the sum total of organized learning stated as educational ends, activities, school subjects and topics decided upon and provided within an educational institution for the attainment of the students (garcia,1983:1). this also includes the courses taught in a school. or a program, the document that list the courses taught, a set of teaching materials that are organized in some sequences of framework, or a framework for selecting and organizing learning experiences. (howel and wolet, 2005:5). 3 the word “curriculum” stems from latin and refers to the course of deeds and experiences through which children grow to become mature adults. most of the time a curriculum has a prescriptive character, and is based on general guidelines, which specifies what topics must be understood and to what level participants need to achieve a particular grade or standard. the guidelines for a curriculum may be partly or entirely determined by an external, authoritative body. curriculum does not mean limited on the lesson, but it is what kind of activities that are held by school to influence the student for studying until reach a purpose, it can be called a curriculum. include in of learning process, to arrange the strategy in the learning process, the evaluation way of study program, etc. curriculum consists of content and materials of lesson. curriculum is a plan of learning. curriculum is experience of study which given by teachers to their students. to do it well, and give it well. curriculum does not only include all planning activities, but also events that happen under school’s responsibility. although it is not learning activity in class or doing learning process, but if there are events doing by students and it is programmed by school. it can be called a curriculum. english curriculum in indonesia recent curriculum in english language education in indonesia focuses only on the teaching of english at junior and high school levels as english is not compulsory at elementary level. the curriculum adopts so-called communicative competence as its model of competence (depdiknas, 2003). communicative competence itself can be summarized as skills needed for communication, which consists of four important components. those components are: grammatical/linguistic competence, socio-cultural competence, discourse competence, and strategic competence (richards & rodgers, 1986; celce-murcia, dornyei & thurrell, 1995; beale, 2002). in line with the concept of communicative competence, the following factors should therefore be present in an english language classroom: • fluency and acceptable language is the primary goal (richards & rodgers, 1986). this implies that the teacher him/herself should be a fluent english speaker. • students are expected to interact with other students in order to communicate in the target language (richards & rodgers, 1986; freeman, 2000). this implies that the tasks should include pair and group work, and that activities like role plays, language games and problem-solving tasks are encouraged. • students should be given enough opportunities to get to know the authentic language (freeman, 2000). therefore, authentic materials are important in an english classroom. • the role of the teacher is that of a facilitator in communication (richards & rodgers, 1986; freeman, 2000). it implies that the amount of teacher talking time should not be a barrier for students for using the target language (mcdonough & shaw, 1993). • the role of students’ native language should be minimal (freeman, 2000). english should be used most of the time. non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (brinton, 2001). non-technical media include: blackboards, 4 posters, maps, pictures, or photos. technical media include: tape recorder, cd/video/dvd player, or overhead projector. with regard to english teachers, ur (2002) adds that they should be professional in the sense that: • they should actively join conferences locally, nationally, and internationally. • they should have appropriate training and should be committed to their job. • they should be autonomous and be responsible for maintaining their professional standards. • they should not only be able to speak the language but should also be able to explain how and why the language works the way it does. whether or not english teaching and english teachers in indonesia have met the ‘ideals’ as stated above, remain a question. what is stated and expected in the recent curriculum document might be implemented differently in the real english classrooms due to many unexpected factors, such as limited resources, facilities, and funding, and unqualified teachers. the virtues behind so-called communicative competence as recommended by richards and rodgers (1986), mcdonough and shaw (1993), freeman (2000), or brinton (2001) to name a few, are still too difficult to be implemented in many english classrooms in indonesia, let alone in less privileged schools. in the era of educational decentralization in which schools are forced to be more autonomous and independent, the condition could be worse. the framework of the 2006 curriculum (ktsp) the spirit of decentralization, as showed by act of local autonomy no. 22, 1999 revised by act of local autonomy no.32, 2004 and hand in hand with act no. 20, 2003 has been seen in the 2006 curriculum (ktsp) launched by government. in this case, education is not merely central government’s responsibility; local government also has responsibility in managing and funding education. basically the 2006 curriculum (ktsp) is developed from standard of comptence by schools based their context and potentiality. although ktsp varies between one and other schools, government gives some regulations stated in governmental regulation (pp) no. 19, 2005 concerning national standard of education (snp) at may 16, 2005 such as standard of competence and basic of competence of graduate. english as stated in standard of content (permendiknas no 22, 2006) is learned at elementary two hours in a week (as local content [mulok] for class iv, v and vi), at junior and senior high school four hours in a week except for language program in sma – five hours in a week. in addition, the standard competence of graduate of english (permen no 23, 2006) for each level is communicative competence in the form of spoken of language accompanying action for elementary school, in the form of spoken and written for achieving functional literacy level for junior high school, in the form of spoken and written for achieving information literacy level for senior high school. 5 the syllabus, in this curriculum, perceived as the plan of learning process with lesson plan – rpp (pp no. 19, 2005), chapter iv, article 20, permen no, 41, 2007) which consists of standard of competence , basic standard, material, learning activities, learning indicators, assessment, time allocation and resources (pp no. 19, 2005, chapter iv, article 20; depdiknas, 2006; permen no. 41, 2007) . the syllabus is developed by a teacher or group teacher supervised by department of education based on standard of content, standard competence of graduate and guiding of arrangement of school-based curriculum (appendix of permen no. 41, 2007). furthermore, principle of developing the 2006 syllabus are scientific, relevance, systematic, consistence, adequate, actual, contextual, flexible and comprehensive (depdiknas, 2006). moreover, the steps of development are as follow: (1) investigating and deciding standard of competence, (2) investigating and deciding basic competence, (3) identifying main topic/material, (4) developing learning activity, (5) formulating indicators, (6) deciding kinds of assessment, (7) deciding time allocation, and (8) deciding resources. (appendix of permen no. 41, 2007). basically, the 2006 syllabus is a as similar with the 2004 syllabus. principle of developing the 2004 competence-based syllabus are scientific based, learner’s needs, systematic, relevant, consistent and adequate (dikdasmen 2004:11). furthermore , there are six steps of developing this syllabus; (1) writing subject identity, (2) formulating standard competence,(3) deciding basic competence, (4) deciding material and its explanation, (5) deciding learning strategy, and (6) deciding time allocation and resources (dikdasmen 2004:25). the difference is in deciding indicators, theme and in teaching approach. the 2006 does not focus on theme and indicators are decided based on the necessity of learner’s need and ability. moreover, the 2006 syllabus emphasizes on learning process as high light in lesson plan and as mentioned in pp no. 19, 2005, chapter iv, article 19, verse 1 “ learning process is performed interactive, inspirable, fun, challenging, motivating learners to involve actively, and given adequate space for innovation, creativity, autonomy based on learner’s potential, interest, physical and psychological development. the characteristics of curriculum 2006 are the following: • emphasizing the attainment of the students’ competence individually and classically; • orienting toward learning outcomes, and diversity; • using genre approaches in the learning process and greatly is influenced with systematic functional grammar of halliday (1987). • accepting any other educative learning sources besides teachers; • emphasizing its evaluation on the learning process and outcomes in acquiring or attaining a certain competence. • using special terms such as standar kompetensi (standard of competence) refers to a minimum statement covering know ledges, skills, attitudes, and values which are reflected in the way of thinking and acting after students learned and finished one of the four language skills (listening, speaking, reading and writing); kompetensi 6 dasar (basic competence) refers to a minimum statement covering know ledges, skills, attitudes, and values which are reflected in the way of thinking and acting after students learned and finished one of the four language skills (listening, speaking, reading, writing).; indicator (achievement indicators) refers to a specific basic competence that can taken as a standard to assess the attainment of a learning process; • materi pokok (core materials) refers to core materials or lessons that students have to learn in a learning process. the succession of a number of pedagogical approaches to teaching english as a foreign language (efl) in indonesia is not without problems. bringing innovation to an established education system will pose a number of challenges to educators concerning the approach and “may bring problems to language teachers” (feez ,1998, p. 13) . there will be an urgent need for efl teachers to develop an understanding about the approach and how the different elements in the new curriculum fit together. phrased differently, the indonesian government’s decision to introduce an innovation into the indonesian english language curriculum requires teachers as the key persons in the restructuring task to adapt effectively (le roux & ferreire, 2005) to the changes as determined and directed by the educational authorities. therefore, as an answer to these potential problems, it is paramount to introduce the curriculum first to inservice teachers as the people who will be directly involved in the implementation of the approach in indonesian schools. teaching english at elementary schools in indonesia in the response to the needs of developing human resources, the teaching of english as a foreign language has been extended to reach the elementary school level. it is officially stated in sk the minister of education and culture no. 060/u/1993 on february 25th 1993 about the possibility of teaching english for extra subjects in the elementary school level started from the fourth grade. the hope is that students will get more exposure to english. the foreign language learning in elementary school could give a good effect for the education development for the young learners. the scope of teaching english english in elementary levels focuses on the ability of oral communication in school level which cover listening, speaking, reading and writing. reading and writing skill is intended to support the oral communication. problem in implementing curriculum however, there are still several problems which come out from this teaching program. those problems are limited professional english teachers, unavailability english teaching media and an unsupported environment. the first problem is the number of professional english teachers which is limited. according to brook (1967), the teachers need to have a good skill in english and has been trained to teach english in elementary schools. in addition, the number of teachers who have those criteria is still limited and most of them choose to teach in a city. unfortunately, the schools which are located in a rural area do not have a good teacher just like brook has suggested. besides, the 7 students’ development of english skills will not be the same from one place to another place. as the sequence, a new problem which is an education intersection will come out in indonesia. the second problem is unavailability english teaching media. the example of english teaching media here are english books, english posters, pictures, cds about english material and also games using english. those media are not many available in indonesia and the prices of them are not cheap enough to afford. because of it, the government has to prepare a big fund to be able to provide these media to every single school in indonesia. the last problem is an unsporting environment for the students to improve their english skills. not all the parents of indonesian students know english. students who have difficulties in english or need to practice their speaking will not be easy to find the one to whom they can share or talk to, especially when they get back from schools. this environment will make the english skills of the students does not improve well. the english teaching program for elementary school students is a good effort to improve the indonesian education. unfortunately this program does not run perfectly due to some problems indonesia still has, such as limited professional english teachers, unavailability english teaching media and an unsupported environment. the indonesian government should have a better preparation to run the program. they should prepare the fund to train the teachers, provide english teaching media and improve the public facilitation in rural areas in indonesia. method of research this study investigated the implementation of school based curriculum in teaching english of elementary school level at sdn kebun bunga 06 banjarmasin. this case study used questionaire, observation, interview, and documentation to collect the data needed. questionaire is used to gain the data about teachers’ background, to what extend the teachers understand sbc, how the teacher incorporate the national standard and content standards of english language teaching into the local need and curriculum, who design the syllabus, and what kind text books used for the students. observation is used to gain the data about the implementation of the curriculum in classroom. interview, basically, is used to cross check the data gained from questionaire and to dig more detail informtion about the problem faced by the teachers in implementing sbc. last but not least is documentation which is used to get the information about the school, the syllabus and the lesson plan used in teaching english. there are two english teachers in this school. however, the writer only chose one teacher who teaches in grade iv and v due to the focus of the study which is the implementation of sbc in grade iv and v. findings and discussion the implementation of sbc in teaching english at sdn kebun bunga 06 banjarmasin in this school, english is offered is a subject not a local content anymore. the teacher does not have english education background and was graduated from syariah faculty. he has been 8 teaching english in this school for four years now. he teaches grade iv and v. the implementation of sbc is seen from three aspects; preparation, practice, and evaluation. preparation before class, teacher prepared lesson plan for the class. however, he said that the lesson plan was modified from lesson plan that has been provided in the textbook used in the school. the syllabus was also taken from the same books. the documentation confirmed this result of interview. practice in introducing materials, the teacher had shown that he had good induction skills. he always tried to invite students' schemata and their background knowledge about the topics and connected it with previous lesson. for example he asked about the basic color that students has already learn to introduce the new material which was still related to colors. fig.1. teacher introduced new material he also has a good classroom management. he has demonstrated skill in organizing group work and pair work. he wrote class agenda on the white board with clear visual material so the students knew what they were meant to do. he provided adequate time to performs every tasks and paced the lessons appropriately. when the students made a lot of noise, he would draw their attention by calling out some students to perform in front of the class. fig. 2. students perform speaking activity in front of the class. 9 during presentation, the teacher presented the material in a very clear manner. he always involved the students in learning the language by giving opportunities for the students to have a lot of practice using the target language. he checked students' understanding about what they had to do and treated students' error appropriately. fig. 3 . teacher checked the students’ understanding toward the lesson. in terms of his professional and interpersonal relationship. the teacher had established good rapport with her students and genuinely responded to the students. from the process of teaching learning, we could see how the students interacted well to the teacher. fig. 4 . teacher and students’ interaction in sdn kebun bunga 6 10 he has very good personal qualities since he was flexible but confidence and master the materials. however, his pronunciation was not that good, for example he taught his students to pronounce green with grand,etc. apart from that he can present the material very well and he maintained eye contact when teaching. the lessons were effective as language lesson since the teacher provides sufficient opportunities for intended students to use english. he always asked students to perform in front of the class and practice what they have just learnt. however, most of the time, he used students' native language to make his explanation clearer. the most important aspect is in post activities, the teacher had shown her good closing skills by reviewing the material. those result of observation was then checked with the result of interview which confirmed most of the description above.related to the language instruction, teacher said that he mostly used banjarese and bahasa indonesia due to make his explanation clearer and make the students enjoy learning english. he basically used different method and techniques in teaching. he employed some techniques like games, arranging sentences, song, and others to maintain his communicative method of teaching. he used realia, pictures and things around the class as his media of teaching. evaluation teacher stated that he used two kinds of evaluation techniques; written and performance. after he explained, he usually asked the students to work in pair and then asked them to perform conversation in front of the class. further, he explained that he also asked the students to do their worksheet at home and discuss the answer in class time. from the three phases of teaching explained, it can be concluded that teacher has already implemented sbc in his teaching. the sbc is meant to make the students more active and the 11 teacher is as the facilitator. the teacher in this school played his role well. he used the media which is avalaible around him and did not depend on the school to provide the media. challenges faced by teacher in implementing school based curriculum based on the interview with the teacher, it was found two challenges that he faced in implementing cbc in his teaching. 1. the diversity of the students due to the fact that there are various students who have different level, motivation, interest in english, it was common that the teachers had difficulties in managing the class and select appropriate materials for intended students. 2. limited time allocation for english since english is very important, the teachers should provide students many opportunities to the target language. however, the teachers only came once in a week with the time allocation for english lessons were only 35 minutes x 2. therefore, students’ improvement in english skill was not really significant. conclusion there are two conclusions gained from this research as follows: 1. basically, in teaching english, the teacher in sdn kebun bungan 6 has already implemented cbc. it can be seen from preparation, practice as well as evaluation. he prepared lesson plan and modified it based on students’ need. he executed the lesson using various method and focused on making the students take active participation in the class. last, in evaluation process, he did not only use paper based test but also students’ performance. 2. the challenges faced by english teacher were diversity of students, and limited time allocation for english. references beale,j. (2002). is communicative language teaching a thing of the past? babel, 37(1), 12-16. brinton, d.m. (2001). the use of media in language teaching. in celce-murcia, m. (ed.). teaching english as a second or foreign language. boston: heinle & heinle. celce-murcia,m., dornyei, z., and thurrell, s. (1995). communicative competence: a pedagogically motivated model with content specifications. issues in applied linguistics, 6 (2), 5-35 curriculum planning and research division. 2001. english language syllabus 2001. for primary and secondary school. singapore: ministry of education. dardjowidjojo, s. (2000). english teaching in indonesia. ea journal, 18 (1), 22-30 depdiknas. (2003). kurikulum 2004: standar kompetensi mata pelajaran bahasa 12 inggris sekolah menengah pertama dan madrasah tsanawiyah (curriculum2004: standards of competence of english for secondary schools and madrasah tsanawiyah). jakarta: departemen pendidikan nasional. depdiknas. (2003). undang-undang republik indonesia nomor 20 tahun 2003 tentang sistem pendidikan nasional ( the republic of indonesia’s law number 20 in 2003 on national education system). jakarta: depdiknas depdiknas. 2005. peraturan pemerintah republik indonesia nomor 19 tahun 2005 tentang standar nasional pendidikan. jakarta: depdiknas republik indonesia. freeman, d.l. (2000). techniques and principles in language teaching. oxford: oxford university press. levacic, r. (1995). local management of schools: analysis and practice.buckingham: open university press. mcdonough, j., and shaw, c. (1993). materials and methods in elt: a teacher’s guide. oxford: blackwell. musthafa, b. (2001). communicative language teaching in indonesia: issues of theoretical assumptions and challenges in the classroom. journal of southeast asian education, 2 (2), 1-9. nur, c. (2003). english language teaching in indonesia: changing policies and practices. in kam, h.w., and wong, r. (eds.). english language teaching in east asia today: changing policies and practices. singapore: times academic press. richards, j.c., and rodgers, t.s. (1986). approaches and methods in language teaching. cambridge: cambridge university press. rodriguez, t.a., and slate, j.r. (2005). site-based management: a review of the literature. part i: setting the stage. essays in education. satriyo, h.a., abidin, a., kusdaryanto, h., and bulosan, l.a. (2003). indonesia rapid decentralization appraisal: third report. the asia foundation: hongkong syafi’i, s.a. (2005). madrasahs and the challenge of decentralisation: a case study in central java. unpublished thesis. sydney: the university of sydney. ur, p. (2002). the english teacher as professional. in richards, j.c., and renandya, w.a. (eds.). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. yanto, elih sutisna. 2011. an analysis of school based-english curriculum (ktsp). retrieved on 25 february 2011 from www. wordpress.com yuwono, g. 2005. english language teaching in decentralised indonesia: voices from the less privileged schools. presented at international education research conference. 13 the effective technique in teaching listening the implementation of english teaching practicum at al istiqamah boarding school banjarmasin raida asfihana a lecturer of english education department at faculty of tarbiyah and teachers training, iain antasari, banjarmasin abstract language teachers are expected not only learn the theoretical knowledge such as grammar, linguistics, teaching methodology, curriculum, or assessment but also the practical knowledge on how to apply those theories in teaching. as candidate teachers, students from faculty of tarbiyah and teacher training need to feel the benefits of teaching practicum. the main purpose of this research is to describe the implementation of teaching practicum conducted by english department students at al istiqamah boarding school banjarmasin in the academic year of 2013/2014. next, it focuses on the students’ perception of teaching practicum, the role of mentor teachers at school, and the benefits they gained as well as the constraints that they faced during the two-month period of teaching practicum. this qualitative research takes 5 students teacher as the participants, respectively 2 students at ma and 3 students at mts al istiqamah. the findings reveal that despite multiple challenges faced during teaching practicum, student teachers have positive perception towards the practice as they could learn how to adapt to various classroom situations. student teachers tried to implement the theoretical knowledge from the coursework of english department such as how to use appropriate media and apply various techniques in teaching. however, there are some constraints such as language skills, student behavior, limited school facilities, and lack of support from mentor teacher. key words: teaching practicum, student teacher. colleges or universities which have teacher education programs usually include in their curriculum a compulsory course called teaching practicum, or in indonesian term ppl or field experience practice. in a four-year undergraduate study, this course is usually offered toward the end of the third year after the students have passed several theoretical courses in the previous semesters. in general, the field practice or ppl is implemented for two semesters: ppl 1 (commonly known as peer teaching or microteaching), which is conducted in campus, and ppl 2, which is conducted at schools where they have to teach real class for a period of two months. while doing their teaching practicum at school, student teachers will work closely with a supervising teacher or mentor teacher (in indonesian it is known as guru pamong). the university or institution where the student teachers comes from also appoints a lecturer who will act as a supervisor, but usually his/her role is not as much as the mentor teachers at school. in faculty of tarbiyah and teacher training iain antasari banjarmasin, ppl 1 is conducted in the sixth semester, and ppl 2 in the seventh semester. the location for ppl 2 is selected secondary schools and madrasa around banjarmasin. in addition, the student teachers from faculty of tarbiyah and teacher training iain antasari banjarmasin are required to spend two months at selected school and practice 10 times with 1 mid test and 1 final test time. 2 the benefits of school-based practicum or ppl 2 have been noted by a number of scholars. hobson et al (2006), for instance, point out that school-based practicum allows student teachers access to authentic classroom, and helps student teachers to learn how to respond to a wide variety of situations which occur. the school placement of student teachers will also enable them to enact the concepts they have learned through their engagement with specific strategies (rosaen & florio-ruane, 2008 in grossman et al, 2009). as richards & farrell (2011) noted, “academic courses cannot replicate the actual experience of teaching and many things happen in teaching that coursework does not usually prepare teachers for. coursework cannot prepare such things as adjusting a lesson to respond to learners’ difficulty [...], redesigning a teacher-led grammar practice activity [...] turn it into a group task, or dealing with a disruptive student...” (farrell, 2007 & senior, 2006, as cited in richard & farrell, 2011, p.4). this means many unpredictable things may happen in the classroom that student teachers should be ready to make a sound decision to make the teaching and learning process successful. problems statement several research questions have been formulated for this research. they are: 1. what are student teachers’ perceptions of their teaching practicum experience at al istiqamah boarding school? are they able to apply the theoretical knowledge from their study at english department? what kind of theoretical knowledge can they use during their teaching practicum? 2. how is their relationship with the mentor teacher? how supportive is the mentor teacher in helping them to develop a successful lesson? 3. what benefits do they gain and what constraints do they find? theoretical framework the definition of teaching practicum in teaching practicum the focus is not on what student teachers know but on what student teachers can do. it is an opportunity to learn more about the process of language teaching and many of the skills that student teachers need to master to be an effective language teacher (richards & farrell, 2011). kirkpatrick (2007), who has done research on elt in indonesia, suggested skills and knowledge that english teachers should possess. among them are: know the context, able to evaluate materials critically, have an understanding of method used in the community, able to evaluate methods for specific contexts, and able to provide an appropriate and attainable model for their students. student teachers should also have pedagogical skills and knowledge that would enable them to apply classroom management effectively, such as how to motivate students to use the target language, or how to deal with difficult students. furthermore, richards and farrell (2011) suggest that conversations with mentor teacher and observation and reflection on own teaching experiences are important parts of the learning process in teaching practicum. 3 the roles of mentor teacher five main roles of school mentor are as practical advisor, provider of constructive advice, role model, provider of support, and assessor (hobson et al, 2006). the mentor teacher is responsible for reviewing the lesson plan, observing the teaching process, and giving guidance and feedback to the student teachers. often, student teachers will be teaching in a class that is part of school regular course, and it is the responsibility of mentor teacher to ensure that the class will receive adequate instruction from the student teacher. ideally, mentor teachers are expert teachers who already have experience in supervising and giving guidance to novice teachers. in addition, they should be willing to listen and consider different classroom approaches used by the student teachers (richards & farrell, 2011). however, some constraints such as workload and not having sufficient time in school might influence the mentor teacher role. previous research on teaching practicum a longitudinal study conducted by a research team from university of nottingham england revealed that school-based experience can leave not only positive impacts but also negative impacts on student teachers (hobson et al, 2006). the student teachers felt positively about their school-based experiences when they could talk with their mentor or peer who was concerned with their progress, and were able to engage in dialogues which helped them to think about their practice as teachers. on the other hand, student teachers might feel negatively about their experience when they found difficulties dealing with the school ethos and in building good relationship with the mentor teacher. another study highlighted multiple challenges faced by asian pre-service teachers in doing their practicum in australian schools (spooner-lane et al, 2009). among the challenges were language barriers, cultural differences, relationship with mentor teachers, and limited time in learning. language was a hindrance because the student teachers did not feel confident about their spoken english fluency. their accent was also considered as a barrier when communicating with the students, explaining the lesson, and even in trying to manage misbehaving students. cultural differences exist because the student teachers came from other country and might not be familiar with the school culture in australia. problems with the mentor teacher occurred when the student teachers felt inferior and undermined about their ability, and not given enough assistance and time to consult about their practice. optimizing teaching practicum there have been some concerns to the teacher education program, particularly related to the output quality. for instance, raihani and sumintono (2010) criticized that pre-service teacher education in indonesia has too much emphasis on the theories and overloaded materials, which make the graduates not well-prepared. the graduates just start learning the real situation once they enter the workplace, and once they become teachers, they just wait for the directives from the superior. another critique is forwarded to the implementation of teaching practicum, which only fosters prescriptive paradigm, being routine, recipe oriented, encouraged imitation, as student teachers were required to assume assigned teaching duties and replicate the teaching practices of the supervising teacher (etscheidt et al, 2012). 4 therefore, to optimize teaching practicum, scholars proposed that student teachers be given more opportunity to reflect on their practices (kumaravadivelu, 2006; grossman et al, 2009; richards & farrell, 2011). such opportunities for reflection can take the form of journal writing, written evaluations, pre and post teaching conference with mentor teacher, or discussion forum with their peers and supervisors, in which they could discuss and analyze problems they encounter in their classroom, seek alternatives, and try out new ideas and strategies. the process of reflecting is believed to make teachers be inclined to utilize appropriate methods for student learning, and result in the development of new practical knowledge (minott, 2011). research method this research applied a qualitative approach with a case study design. qualitative approach is a type of educational research in which the researchers rely on the views of the participants, ask broad questions, collect data consisting largely of words from participants, then describe and analyze these words for themes (creswell, 2008). furthermore, creswell (2008) defined case study as “an in-depth exploration of a bounded system (e.g. an activity, event, process, or individuals) based on extensive data collection” (p. 476). similarly, punch (2009) defined case study as a phenomenon of some sort occurring in a bounded context. the case can be an individual, a role, a small group, a community, an event, a policy, or a process. case study is often used to reveal a story of something unique, special, or interesting, which can be used to highlight a success of a program, or to bring attention to a particular challenge or difficulty of a project or a program (neale et al, 2006). the participants of this research were the student teachers of english department faculty of tarbiyah and teacher training iain antasari banjarmasin. as the nature of qualitative research is to gain a vivid, detailed data from a small number of participants, the writer decided to select al istiqamah boarding school as the school site, where she also acted as the supervisor of the student teachers who practiced there. there were 5 student teachers as the research participants, respectively 2 student teachers at ma al istiqamah and 3 student teachers at mts al istiqamah. research instruments a). field notes field notes are “text recorded during an observation in a qualitative study” (creswell, 2008, p.224). field notes can be descriptive or reflective. descriptive field notes record a description of events, activities, and people, while reflective field notes record personal thoughts that the researchers have that relate to their insights or board themes that emerge during the observations (creswell, 2008, p. 225). the researcher used both types of field notes (descriptive and reflective) during the observation of the teaching practicum. b) interview protocol interview protocol is a form design by the researcher that contains instructions for the process of interview, the questions to be asked, and space to take notes of responses form the interviewee (creswell, 2008, p.233). the researcher prepared a set of questions to be asked during the interview with the student teachers.. the result of the interviews was believed to be the most important source of data as 5 “data generated spontaneously, even from small numbers of research participants, can often be more revealing of actual lived experiences” (hobson et al, 2006, p.12). c) documents documents include the lesson plans and the journal entries written by the student teachers. the student teachers were asked to write a reflective journal after each practice. the data about condition of the schools have also been collected as secondary data. findings after the data from classroom observations, journal entries, and interviews were gathered and analyzed, the writer found emerging themes related to the experience of student teachers at their teaching practicum, which are divided into four major categories below: lesson plan, implementation, and teaching techniques the first issue is regarding lesson plan, implementation, and techniques applied by the student teachers during teaching practicum. based on classroom observations and lesson plans, student teachers implemented various skills focus and teaching techniques on their classes. as the supervisors, the writer came to observe each student teacher at their respective school sites. at ma al istiqamah, there were 2 students teacher who practiced, and each had their own mentor teacher as they were assigned to teach at different grade. on the first class observation, the student teacher (st) 1 at ma al istiqamah conducted a listening activity for grade xi on a topic of narrative text. the material was taken from lks in which there was a listening practice. unfortunately lks is not supplemented with cassette or cd, so st 1 had to record his own voice. the students were asked to complete the text with the words they heard from the recorded voice. in lks the words to fill the blank were not provided, so st 1 modified the exercise by providing the options of answers because he thought that students would have difficulties in answering questions if it was just filling the blank as most of students were lack of vocabulary. toward the end of the lesson he played a song as an additional listening exercise. the lesson ran quite well. the only ineffective thing was st 1 spent too much time writing the options on the blackboard. it would have been better if he provided handouts for students or prepared a caption. on the second observation, st 1 improved his teaching technique and taught more effectively by preparing a caption where he wrote the expressions used when feeling pain. he used more time for drilling the students on the expressions, which is good, as the skill focus was speaking. this time he was quite successful in implementing communicative approach. despite students’ problem in pronunciation and vocabulary, by the end of the lesson the students were able to perform a role play of expressing pain in particular situation. communicative approach was also used by st 2 when she taught expressions of showing sympathy. she used captions and paper slips as media. the paper slips was used to elicit expressions in which students gave responses to her questions. she also drilled the students on the expressions used and assigned the students to create a short dialog where they had to show sympathy. another good thing was she remembered her students’ names and often interacted with them by calling out their names. on the second observation, st 2 used 6 grammar translation method as the lesson focus was the use of imperative sentence in writing instruction. the following table is the summary of lessons conducted by student teachers at ma al istiqamah. table 3.1. the result of class observation at ma al istiqamah banjarmasin date studen t teacher grade taught lesson/ topic skills focus techn ique 0ct 3, 2013 st 1, male xi (girls class) narrative text listenin g clt oct 30, 2013 st 1, male xi (girls class) expressio n of pain speaking alm nov 4, 2013 st 2, female x (girls class) expressio n of sympathy speaking clt nov 11, 2013 st 2, female x (girls class giving instruction writing gtm * st = student teacher clt = communicative language teaching alm = audio lingual method gtm = grammar translation method meanwhile, at mts al istiqamah, there were 3 students teachers, who were supervised under the same mentor teacher. they were assigned to teach grade vii and viii. on the first observation, st 3 taught about reading descriptive text. he provided pictures of school facilities and handouts as teaching media. however, he struggled to make students understand the meaning of vocabulary. he also spent too much time on drilling student pronunciation, which is actually more suitable if the skills focus is speaking. as a result, by the end of the lesson, it could not be seen clearly that the objective of the lesson, i.e. comprehending the text, was achieved. on the second observation, with the skills focus on writing, st 3 had to struggle again to familiarize students with text elements such as orientation and reorientation as an example of text that students had to write later on. the technique he used seemed unable to make him reach the objective of the lesson, besides he had to spend more time disciplining the students as the students did not pay much attention on the lesson which partly because it was the last period. st 4 was more successful in conducting the lesson on writing postcard as he combined communicative approach with grammar translation method. he provided slips of paper where there were sentences students had to arrange in groups. he also gave reward to the groups who finished first. the lesson ran well although the result of postcard writing could not be seen directly as the students would do it as a homework. on the second observation, st 3 did not teach as successfully as the previous practice, as the technique he 7 used in teaching grammar seemed boring for the students. he spent a considerable time explaining the formula of simple past tense, but it was not clear whether students could master it or not. meanwhile, st 5 was quite successful in conducting the lesson on both observations. she had various techniques in teaching speaking from drilling, guessing games, and singing together. the only weakness was her soft voice, which might be difficult for her when teaching a noisy class. the following table is the summary of lessons conducted by student teachers at mts al istiqamah. table 3.2. the result of class observation at mts al istiqamah banjarmasin * st = student teacher clt = communicative language teaching alm = audio lingual method gtm = grammar translation method tpr = total physical response generally, the student teachers had no problem in preparing the lesson plan, the lesson materials and the teaching media as they had done it before in microteaching class (ppl 1). in their lesson plans, it is evident that the student teachers have understood well the components of lesson plan, such as the lesson focus, the lesson objectives, the classroom procedures, as well as the evaluation. the student teachers stated the lesson they designed was based on the syllabus and the guidance given by the mentor teacher. the students at each school which the writer observed were using lks (student worksheet), and for the additional exercises, the student teachers often had to create their own exercise or modify the exercises in the lks. “lks is not enough, so i develop the material and add another exercise. in lks only english words, so i made the indonesian translation because the students are date studen t teache r grade taught lesson/ topic skills focus techn ique oct 10, 2013 st 3, male vii (boys class) descriptiv e text reading gtm oct 10, 2013 st 4, male vii (boys class) postcard writing clt & gtm oct 10, 2013 st 5, female vii (girls class) thanking & apologizin g speaking clt nov 11, 2013 st 3, male vii (boys class) family life writing gtm nov 11, 2013 st 4, male viii (girl class) simple past tense gramma r gtm nov 11, 2013 st 5, female vii (girl class) school life speaking alm & tpr 8 lack of vocabulary. i also make some multiple choice exercise if the exercise in lks is only fill in the blank to help students understanding, the option in multiple choice can help them little by little.” (st 1, male, practiced at ma al istiqamah) prior to doing teaching practicum, student teachers had taken up the course on teaching methodologies, and have been familiarized with different methods and strategies in teaching. during the observation, it is found that the student teachers were actually able to implement various interesting activities, which they have learned during microteaching. most of the student teachers prefer to use communicative approach, where students are required to use english more actively during the lesson. one of the benefits of using communicative approach is stated during an interview with one of the student teacher. “if we don’t teach communicatively, students will get bored. if students are involved (in the activities), they give attention to me” (st 1, male, practiced at ma al istiqamah) however, due to the class condition, the student teachers often ended up with form-focused instruction (gtm) despite their struggle to apply communicative approach. this was admitted by most of the student teachers that they needed to use grammar translation method to make the students understand the lesson. “when i teach reading, i have to translate the text, or the students will not understand. they lack of vocabulary.” (st 3, male, practiced at mts al istiqamah) besides, student teacher did not implement much group work, which is actually an important part of communicative approach. instead, they prefer students do the task individually. when asked whether they had ever shifted away from what had been written in the lesson plan and tried something spontaneously, almost all the student teachers responded that they did make some modifications, and they needed to do that because the situation in the classroom required them to do so. for example, because of limited time they had to skip some planned activites, or in other time a student teacher spent more time in reviewing the previous lesson because the students had not yet understood the material. in other case, mostly because of the limited time, some exercises had to be done as homework, as written by a student teacher in her journal. “something that is not running well is in evaluation section. i think that my questions can be given in class activity, but the time is over, so the questions become homework.” (st 2, female, practiced at ma al istiqamah, journal entry) there were also times when student teachers run out of the activities and had to find ideas and create activities for the class on the spot because it was not written in the lesson plan. for example, in one of her lessons, st 5 added a singing together activity or a guessing game because there was still time left whereas all planned activities had been finished. what interesting was the lesson plans prepared by the student teachers have no specific form. the student teachers admitted that they sometimes get confused with the format they should make, particularly when the mentor teacher from the school just leave it to them the kind of lesson plan they have to prepare. therefore, it would be better if the english department has a specific form for lesson plan which student teacher should follow. 9 apart from their ability in implementing lesson plan and varying teaching techniques, during the observation of their practice, the writer found that there are a few weaknesses regarding the student teacher language skills such as pronunciation, grammar, and vocabulary. it is important that student teacher practice their language skills so that when they teach a class they would not make any error. an obvious example of error made during teaching was when a student teacher explained the vocabulary of “aula” as “aula” as it is written that way in lks. he did not check that “aula” is not english. so, when he drilled the student pronunciation of saying the vocabulary of school facilities, the student just simply followed after him and repeated “aula”. this student teacher also failed to explain the meaning of ‘lodgment’ correctly as mentioned as one of school facilities at lks. another example was a wrong explanation of simple past tense when a student teacher wrote the formula of simple past tense in negative and question form using verb-2, while it should be using verb-1. from this experience, it is important that student teachers have sufficient knowledge of the material and be well-prepared before they teach a topic. student teachers also need to realize that the material in lks is not always 100% reliable and suitable with certain school context. mentor teacher role the second issue is regarding mentor teacher role. placed at a school for two months, the student teachers were required to teach 12 times at the assigned classes. however, some students could teach more than 12 meetings, as they sometimes were asked to become the substitute teacher when the class teacher did not come. based on the interview result, the student teachers had quite positive relationship with the mentor teacher. however, the support from mentor teacher varied from one class to another. in this school, it seems that the student teacher did not get maximum support from the mentor teacher. for example, at ma al istiqomah there are two mentor teachers based on the grade taught. st 1 who practiced at grade xi found that his mentor teacher did not give much suggestion regarding the lesson plan as well as the practice. even during the practice the mentor teacher did not attend the class. “our relationship is very well. he doesn’t expect much, he just asks me to teach well. but the communication is not very well. he always leaves everything to me, for example lesson plan, i just imitate previous lesson plan from my seniors. he only came during middle test and final test. for daily teaching he didn’t come, he just trusted my lesson plan. so, most of the time i learn autodidactly [by myself]” (st 1, male, practiced at ma al istiqamah). limited amount of time mentor teacher spent with the student teachers also occurred at mts al istiqomah, where the student teacher did not get much chance to consult because the mentor teacher was busy and only came to school if she has her own class to teach. “my relationship with mentor teacher is okay, but not too close. she’s rather difficult to find, only came to school when she has schedule in school. i only consult once. she always said okay with my lesson plan.” (st 4, female, practiced at mts al istiqamah) 10 “my mentor teacher only comes when she has class, so i seldom meet her. i feel shy when i have to come to her to consult my lesson plan” (st 3, male, practiced at mts al istiqamah) in an informal conversation with the mentor teacher during a class observation, the mentor teacher admitted that there was less communication with the student teachers and she felt regretful about that. it happened because her schedule at school was only four days a week from monday to thursday and she had to help with administrative matters outside her teaching hours. actually most of the student teachers prefer to get guidance and suggestions, as stated by the student teachers that they could learn more about his strengths and weaknesses from their mentor teacher. “of course i need feedback so much because my experience is less. i need his suggestion to be input for my teaching, but it doesn’t happen…but if i need i can come to him for consultation, i’m sure he’ll do it, but i learn autodidactly [by myself) because i’m ashamed to consult” (st 1, male, practiced at ma al istiqamah). from these student voices, it is evident that mentor teacher role as a practical advisor, provider of constructive advice, role model, provider of support, and assessor as suggested by hobson et al (2006) has not yet been implemented optimally. the mentor teacher is responsible for reviewing the lesson plan, observing the teaching process, and giving guidance and feedback to the student teachers. however, in practice it seems that these roles cannot all be realized due to certain circumstances. sim (2011) in her research on supervisory practices revealed that the issue of “power” and “the great burden’ of the supervising teacher cannot be neglected. on one hand, supervising teacher or mentor teacher has a responsibility in assisting the less experienced teacher or the candidate teacher to improve their professional skill. on the other hand, mentor teacher also might find a difficult supervisory experience. the difficulties emerged as the mentor teacher had no control over the timing of supervision or the personalities of the student teacher that they will supervise. they had no input about the previous practicums of these student teachers. the student teachers have come from university coursework and have experienced different school supervisors. sim’s research showed that school supervisors or mentor teachers might experience a conflicting identity as they worried that they would fail in doing their job as supervising teacher (sim, 2011, p.147). this research, however, had different finding, as in part of the mentor teachers, they did not see the student teacher as the burden. rather, the issue of lack of consultation was caused by the heavy workload at school. challenges faced and benefits gained the third issue which becomes challenges in teaching practicum is limited facilities and student misbehavior at each school sites. the limited facilities can be seen from the students who only used lks as their learning material. they could not afford to buy textbook. lks is cheaper, and the students are supported by bos (school operational fund) to buy them. there were no technological tools such as computer or lcd to be used 11 for teaching and learning activities, so for certain activities such as listening practice, student teacher had to bring their own laptop and speakers to the classroom. at other time, the student teacher faced difficulties in teaching when the books which should be used for learning were not available. apart from limited facilities, handling student behavior seems to be the most challenging circumstance for student teachers. during their practicum nearly all student teachers had to deal not only with low competent but also with unmotivated, disruptive students. “they don’t have dictionary... they think english is too difficult. they got a doctrine from school that english is not important... so i have to struggle extra hard to teach them… one of the way to get their attention is by using loud voice.” (st 1, male, practiced at ma al istiqamah) “the students are noisy. even there are some students who stand on the table” (st 3, male, practiced at mts al istiqamah) “the class is chaotic. the students throw chalks and other things or just talking outloud even if i warn them...” (st 4, female, practiced at mts al istiqamah) these problems have obviously hampered the smooth flow of the lesson that the student teachers intended to implement. the time which was supposed to be used for maximizing learning then turned into the time for maintaining disciplines of the students. this mostly happened when the mentor teacher did not come to observe the class. the students’ background that comes from low socio economic status had been viewed as the factor. these students have low motivation in learning english and feel that english is not useful for them. in dealing with this problem, the student teachers have tried various ways to make the lesson more interesting such as playing games, using pictures, or listening to songs, or even giving a reward such as candy. but sometimes they also had to give punishment and reprimand to troublemakers who disturbed the lesson. “i think the lesson in this class was not really effective because in the middle of the lesson one of the students was yelling when i explained. at that time the class little not conducive, finally as a teacher i give the punishment to the stubborn boy” (st 3, male, practice at mts al istiqamah, journal entry) “almost all students like to scream, so i just call their names and ask questions. boys are even more rebellious, they don’t want to do what i ask. sometimes i just keep quiet, or say if you don’t want to study, you go out.” (st 4, female, practiced at mts al istiqamah) from these student teachers’ views, it can be seen that classroom management is an issue that cannot be taken lightly. the skill in managing a classroom is very important for effective teaching. wubbels (2011) has highlighted some issues related to classroom management skill such as disciplining the students and creating a learning environment that promote student motivation and positive social interaction. furthermore, he suggested six approaches of classroom management which focus on external control of behavior, on 12 internal control, on classroom ecology, on discourse, on curriculum, and on interpersonal relationship (wubbels, 2011, pp. 115-116). behavioral approach as the oldest type proposed that teachers can try one of the ways to shape student behavior by giving stimulus or reward to the students. interpersonal approach suggests that teachers should establish positive relationship with the students through non-verbal strategies such as eye contact and gestures. teachers should also know when they need to show “high affiliation” (such as being friendly) and when they need to be in “high control” (being strict) to the students (wubbels, 2011, p.118). from the experience of teaching practicum at school where there are multiple issues and challenges, student teachers found a number of benefits. among the benefits are stated by the student teachers below. “i should know the characteristics of my students whether they are low, intermediate, or advance, so that i can adjust my teaching strategy. i have to be more sensitive to the condition and class atmosphere so that i become someone who can handle the situation” (st 1, male, practiced at ma al istiqamah)) “the experience makes me feel more confident talking in front of the class.“ (st 4, female, practiced at mts al istiqamah) student teacher admitted that the experience of teaching practicum is very beneficial because it will prevent them from the feeling of shock when later they enter the real teaching job. through school-based teaching practicum they understand that students have different characters, and they should use various techniques in teaching. conclusion manifold issues are found during student teachers’ practicum, implying that learning to teach is a challenging and highly emotional experience for student teachers. the conclusions are: 1. despite multiple challenges faced during teaching practicum, student teachers have positive perception towards the practice. generally, with some efforts student teachers from english department are able to implement the theoretical knowledge such as how to use appropriate media and use various techniques in teaching, although there are still areas to improve such as their language skills and classroom management skill. 2. the student teachers admit that they do need the guidance of the mentor teachers while doing their teaching practicum. it is so since the mentor teachers are those who have already known the students’ behavior and class condition. in contrast, the mentor teacher is usually influenced by workload and not having sufficient time in school which makes the time of consultation is not as much as expected by the student teachers. 3. student teachers could feel the benefits of real classroom experience as they could learn how to vary the teaching techniques and how to adapt to various classroom situations. this will prepare them in dealing with a real job as a teacher. some constraints that are faced by student teachers are in dealing with low competent, 13 unmotivated, and disruptive students, limited school facilities, and lack of consultation time with mentor teacher. references alwasilah, a. c. (may 19, 2012). redesigning the curriculum for english teachers. the jakarta post. retrieved june 26, 2013 from http://www.thejakartapost.com/news/2012/05/19/redesigning-curriculum-englishteachers.html creswell, j. w. (2008). educational research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). upper saddle river, new jersey: pearson education. etscheidt, s., curran, c.m., & sawyer, c.m. (2012). promoting reflection in teacher preparation programs: a multilevel model. teacher education and special education, 35(1), 7-26. grossman, p., hammerness, k.,& mcdonald, m. (2009). redefining teaching, reimagining teacher education. teachers and teaching: theory and practice , 15(2), 273–289. hobson, a. j., malderez, a., tracey, l., giannakaki, m.s., pell, r. g., kerr, k., chambers, g.n., tomlinson, p.d. & roper, t. (2006). becoming a teacher: student teachers’ experiences of initial teacher training in england. nottingham: the university of nottingham. kirkpatrick, a. (2007). teaching english across culture: what do english language teachers need to know how to teach english. english australia journal, 23(2), 2036. kumaravadivelu, b. (2006). understanding language teaching: from method to postmethod. mahwah, nj: lawrence erlbaum associates. minott, m. a. (2011). the impact of a course in reflective teaching on student teachers at a local university college. canadian journal of education, 34(2), 131-147. neale, p., thapa, s., & boyce, c. (2006). preparing a case study: a guide for designing and conducting a case study for evaluational input. watertown, ma: pathfinder international. retrieved july 13, 2013 from http://www2.pathfinder.org/site/docserver/m_e_tool_series_case_study.pdf punch, k. f. (2009). introduction to research methods in education. london: sage publication ltd raihani, & sumintono, b. (2010). teacher education in indonesia: development and challenges. in k. g. harras & c. c. wolhuter (eds.), international handbook of teacher education worldwide: issues and challenges (vol. i & ii, pp. 181-197). athens: atrapos. richards, j. c., & farrell, t. s. c. (2011). practice teaching: a reflective approach. new york: cambridge university press. sim, c. (2011). 'you've either got (it) or you haven't' conflicted supervision of preservice teachers. asia pacific journal of teacher education, 39(2), 139-149. http://www.thejakartapost.com/news/2012/05/19/redesigning-curriculum-english-teachers.html http://www.thejakartapost.com/news/2012/05/19/redesigning-curriculum-english-teachers.html http://www2.pathfinder.org/site/docserver/m_e_tool_series_case_study.pdf 14 spooner-lane, r. s., tangen, d. j., & campbell, m. a. (2009). the complexities of supporting asian international pre-service teachers as they undertake practicum. asia-pacific journal of teacher education, 37(1), 79-94. wubbels, t. (2011). an international perspective on classroom management: what should prospective teacher learn? teaching education, 22(2), 113-131. 15 16 1 the needs of the students who are taking grammar (structures) iv course at english department of tarbiyah faculty academic year of 2012/2013 raida asfihana a lecturer at english department of state institute for islamic studies antasari banjarmasin abstract the students’ needs of english have been a never ending issue for recent years. it is always be an interesting topic to be discussed as well as investigated through a series of research. thi s following research report is a description of the students’ need of taking grammar iv course at tarbiyah faculty of iain antasari banjarmasin. the students were asked to fill in a questionnaire dealing with their needs of taking that course. the result shows that they think that grammar mastery is important for them and they prefer to do much practice on toefl exercise (the section of structures and`written expression) through this course. key words: needs, grammar iv introduction iain (institut agama islam negeri = state institute of islamic studies) antasari banjarmasin is one of the institutions of higher education under the department of religious affairs; thus, this institution concentrates more on islamic studies. there are four faculties at iain antasari banjarmasin; they are faculty of tarbiyah (islamic education), faculty of syariah (islamic law), faculty of dakwah (islamic gospel), and faculty of ushuluddin (islamic theology and philosophy). each of these faculties has several departments based on their own disciplines. they also have different curricula and objectives in conducting their teaching and learning process. nevertheless, in order to prepare the students to face this globalization era, iain antasari, in addition to islamic majors, also tries to provide other general disciplines like mathematics as well as english in tarbiyah (education) faculty. the teaching of english in english department of tarbiyah faculty has been run since 1997. there are 152 credits (sks), including 8 credits for structures or grammar series, that must be accomplished by the students to get the degree of sarjana pendidikan in this institution. the 2 teaching of english structures, which is called as grammar course in 2010 curriculum of english department, is taught since the second semester (grammar i) to fifth semester (grammar iv). the grammar iv, which is the last series of grammar course, is assumed to equip the students with knowledge of theory of english grammar. this course is also designed to prepare the students the capabilities to use grammar either in speaking or writing. there are some topics covered such as adverb clause, conditional sentence, and some grammar trouble spots (the syllabus of grammar iv, 2010). but what do they actually need? what kinds of topics that are really essential for them? what are their favourite teaching techniques? what kind of assessment system that is appropriate to assess their grammar mastery? these are the questions that willing to be answered through this research. motivation is one of the most important factors in language learning, which is why teachers of english as a foreign language have always tried to find new approaches or strategies that introduce practical uses of efl in the classroom. unfortunately, many students dislike learning english; and although they attend lessons, they are not interested in speaking properly. they only want to pass the compulsory exams. finding the students’ likes and dislikes concerning efl learning and applying new teaching techniques to improve the command of language use have been major goals of each professional english teacher. in recent years, course design has become more learner centered, or learning centered, as differentiated by hutchinson & waters (1987). needs analysis has come to be regarded as the starting point of the process of teaching and learning. this is assumed as the first step and seen as being absolutely crucial if a teacher wishes to design a course that will maximally benefit their learners. according to iwai et al. (1999) in songhori (2008), formal needs analysis is relatively new to the field of language teaching. however, informal needs analyses have been conducted by teachers in order to assess what language points their students needed to master. in fact, the reason why different approaches were born and then replaced by others is that the teachers have intended to meet the needs of their students during their learning. based on the above description, this research is conducted to find the needs of the students taking grammar iv course in the academic year of 2012/2013 which covered the topics selection, the teaching techniques, and assessment system appropriate for them. statement of the problem 3 based on the background of the study, the main purpose of this research is to find out the students needs of taking grammar iv course. thus, the statement of the problem is: “what are the students’ needs in taking grammar (structures) iv course at english department of tarbiyah faculty in iain antasari banjarmasin in the academic year of 2012/2013?” objective of study based on the above research problem, the objective of this research is to find out the needs of the students who are taking grammar iv course. it involves finding out the topics selection, the teaching techniques and assessment system appropriate for them in order to facilitate their needs in learning english grammar skills effectively. significance of study the result of this research is expected to be significant in two important ways. firstly, it is expected that this research result gives meaningful contributions to the lecturers of grammar course. a grammar iv course, which is designed based on the specific needs analysis of the students, hopefully gives valuable guidance for their jobs of teaching grammar, so that the general educational goals can be more successfully achieved. secondly, the result may be significantly used as a reference in providing standard lesson plans of the grammar iv course itself. thus, it is expected that an appropriate syllabus as well as specific lesson plans are able to create enjoyable teaching grammar activities in the classroom which motivate the students to learn english, especially the grammar (structures) mastery. scope and limitation the scope of this research is that it is intended to investigate the needs of the students in taking grammar iv course in the academic year of 2012/2013. the needs mention here covering the topics selection, the teaching techniques, and the assessment system. the limitation is that this research is not going to develop complete syllabus, instructional materials, media and evaluation system. the result of this research may be used as a basis for future research dealing with syllabus and material development. in addition, the description of the students’ needs resulted in this research may not be appropriate to any classroom activities in different educational settings (e.g. different discipline or program, teaching objectives, teaching process, etc). 4 definition of key terms there are several terms used in this research that are defined in this following list: a. needs; the students’ wants, wishes, or necessity in taking a course. b. grammar iv; the last series of grammar course taught in the english department of tarbiyah faculty at iain antasari banjarmasin. theoretical framework needs analysis this research conducts a needs analysis in order to obtain the data of what the students really needs in learning english grammar mastery. it is conducted based on an assumption that rather than fitting students to courses, courses should be designed to fit students. many researchers in this area of study give many definitions of what needs analysis actually is. nunan (1999:32) defines needs analysis as sets of tools, techniques, and procedures for determining the language content and learning process for specified groups of learners. moreover, richards (2001:51) mentions that procedures used to collect information about learners’ needs are known as needs analysis. needs analysis may take place prior to, during, or after a language program. richards (2001:36) says that a needs analysis is a starting point in language program design and it was an important factor in the development of current approaches to language curriculum development. thus, it is better for the english teachers to stick on their mind that rather than developing a course around an analysis of the language, the approach starts instead with an analysis of the learner’s needs. furthermore, dudley-evans & st. john (1998: 122), said that although there are various ways of interpreting ‘needs’, the concept of ‘learner needs’ is often interpreted in two ways: ✓ as what the learner wants to do with the language (goal-oriented definition of needs) which relates to terminal objectives or the end of learning; and ✓ what the learner needs to do to actually acquire the language (a process-oriented definition) which relates to transitional/means of learning. in view of these concerns, dudley-evans and st. john (1998: 145) make a list surrounding course design in the form of the following questions: o should the course be intensive or extensive? o should the learners’ performance be assessed or non-assessed? o should the course deal with immediate needs or with delayed needs? o should the role of the teacher be that of the provider of knowledge and activities, or should it be as facilitator of activities arising from learners’ expressed wants? o should the course have a broad focus or narrow focus? 5 o should the course be pre-study or pre-experience or run parallel with the study or experience? o should the materials be common-core or specific to learners’ study or work? o should the group taking the course be homogenous or should it be heterogeneous? in short, by asking these questions prior to planning course design, the teacher who teaches grammar course can be better prepared, more so if the teacher has to balance out some of these parameters which are linked to institutional and learner expectations (dudley-evans and st. john, 1998). grammar grammar is the sound, structure, and meaning system of language. all languages have grammar, and each language has its own grammar. people who speak the same language are able to communicate because they intuitively know the grammar system of the language-that is the rules of making meaning (chin, 1998). grammar can be defined as a set of shared assumptions about how language works (savignon, 1991). communication cannot take place in the absence of structure, or grammar. for the development of communicative ability, research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. the lack of these experiences, however, sometimes brings problems, especially for the esl/efl students. those common problems have to be overcome by all students, and the difficulties they find are similar in all parts of the world. all students want to speak, write and read the normal accepted english of today, and this can only achieved by constant practice of existing forms, with some rational explanations of the grammatical devices employed, wherever this is possible (allen, 1974). grammar iv course which has been taught in this institution for years is the last series of four grammar series. the students who are taking this course are assumed to already have some acquaintance of english grammar knowledge and able to apply some theories of grammar in spoken and written form. thus, they are prepared for taking toefl test as one requirement of passing this english department major. method of research 6 population and sampling the population of this research is the students taking grammar iv course in the academic year 2012/2013. there are three classes of grammar iv course this semester with the number of students is 104 students in total. thus, the researcher randomly chose 20 students for each class as the representative samples, therefore there are 60 students in total as the participants of this research. techniques of data collection there are two techniques in collecting the data in this research, they are questionnaire and documentary techniques. thus, table 3.1 describes the techniques in collecting the data for this research. table 1. techniques of data collection no. techniques of data collection data needed research subjects 1. questionnaire the questions in the questionnaire covering the students’ opinions about the teaching and learning process of grammar course in general, the students’ motivation and interest in practicing grammar skill, selected topics they need in a grammar class, the students’ needs of teaching and learning activities for a grammar class and assessment system they like most. the students who are taking grammar iv course in the academic year 2012/2013. 2. documentary the english grammar skills the students should master in order to pass this grammar iv course. the syllabus of grammar iv course. 7 according to the techniques of data collection above, the instruments used in this research are questionnaire sheet (which is enclosed in appendix 1) and documentary (which is enclosed in appendix 2). there are 46 items in this semi-closed questionnaire which has been distributed to the respondents on october 23, 2012 for class a and b and on october 24, 2012 for class c. the present syllabus of grammar iv course provided by the english department staff has been an essential source to find the data of the second technique of collection. next, this syllabus will be used to compare between the existing syllabus and the findings of this research. findings in this research, the data of the students’ needs have been collected using two techniques of data collecting as well as their two instruments; they are questionnaire and documentary. to facilitate reading and discussing the result, tables are used to show descriptive statistics (in the form of percentages) of each item in the questionnaire sheet. in short, the students’ response in this questionnaire is used as a fundamental basis for obtaining the data of their needs in attending grammar iv course. in this questionnaire, the respondents were asked to give their responses by ticking (√) a box representing their choice. five different responses were offered to them; strongly agree (sa), agree (a), uncertain (u), disagree (d), and strongly disagree (sd). sixty students are involved as the respondents of this questionnaire and their responses of the respondents are calculated in the form of percentages, which are described respectively as follows: part i: teaching and learning process in general there are 17 items listed in this part, which are used to obtain data of the current teaching and learning process of grammar iv course. the percentages of these 17 items are shown in this following table. table 2. teachers’ activities in opening the lesson 8 number of items statements percentage (%) sa a u d sd 1 state the objectives clearly 20 35 7 22 16 2 ask warming-up questions 32 55 0 11 2 3 do review of previous lesson 32 46 18 4 0 4 prepare the lesson well 64 28 6 2 0 5 answer questions clearly 88 12 0 0 0 6 give clear explanation of the lesson 50 46 1 3 0 7 give clear instruction of any students’ task 79 19 0 2 0 8 give clear directions of students’ assignments and tests 46 36 10 8 0 9 give assignments regularly 52 38 6 4 0 10 treat the students’ equally 32 66 0 2 0 11 give feedback to the students 44 36 2 18 0 12 use various teaching methods 10 20 6 54 10 13 use teaching aids 7 12 3 60 18 14 use english most of the time 32 55 1 11 1 15 give handouts 32 34 2 26 6 16 motivate the students 36 36 10 18 0 17 give rewards 34 32 0 28 6 part ii: students’ motivation and interest in attending grammar iv course 9 there are 8 items concerning this second part. it is aimed to obtain the data of the students’ personal motivation as well as interest in attending the grammar iv course. table 3. students’ motivation and interest in attending grammar iv course part iii: topic selection of the grammar iv course there are 9 questions used to obtain the data of the students’ needs for various topics that must be taught in the grammar iv course. table 4. students’ topic selection of the speaking class (item numbers 41 to 50) number of items topics percentage (%) sa a u d sd 26 tenses 86 14 0 0 0 27 pronoun 12 7 2 56 23 number of items statements percentage (%) sa a u d sd 18 have a higher interest to study grammar compared with the other english skills and components 34 38 12 12 2 19 do not feel nervous to write a grammatically correct sentences in front of the classroom 18 38 6 38 0 20 prefer to study grammar at home 46 36 10 8 0 21 have positive opinions that mastering grammar is important 54 40 2 4 0 22 show agreement that the proportion of grammar meeting is adequate to practice grammar mastery 78 14 8 0 0 23 have positive response that grammar mastery is important to get a job 44 48 8 0 0 24 have a high interest to share english grammar knowledge with friends and family at home. 22 76 2 0 0 25 have no difficulty in studying english grammar, especially grammar iv course 28 28 0 38 6 10 28 modals 36 6 2 56 0 29 comparison 12 14 4 46 24 30 passive voice 14 84 2 0 0 31 noun clause 34 32 8 20 6 32 adjective clause 36 14 0 26 24 33 adverb clause 36 36 2 20 0 34 conditional sentence and wishes 74 14 12 0 0 part iv: teaching and learning activities of grammar iv course item numbers 36 to 41 in the questionnaires sheet are aimed to obtain the data of teaching and learning activities that the students prefer to be applied in the grammar iv course. the calculation of the percentages of these items is shown in table 5. table 5. students’ favourite teaching and learning activities of speaking class (item numbers 31 to 39) number of items statements percentage (%) sa a u d sd 36. conventional lecturing 22 12 4 54 8 37. group discussion 86 10 2 2 0 38. group presentation 28 70 2 0 0 39. individual presentation 24 10 2 56 8 40. working a lot on grammar exercise of toefl (structures and written expression section) 73 25 2 0 0 11 part v: assessment system question numbers 42 to 44 in the questionnaire sheet are aimed to obtain the data of assessment types that the students’ think appropriate in assessing their grammar mastery. table 6. students’ choice of assessment system (item numbers 42 to 44) number of items questions percentage (%) sa a u d sd 42 observing students’ daily performance (process approach). 60 34 6 0 0 43 conducting middle and final test orally. 12 10 4 51 23 44 conducting written middle and final test. 26 70 4 0 0 discussion based on the data gathered through the questionnaire, it can be concluded that the students’ needs in attending the grammar iv course in the academic year of 2012/2013 are mostly similar one to another. the results show the teacher of grammar iv course are well-prepared in teaching grammar and always give clear explanation of the lesson and clear instruction of any students’ task. moreover, more than 80 percents of the respondents stated that the teacher uses english most of the time and providing a grammar handout during the class. the negative responses given by the respondents are that their teacher did not use various teaching methods in teaching grammar and never use realia (real object) as well. talking about the students’ motivation and interest in learning grammar, they felt that the grammar mastery is very crucial for them since they think that sufficient grammar mastery is important in this globalization era. meanwhile, onethird of the respondent still have some difficulties in mastering english grammar well. they said that they need the various teaching media to increase their interest in it. as a matter of fact, it is necessary for the teachers of grammar, especially grammar iv, to use more interesting teaching media to attract the students’ interest in learning grammar. 12 the respondents are offered nine topics of english grammar covering the topics discussed in grammar iv course. based on the questionnaire distributed to them, they stated that they still need tenses of english to be discussed in this course as the enrichment for their knowledge of it. they also mentioned that passive voice and conditional sentences were needed for them in this course. in contrast, they stated that they do not need the materials of pronoun, modals, and comparison since they have already finished and understood about it the previous grammar series. regarding with the teaching and learning activities that the students want in their grammar iv class, it is understandable that they want to have various learning activities and even methods in teaching. they said that they prefer group discussion and presentation as the teaching and learning activities in the classroom and do not prefer much on conventional lecturing and individual presentation. moreover, they seriously need more practice on toefl exercise on the section of structures and written expression since they have to take a toefl test as one requirement of finishing their study in this english department. observing students’ daily performance is chosen by 20 students (60%) as a type of assessment they prefer much. still, it is shown in table 6 that the respondents conventionally agree to conduct written middle and final tests instead of the oral one since they assumed that the grammar mastery can be assessed better through written test type. conclusion and suggestions this research is conducted based on a needs analysis result of the students taking grammar iv course in the academic year of 2012/2013. the findings show that they feel mastering grammar well is significantly important for them. they also state that they need more practice on toefl exercise through this course; the second section of toefl (structures and written expression). furthermore, they mention that they want the teacher of grammar iv course uses more attractive teaching aids to attract their motivation in mastering grammar. consequently, it is strongly suggested for the teacher of grammar iv course to give more exercise on toefl since an adequate toefl score is required for them for finishing their studies in this english department. the last but not least, it is also demanded for the students to use more various and interesting teaching aids in order to create an enjoyable teaching and learning activities of grammar iv course in the english department of tarbiyah faculty iain antasari banjarmasin. references 13 allen, w. stannard. (1974). living english structure. london: longman group ltd. asfihana, raida. (2009). a proposed speaking class syllabus for the intensive english course for the first-year students at state institute for islamic studies (iain) antasari banjarmasin. unpublished master’s thesis, state university of malang, malang. chin, beverly ann. (1998). the role of grammar in improving student’s writing. portsmouth, nh. boynton-cook: reed elsevier inc. dudley-evans, t., st john, m. j., (1998). developments in english for specific purposes: a multi-disciplinary approach. cambridge university press, cambridge. hutchinson, tom & waters, alan. (1987). english for specific purpose. cambridge: cambridge university press. nunan, david. (1992). designing tasks for the communicative classroom. glasgow: cambridge university press. richards, jack c. (2001). curriculum development in language teaching. new york: cambridge university press. savignon, sandra j. (1991). communicative language teaching: state of the art. tesol quarterly, vol. 25, no. 2. songhori, mehdi haseli. (2008). introduction to needs analysis. the journal of english for specific purposes (on line). (issue 4, www.esp-world.info. accessed on november 24th 2008). tim penyusun iain. (2010). silabus mata kuliah kurikulum 2010 iain antasari. banjarmasin: iain antasari press. 14 appendix 1: the questionnaire for the students of grammar iv course questionnaire introduction dear students, this questionnaire was developed to investigate your needs in studying grammar, especially in grammar iv course. therefore, the items in this questionnaire are designed to find out your needs in mastering english grammar. it consists of 46 items regarding the teaching of english grammar in your classroom as well as the way you feel about the instruction. please help as well as participate in this research by answering these questions as accurately as possible. your honest answers are very helpful to this research. this is not a test so there is no “right” or “wrong” answers since i am only interested in your personal opinions. you do not have to write your name and it will not influence your score in this course. moreover, your answers will be confidentially kept. please give your answers sincerely as only this will guarantee the success of this research. i do appreciate your participation in this effort in order to improve the teaching of english grammar in our beloved english department. thanks! respondent identity: sex : male / female (please give a circle to your choice) age : directions : for each statement, please give your responses by ticking (√) a box representing your choice. the following list is the description of the responses: 1. strongly agree (sa) : means that the statement completely expresses your opinion. 2. agree (a) : means that the statement somewhat expresses your opinion. 3. uncertain (u) : means that you are not sure about your opinion. 4. disagree (d) : means that the statement does not express your opinion. 5. strongly disagree (sd) : means that the statement is totally opposite to your opinion. 15 example: no statements sa a u d sd 1. english is the most popular foreign language spoken in indonesia. √ part i: teaching and learning process of grammar iv course in general no statements sa a u d sd 1. my teachers state the objectives of any teaching activities before they start the grammar lesson. 2. my teachers open the grammar class by asking some warming up questions (e.g. the students’ daily activities). 3. my teachers do review of previous grammar lessons in starting the learning activities. 4. my teachers are well-prepared in teaching grammar. 5. my teachers are willing to answer questions regarding with the lessons. 6. my teachers give clear explanation of the lesson. 7. my teachers give clear instruction of any students’ task. 8. my teachers give clear directions of students’ assignments and tests of grammar. 9. my teachers give grammar assignments regularly. 10. my teachers are fair in the grading and treat the students equally in grammar class. 16 11. i get feedback on my test in a short time. 12. my teachers use various teaching methods in teaching grammar. 13. my teachers use teaching aids in teaching grammar (e.g. pictures, flash cards, tape recorder, realia/ real objects, etc.) 14. my teachers use english most of the time in teaching grammar. 15. there is a students’ handout or book of grammar class. 16. my teachers encourage the students to participate in grammar class actively. 17. my teachers appreciate the well-done student’s work (e.g. by giving praise, rewards, etc.) part ii: students’ motivation and interest in attending grammar iv course no statements sa a u d sd 18. i like grammar a lot more than the other english skills and components. 19. i do not feel nervous when i have to write a grammatically correct sentence in front of my classmates. 20. i like to study grammar at home. no statements sa a u d sd 21. i think sufficient grammar mastery is important in this globalization era. 22. i think the meeting proportion of grammar iv course in this english department is adequate to boost the students’ grammar mastery. 23. i think grammar mastery is important for me 17 to get a job after graduating from iain antasari. 24. i like to share my knowledge of english grammar with my friends and family at home. 25. i do not have any difficulty in studying english grammar, especially in grammar iv course. part iii: topic selection of the grammar iv course question: what kind of topics that must be taught in the grammar iv course? give your responses by ticking (√) a box representing your choice. no statements sa a u d sd 26. tenses 27. pronoun 28. modals 29. comparison 30. passive voice 31. noun clause 32. adjective clause 33. adverb clause 34. conditional sentence and wishes for questions number 35, please add your own favorite topics to be discussed in a grammar iv course: 35. my other favorite topics are: 1. …………….. 18 2. …………….. 3. …………….. 4. …………….. 5. …………….. part iv: teaching and learning activities of grammar iv course question: what kind of teaching and learning activities that you prefer to be applied in your grammar iv course? give your responses by ticking (√) a box representing your choice. no statements sa a u d sd 36. conventional lecturing. 37. group discussion. 38. group presentation. 39. individual presentation. 40. working a lot on grammar exercise of toefl (structures and written expression). for questions number 41, please add your own favorite activities in a grammar iv course: 41. my other favorite grammar classroom activities are: 1. …………….. 2. …………….. 3. …………….. 4. …………….. 5. …………….. part v: assessment system question: what kind of assessment that you think appropriate in assessing students’ grammar mastery? give your responses by ticking (√) a box representing your choice. 19 no statements sa a u d sd 42. observing students’ daily performance. 43. conducting middle and final test orally. 44. conducting written middle and final test. for questions number 45, please add your own favorite assessment system in your grammar iv course: 45. my other favorite grammar classroom assessments are: 1. …………….. 2. …………….. 3. …………….. 4. …………….. 5. …………….. part vi: general comments 46. please give any general comments or suggestions you may have concerning any aspects of grammar iv instruction in english department at iain antasari banjarmasin (e.g. materials, methodologies, teacher’s performance, teaching and learning facilities, etc.). answer: …………………………………………………………………………………………………… …………………………………………………………………………………………………… ☺thank you☺ note: this questionnaire sheet is adapted from various sources including kasbolah (1988) and fahmi (2008), with some modifications. 20 teaching listening from a discourse perspective (metacognitive strategy) hidayah nor a student at state university of malang, graduate program, english language taching malang, east java abstract listening is a process of activities hearing speech symbols by full attention, understanding, appreciation, and interpretation to acquire communication meaning that is delivered by the speaker through speech. listening constitutes quite important activities in learning language. it is the basis of the learning process as a child learns language from his mother. by using metacognitive strategy, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. this strategy also builds the character of the students to become competence, independent, self-confidence, creative, and responsibility that is related to character building in education in indonesia. the strategy include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment. introduction language learning is largely a process of developing automatic cognitive skills. teachers should be aware of the cognitive processes involved in listening and provide learners an opportunity for meaningful practice. listening is a communicative behavior, in which listeners try to construct a reasonable interpretation of a text for some communicative purposes (haris, 1986). listening provides a foundation for all aspects of language and cognitive development, and it plays a life-long role in the processes of learning and communication essential to productive participation in life. a study by wilt, found that people listen 45 percent of the time they spend communicating, is still widely cited. wilt found that 30 percent of communication time was spent speaking, 16 percent reading, and 9 percent writing. that finding confirmed rankin’s findings that people spent 70 percent of their waking time communicating and those three-fourths of this time were spent listening. listening is the first step for the students when they want to understand language especially english. listening is receptive skill and it is very important skill in foreign language classrooms because it provides input for the learners; by listening the students can produce language such as speaking and writing by vocabulary that they obtain from listening. listening process has both top-down listening process that involves activation of schematic knowledge and contextual knowledge and bottom-up listening process involves prior knowledge of the language system such as phonology, grammar, and vocabulary. by using metacognitive strategy, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. this strategy also builds the character of the students to become competence, independent, self-confidence, creative, and responsibility that is related to character building in education in indonesia. the strategy include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment. metacognitive is also a type of strategy that students can use to enhance second language listening, it involves the planning, regulating, monitoring, and management of listening. this metacognitive strategy also allowed students for prediction, monitoring of errors or breakdowns, and for evaluation, so that, it is very useful in teaching listening from a discourse perspective. theoretical basis definition of listening listening is a process of activities hearing speech symbols by full attention, understanding, appreciation, and interpretation to acquire communication meaning that is delivered by the speaker through speech. listening constitutes quite important activities in learning language. it is the basis of the learning process as a child learns language from his mother. jeremy harmer said in his book “how to teach english” that listening is good for students’ pronunciation because the more the students hear and understand english being spoken, the more they absorb appropriate pitch and intonation, stress and the sounds of both individual words and those which blend together in connected speech. listening texts are good pronunciation models, and the more students listen, the better they get not only at understanding speech, but also at speaking themselves. indeed, it is worth remembering that successful spoken communication depends not just on ability to speak but also on the effectiveness of the way of listen. definition of metacognitive strategies in terms of metacognitive awareness and knowledge and to help students become aware of metacognitive strategies, the first step for students is to ask themselves the following two key questions. 1. what do i want out of this? (what are my motives?) 2. how do i propose going about getting there? (what are my strategies?) (biggs & moore, 1993) metacognitive strategies deal with pre-assessment and pre-planning, on-line planning and evaluation, and post-evaluation of language learning activities, and language use events. such strategies allow learners to control their own cognition by coordinating the planning, organizing, and evaluating of the learning process. metacognitive strategies aimed at planning a summary and evaluating the results both while in the process of constructing the marginal entry and after finishing the writing of it. metacognitive strategies is one of language learning strategies in teaching english and considered as the most essential ones in developing learners’ skills (anderson, 1991). it is also help the students to make language learning more successful, self-directed, and enjoyable (oxford: 1989, p. 235). metacognitive consists of planning for learning, thinking about the learning process as it is taking place, monitoring of one's production or comprehension, and evaluating learning after an activity is completed. o’malley et al. (1985) emphasized that learners without metacognitive approaches have no direction or ability to monitor their progress, accomplishments, and future learning directions. on the other hand, learners who have developed their metacognitive awareness are likely to become more autonomous language learners (hauck, 2005). metacognitive strategies and listening goh (2002) emphasizes the importance of metacognitive strategies by arguing that learners’ metacognitive awareness is related to effective learning in all learning contexts. goh and yusnita (2006) draw attention to the specific context of l2 listening and claim that strategies have a direct and positive influence on listening performance. yang (2009) also indicates that one of the distinctive features differentiating successful listeners from unsuccessful ones is their use of metacognitive strategies and he supports the idea that teaching the role of metacognition in l2 listening helps listeners to approach the listening task more effectively. teaching listening from a discourse perspective top-down listening processes involve activation of schematic knowledge and contextual knowledge. in schematic knowledge there is a formal schema which consists of knowledge about how discourse is organized with respect to different genres, different topics, or different purposes such as transactional versus interactional, including relevant socio cultural knowledge. top-down listening activities include putting a series of pictures or sequence of events in order, listening to conversations and identifying where they take place, reading information about a topic then listening to find whether or not the same points are mentioned, or inferring the relationships between the people involved. the bottom-up processing of oral discourse is where the physical signals or clues come from. it is generally acknowledged that this level cannot operate with any accuracy or efficiency on its own and that it requires the benefit of and interaction with top-down information to make discourse comprehensible to the listener. both top-down and bottom-up listening skills should be integrated and explicitly treated pedagogically to improve l2 listening comprehension. the discourse level is in fact where top-down and bottom-up listening intersect and where complex and simultaneous processing of background information, contextual information, and linguistic information permit comprehension and interpretation to take place. sample materials script: news_ information society this is “news words” the bbc's clare arthurs talks about words and phrases commonly used in news reports today’s phrase: 'information society'. when you hear the term 'information society', you might guess that people are talking about the internet and the level of access people have to information. and that's quite close. an 'information society' has information and communication at its heart, where once it might have had industrial development, or agriculture. according to the united nations it's important to understand the 'information society' because it affects the way we live, how we learn and work and how we relate to each other. the term is used in the news because the ability to get information, whether you get it from a computer, a telephone, or your radio, throws up a number of interesting issues. when the internet or telecommunications are in the news, you'll hear stories about who controls access to networks, how they're being developed and how much they cost. the 'information society' also has implications for countries where there are fewer political freedoms. how is access to information controlled? and how does this affect economic and political development? you might also hear of 'the digital divide'. what do you think is the best way to bridge the gap between those who have access to new technology and those who don’t? source: http://http-ws.bbc.co.uk.edgesuite.net english listening materials www.haarrr.wordpress.com topic : information society type : news / story exercise : 1. finding out the main topic 2. finding out the meaning of certain words/phrases in indonesian 3. answering and finding specific information related with news a sample of exercises: listen to the news carefully and then answer the following questions! 1. what does the woman talk about? 2. when people hear about information society, what might they guess? 3. based on the news you have heard, where can you get information? 4. according to the united nations, it is important to understand the information society. why? 5. the following words are in the news. find out their meanings in indonesian! a. term b. guess c. access d. according to e. united nations f. political freedom g. digital divide h. to bridge the gap (source: http://http-ws.bbc.co.uk.edgesuite.net ) teaching/learning procedures in this section shows the teaching/learning procedures of teaching listening from a discourse perspective using metacognitive strategies. there are some steps in the teaching/learning process, as follows: a. pre-listening in this section starts with a prediction question such as “what will the speakers talk about in this news?” after giving students the chance to listen to the beginning of the text or think about their earlier knowledge in order to make guesses. the teacher encourages students to predict the answers not only for this prediction question, but also for all the other following exercises. pre-listening deals with planning as the first part of metacognitive strategies where the teacher draws attention to an appropriate action plan to deal with difficulties that may hinder the students from completing a task successfully. at this stage, students make predictions about what to listen for and, subsequently, to focus attention on meaning while listening. http://http-ws.bbc.co.uk.edgesuite.net/ http://www.haarrr.wordpress.com/ http://http-ws.bbc.co.uk.edgesuite.net/ b. whilst-listening ideally the listening tasks we design for them should guide them through the text and should be graded so that the first listening task they do is quite easy and helps them to get a general understanding of the text. here are the steps for whilst-listening: 1. teacher asks the students to finding out the main topic of the news that they have listened before. sometimes a single question at this stage will be enough, not putting the students under too much pressure. 2. finding out the meaning of certain words/phrases in indonesian. the students listen should demand a greater and more detailed understanding of the text. teacher makes sure though that the task doesn't demand too much of a response. writing long responses as they listen can be very demanding and is a separate skill in itself, so keep the tasks to single words, ticking or some sort of graphical response. 3. answering and finding specific information related with news 4. teacher asks the students for checking their own answers or could lead students towards some more subtle interpretations of the text. this stage deals with monitoring category where students check consistency with their predictions as the second part of metacognitive strategies. c. post-listening there are two common forms that post-listening tasks can take. these are reactions to the content of the text, and analysis of the linguistic features used to express the content. 1. reaction to the text, this could be discussion as a response to what we've heard do they agree or disagree or even believe what they have heard? or it could be some kind of reuse of the information they have heard. 2. analysis of language. the second of these two post-listening task types involves focusing students on linguistic features of the text. it could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work. this is the evaluation category where students evaluate the results of decisions made during a listening task by getting involved in group or class discussions. it is also called problem identification category, the importance of explicitly identifying the aspect of the task that hinders completion of the listening task successfully. reflection in order to help language learners develop awareness of the listening process and help them acquire the metacognitive knowledge leading to success in listening comprehension, teachers should guide through the following principles: planning, monitoring, and evaluating. planning involves determining comprehension or learning objectives and deciding the means by which the objectives can be achieved. monitoring involves checking the progress of unfolding comprehension or overall listening development plans. evaluating involves determining the success of one’s efforts at processing spoken input or the outcome of a plan for improving one’s listening ability. metacognitive strategies do not only help learning in general but also have a lot to offer to listening comprehension specifically. vandergrift (1997) indicates that metacognitive strategies such as analyzing the requirements of a listening task, activating the appropriate listening processes required, making appropriate predictions, monitoring their comprehension and evaluating the success of their approach cause the difference between a skilled and a less skilled listener. similarly, goh (2008) lists some of the positive effects of metacognitive strategy training on listening comprehension. she states that it improves students’ confidence and makes them less anxious in the listening process. she also believes that weak listeners in particular benefit much from the training conclusion to conclude, it should be noted that the traditional idea of only exposing efl students to listening texts in listening classes should be challenged by an approach in which strategies can effectively and successfully be embedded to the listening course by means of strategy training program. it is hoped that this study will trigger more research exploring the effect of different strategy training models on students’ performance in different basic skills. studies proving the effectiveness of strategy training are likely to convince english teachers, teacher trainers, course book writers and curriculum designers to be more aware of the benefits of strategy training and include these strategies in their lessons, course books and curricula. references anderson, n. j. 1991. individual differences in strategy use in second language reading and testing. modern language journal, 75, 460-472. anderson, n.j. 2002. the role of metacognition in second language teaching and learning. eric digest, april 2002, 3-4. celce-murcia, marianne. 2000. discourse and context in language teaching. usa: cambridge university press. goh, c. c.m. 2002. exploring listening comprehension tactics and their interaction patterns.system, 30(2), 185-206 goh,c. & yusnita, t. 2006. metacognitive instruction in listening for young learners. elt journal 60(3), 222–232 goh, c. 2008. metacognitive instruction for second language listening, development. theory, practice and research implications. regional language centre journal, 39(2), 188 213. harris and palmer. 1986. celt: a comprehensive english language test for learners of english. new york, mcgraw-hill harmer, jeremy. 2007. how to teach english. united kingdom: pearson education limited. hauck, m. 2005. metacognitive knowledge, metacognitive strategies and call. in j. o’malley, j. m., chamot, a. u. stewner-manzanares, g., russo, r., & kupper, l. 1985. learning strategy applications with students of english as a second language. tesol quarterly, 19, 285-296. vandergrift, l. (1997). the comprehension strategies of second language (french) listeners: a descriptive study. foreign language annals, 30, 387-409. wenden, a. l. (1998). metacognitive knowledge and language learning. applied linguistics, 19, 515-37. yang, c. 2009. a study of metacognitive strategies employed by english listeners. international education studies. 2(4), 134-139. 1 students’ response towards the teachers’ approach and method of teaching rusydi hanifi an alumni of english department at faculty of tarbiyah and teachers training, iain antasari banjarmasin puji sri rahayu a lecturer of english department at faculty of tarbiyah and teachers training, iain antasari banjarmasin abstract this research is aimed (1) to know how the teachers differentiate teaching method for the students based on their language learning abilities (2) it is intended to investigate the specific approaches that the teachers use to motivate the students to learn english and (3) to know the students’ response towards the teachers’ method of teaching. to collect the data, the researchers applies triangulation techniques. this means that he makes a collaboration of several techniques of collecting data. they are classroom observation, interview with the classroom teachers, and questionnaire for the students. the result showed that teachers apply different teaching method and have specific approaches to their students such as: letting their students have questions during or after class, helping their students individually, engaging their students in active participation during classroom activities either individually or in groups, etc. the students gave different response to different approach the teachers applied. key words: approach, method, response to increase the english learning and teaching quality, teachers are encouraged to develop more innovative teaching methodologies and understand the learner’s characteristic and learning strategy. therefore, the knowledge of three important components (approach, method, and technique) is very important for teachers. the uniformity of the three elements takes an effective part on the results of the teaching and learning process. approach the term approach refers to ‘theories about the nature of language and language learning that serve as the source of practices and principles in language teaching’ (richard and rogers, 1986 p. 16). an approach describes how language is used and how its constituent parts interlock – in other words it offers a model of language competence. an approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote successful language learning (jeremy harmer, 2001). the approaches in language learning are explained as follows: behavioral approach (behaviorism) 2 behaviorism in language learning is viewed as conditioning. behaviorists perceived that we can train animals to anything. to do so, we have to follow the procedures which consist of three steps: stimulus, response, and reinforcement. a behavior will emerge if it is preceded by a stimulus. the behavior can be strengthened and formed by reinforcement. behaviorism, which is actual a theory of psychology, has been adapted by methodologists of language teaching for a quite long time. it is particularly adapted in the united states of america, which created the so-called audio-lingual method. this method is signaled by giving a continual training to students and being followed by consolidation, either positive or negative, as a focus on classroom activities (ahmad izzan,2008). cognitive approach (cognitivism) another name of cognitivism is mentalism, which is developed by a linguist, noam chomsky. he argues the behaviorist by stating that if language is a behavior learned, so what about children who are able to say something they have never said before? how come could a new sentence be spoken by a four-years-old child as a conditioning? according to chomsky, language is not a system based on the rules. basically, language acquisition is learning about the system. in this case, he introduces the concepts of competence and performance. competence refers to student’s mastery of grammatical rules, whereas performance refers to student’s ability of applying the rules. noam chomsky also stated that language learning never uses methodology. his argument, which says that language is not a conditioning, but the most important thing, is that the learners can internalize the grammatical rules so that it enables them to show a creative performance. this matter encloses arguments from many techniques and methods of teaching. to be short, this perception can be concluded as “show them the rules underlying and let them to apply them themselves”. therefore, an effort of creating new sentences is an objective of language teaching (ahmad izzan, 2008) humanistic approach humanistic approach considers students as a whole person, a unity. in other words, language teaching is not merely teaching language, but it is also helping students to develop themselves as a human. this view inspires the emergence of a number of teaching techniques and teaching methods, which develops the humanistic aspects of teaching. in this kind of methodology, student’s experience is the most important. the development of their personality and the growth of their positive thinking are considered crucial in language learning. the components included in this approach are community language learning, in which the students sit circuming a knower who will help them to say the language they want. after they decide the sentence they want to say, they express it in their own way and then it is translated by the knower. thus, the students know how to utter their opinion in the target language (ahmad izzan, 2008). 3 method a method is the practical realization of an approach. the originators of a method have arrived at decisions about types of activities, roles of teachers and learners, the kinds of materials which will be helpful, and some model of syllabus organization. methods include various procedures and techniques as part of their standard fare (jeremy harmer, 1998) . here are several common methods used in teaching english as a second or foreign language over the century: grammar translation method (1890s-1930s) around the turn-of-the-century, language students often translated cumbersome volumes from classical greek or latin into english vía this approach. it consisted mainly of exhaustive use of dictionaries, explanations of grammatical rules (in english), some sample sentences, and exercise drills to practice the new structures. little opportunity for real second-language acquisition existed then. audio-lingual method (1950s-1960s) with the advent and popularity of audio tapes, this approach ushered in the first recordings wherein the language learner could actually hear and mimic native speakers on reel-to-reel audio tapes, often used with earphones in a language lab setting. lessons often began with a sample dialogue to be recited and memorized. this was followed up with substitution pattern and saturation drills in which the grammatical structure previously introduced was reinforced, with emphasis given to rapid fire student response. repetition, substitution, transformation, and translation became the order of the day. this method was strongly influenced by b.f. skinner's behaviorist view toward learning which favored habit-forming drill techniques. unfortunately, most students couldn’t transfer these dialogues into their own real-life experiences. direct method (1970s) this method presented discussion in the target language as the major priority. reference to english equivalents became discouraged. grammar learning became inductive in nature without overt explanations given the pupil. teacher/student interaction became fuller, guessing of context or content, completing fill-ins, and doing “cloze” exercises were the order of the day. accuracy in pronunciation and oral expression became vital. examples to be followed became the main intention. the natural/communicative approach (1960s-2000s) originally developed by tracy terrell and stephen krashen, this acquisition-focused approach sees communicative competence progressing through three stages: (a) aural comprehension, (b) early speech production, and (c) speech activities, all fostering "natural" language acquisition, much as a child would learn his/her native tongue. following an initial "silent period", comprehension should precede production in speech, as the latter should be allowed to emerge in natural stages or progressions. lowering of the affective filter is of paramount importance. only the target language is used in class now, introducing the "total 4 immersion" concept for the very first time, with auditory input for the student becoming paramount. errors in speech are not corrected aloud. now enters the era of glossy textbooks, replete with cultural vignettes, glossaries, vocabulary lists, and glazed photographs. a deliberate, conscious approach to the study of grammar is considered to have only modest value in the language learning process. pairing off of students into small groups to practice newly acquired structures becomes the major focus. visualization activities that often times make use of a picture file, slide presentations, word games, dialogues, contests, recreational activities, empirical utterances, and realia provide situations with problem-solving tasks which might include the use of charts, maps, graphs, and advertisements, all to be performed on the spot in class. now the classroom becomes more student-centered with the teacher allowing for students to output the language more often on their own. formal sequencing of grammatical concepts is kept to a minimum. total physical response (1960s-2000s) this approach, also known as tpr, was founded by james asher. in this method, both language and body movement are synchronized through action responses and use of the imperative (direct commands). tpr may be used in conjunction with some other methods involving psychoneuro kinetic techniques wherein the teacher gives a host of commands with the students then responding by “acting out” the command: “stand up”, “go to the door”, "sit down", etc. kinetic movement of the hands and arms is incorporated in lieu of rote memorization. student speech is delayed until they feel comfortable enough to give other students commands too. tpr is very effective in teaching temporal states, personal pronouns, and other deep grammatical structures. silent way (1960s-2000s) dr.caleb gattegno, originally out of alexandria, egypt, introduced this classroom technique wherein the teacher remains silent while pupils output the language on cue through perpetual prompting. this is the production before meaning school of thought and practice. a colorcoded phonics (sound) chart called a fidel, with both vowel and consonant clusters on it, is projected onto a screen to be used simultaneously with a pointer, thus permitting the pupil to produce orally on a continuous basis in the target language, vía a sequence of phonemes or sound units. brightly colored cuisenaire rods, which are also used in mathematics, are integrated into this method (used as manipulatives) for pupils to learn spatial relationships, prepositions, colors, gender and number concepts, and to create multiple artificial settings through their physical placement. lines or blank spaces on a chalkboard represent syllables, devoid of letters in them, for a subliminal, collective memory experience in recall for the students. students are encouraged to self-correct their pronunciation errors through manual gesticulation on the part of the instructor. modeling of correct pronunciation for students is discouraged. the greatest strength of this method lies in its ability to draw students out orally, while the teacher "takes a back seat". this method works most effectively with round tables being used to promote small group discussion and for ample student rotation. in general, reliance on and the use of a structured textbook or an outlined syllabus is much discouraged during the initial phases of learning. the silent way truly gives students a spoken facility. suggestopedia (1960s-2000s) 5 this extremely esoteric, avant-garde method is subconsciously subliminal in texture. it is based on the pioneering efforts in 1967 of bulgarian medical doctor, hypnotist, and psychology professor georgi lozanov and on his techniques into superlearning. classes are small and intensive, with a low-stress focus. material is presented in an especially melodic and artistic way. by activating the right "creative side" of the brain, a much larger portion of the intellectual potential can be tapped, thus drawing out long-term memory. this innovative approach to language pedagogy maximizes the learners' natural holistic talents. background classical or baroque chamber music, oftentimes accompanied with soft lights, pillows or cushions on the floor for relaxation, accentuate active and passive meditations, séances, yoga, breathing exercises leading into the "alpha state", songs for memorization purposes, therapy sessions and stream-of-consciousness catharsis in the target language with little reliance on english. little emphasis on grammar is given. such non-verbal communication as kinesics, paralanguage, environmental proxemics, and oculesics can be incorporated into the method, along with robert rosenthal's pygmalia used in the classroom. soviet hypnopedia (sleep-learning) which was developed by such researchers as a.m. syvadoshch in leningrad and by l.a. bliznitchenko in kiev, sophrology (a memory training system), the tomatis approach, schultz-luthe's autogenic therapy, suggestology, and the suzuki method of learning music are considered to be closely related to this bulgarian approach. this method has sprung two offshoots or derivatives which include donald schuster's suggestive-accelerative learning and teaching (or salt) and lynn dhority's acquisition through creative teaching (or act). like other "modern" approaches, language is perceived globally (in chunks or blocks), while attention to fine tuning or to detail comes later. community language learning (1960s-2000s) this creative, dynamic, and non-directive approach to language learning was first elaborated by charles curran. it is designed to ease the learner into gradual independence and selfconfidence in the target language. this is also known as the counseling-learning method. curran's approach is beyond simply a methodical pedagogy, but is rather a veritable philosophy of learning which provides profound, even quasi-theological reflections on humankind! it encourages holistic learning, personal growth, and self-development. learning a language is not viewed necessarily as an individual accomplishment, but rather as a collective experience, something to be disseminated out into the community at large at a later stage in the second-language acquisition process. its basic premise can be found in the acronym sard: s stands for security (to foster the student's self-confidence), a represents attention or aggression (the former an indication of the learner's involvement, the latter their frustration level), r equals retention and reflection (what is retained is internalized and ultimately reflected upon), and d denotes discrimination (the learner can now discriminate through classifying a body of material, seeing how one concept interrelates to another previously presented structure). student "participants" are thus allowed to register abstracted grammar both peripherally and semi-consciously (william e. bull, 1999). student’s response towards teaching & learning response is usually defined as an imagination or an estimation that remains after we do an observation (bigot and friends, 1950 p. 72 as cited in sumadi suryabrata, 2004). the 6 impression becomes a consciousness that can be developed in the context of the current experience as well as in that of the future time. according to john frederich herbart (17761841), response is a basic element of human. it is viewed as a psychological power that can help or create a balance, a hindrance, or a vandal of balance. response is acquired through sensation and observation (wasty soemanto, 1998). response styles mann, in his research at university of chicago, promoted several response styles of university student that is divided into the categories below. obedient student this kind of student is a good student because they obey and follow whatever they are ordered to do – they obey rules, authorities, regulations, and perceive that a teacher is the one who gives praises and awards. they center themselves to the tasks given. they never oppose their teachers’ orders. these students are neither really innovative nor creative. they also do not have high intelligences, but they can show a satisfying result in learning. dependent student these students are very dependent to their teachers to help them in learning process. they are always in fear: fear of examination or grade, fear of getting turn in class activities. they are easily offended tend to make people like them with obeying rules. they just have little faith about their own intelligences. they are easily ruled by warn, critic, or punishment. they also have difficulties involving themselves in lesson. independent student these students are very intelligent. they have strong faith in themselves so that they can feel comfortable. they are able to see the activities and materials in the class objectively. they do not tend to have a strong personal bond with their teachers, because they can think critically themselves – they have their own perception. pretentious student these students are social students. they often make fun, make people laugh, speak a lot, have boast, and so on. they like to socialize as well as to gather with people. they really appreciate other people’s opinion and underlie their opinion with others’ view. therefore, such attitudes hinder their intellectual progress. stolid student most of students may be included in this category. such students feel that themselves not having capability. they are easily shocked, sensitive, and defensive – they tend to view their teacher as a menacing to their personal identity. at the meantime, they also need their teacher’s attention and award. they are afraid of failures so that their self esteem is very much depends on achievements in the class. due to the big fear of failures, they tend to always keep stolid (s. nasution, 2005). 7 acknowledging the importance of approach, method as well as the students’ response, the researchers formulate these research questions: 1. how do the teachers differentiate their teaching method for the students based on their language learning abilities? 2. what specific approaches do the teachers use to motivate the students to learn english? 3. how do the students respond to the teachers’ method of teaching? method of research participants this research took place at language service center , iain antasari banjarmasin. there are 40 classes and the reserachers took three classes to be investigated. the participants of this research are teachers from class 34, 35, and 36 and students from the same classes. in total there are three teachers and 66 students. the teachers were chosen to be investigated based on their background of study which were graduated from overseas universities. it was based on the curiosity whether or not those teachers offer more various approaches and methods in teaching english to the students. the students were from the classes that those teachers taught. technique of data collection the researchers use triangulation data collection techniques. the combination of various techniques of collecting data such as observation, interview and questionairre is used to examine the credibility of the data. thus, during the research, the researcher collects the data through classroom observations, interviews with the classroom teachers, and questionnaire for the students. findings and discussion teacher a (english class 34) teacher’s overall behavior based on all the observations and the statements of the classroom teacher in the interview, the researcher formulates the teacher’s overall behavior such as below: first of all, the teacher sees that her students’ level of english proficiency is all the same, more or less, although they come from different majors. however, she believes that the stronger ones and the weaker ones are always there. therefore, she typically overcomes such distance between the students by asking them to work with partner – either in pair or group. it is one of her techniques on the students to foster their proficiency, especially for the weaker students as well. 8 next, in her lesson plan, the teacher focuses on speaking skill (communication skill, pronunciation practice; drilling) but she also puts in some grammar lesson because, in this case, she supposes that grammar is still important. she wants her students to know first about basic grammar before they use it in a simple conversation because she thinks her students are still very weak in english. in other words, she wants her students not to only learn the theories, but also apply them in real practice. so, she still includes grammar lesson in her explanation in the class. however, she does not focus on the grammar too much. after that, in beginning a lesson, the teacher sometimes stimulates the students’ background knowledge when introducing the lesson, reviews the previous lesson for the students, and conducts a warming up activity on the students before going on to focus the lesson. then, during the lesson classroom activity, the teacher equally uses english and indonesian in her explanation, direction, and instruction. she uses indonesian because she sees that her students do not understand if she speaks in english. then, she sometimes uses english because, however, she thinks that her students still need to get exposed to know english. furthermore, she invites the students to speak up individually by pointing in random any of the students she wants by asking them several questions related to the lesson – her own questions, not only from the book – so that the students are interested and stay alert to the lesson. that is her effort of encouraging the students to learn english. for the rest, in managing the class, she involves the students. for example, she sometimes lets the more talkative students to ask her as well as answer her questions, or lets the more proficient students to answer their classmates’ questions. then, the teacher just takes advantages of whiteboard and applies several kinds of activity such as role-play activity in pair work or group work, pronunciation practice, and classroom discussion. those kinds of activity are applied by the teacher as her techniques to increase student’s active participation in the class. furthermore, those all are also based on the teacher’s consideration that she thinks her students may be unconfident if they work alone. after that, she usually changes the order of student’s seats based on the need of the activity like in rows or big circle formation for usual activities, and small circle for group work. next, the teacher always gets around the classroom and sometimes comes to the students to control and help them solving their problem about the lesson, like giving directions and more explanations for a task, an exercise, and a group work. this is the teacher’s particular treatment on the students – that she helps the students individually if they have a trouble understanding the lesson during the class activity. in pair work (role-play), the teacher has the students to make a short dialogue and then practice it with their partners. for example, it is about ‘introducing self’. in group work (role-play), the teacher usually applies a group of three people. she assigns the students to make a conversation and lets them freely make it with their own idea – based on their creativity – and then practice it in front of the class, surely that the students have a chance to do a small practice with their group mates before going to front of the class. next, she usually offers a chance to any group which wants to go first for the practice. 9 furthermore, the teacher sometimes guides the students’ pronunciation when practicing the conversation. however, she does not strictly emphasize a correct pronunciation but rather let the students speak up. additionally, at another chance of group work, the teacher suggests the students to open their english dictionary and share each other the vocabularies they find. in classroom discussion – a discussion about a task or exercise – the teacher applies a small discussion among the students with their classmates and then followed by a big discussion lead by the teacher herself. then, she sometimes lets the more proficient students correct any mistake on the task or exercise and then show it to the class. above all, during those all classroom activities, if the students make mistakes, the teacher applies two ways in correcting the students’ mistakes – direct correction and peer correction. she corrects the students’ mistakes directly in the case of individual treatment; she approaches them and then gives some explanation. then, she applies peer correction in the case of whole class because she thinks it is more effective than that if she does it by herself – which may make the students feel inconvenient. the students respond to the teacher’s behaviors based on all the observations and the students’ statements about the teacher’s behaviors, the researcher formulates the students’ overall response such as below: firstly, most of the students fairly like english but they are generally passive students – they mostly tend to be silent during the lesson and the whole classroom activity. they do not speak up unless their teacher asks them to do so. mostly they are not confident enough to speak english individually like answering the teacher’s questions and so forth. anyway, there are still few students who fairly like to have a chance to speak english individually and occasionally ask their teacher for more understanding – they have their teacher explain them more about the lesson or ask about ‘how to say it in english?’ of an indonesian word. however, the students are stimulated to speak up – they are motivated to gain active participation – if they work in pairs, groups, classroom discussions, and the kinds of, which involves togetherness. they verily like and enjoy these kinds of activities because they can move to another formation of their seats so that they do not get bored. for instance, in drilling activity, the students enthusiastically repeat the teacher’s pronunciation and all of them speak up loud. that is when they have pronunciation practice of several english vocabularies. next, in group work, most of the students are active practicing conversation with their group mates. furthermore, there are several groups which volunteer to go practicing the dialogue in front of the class. in the meantime, the other groups pay attention to them. anyway for some reason, some of the groups appear to have a little shame once they get to practice the conversation in front of the class. this is natural though and the atmosphere of speaking in front of their fellow students possibly has a typical effect to their level of confidence. moreover, it may also be linked with the fact that they indeed have a trouble with pronunciation. then, mostly the students just keep silent or few sometimes talk with their classmates while the teacher was explaining the lesson in english. few of them may fairly understand what 10 the teacher says but most of them probably do not so that they are not wholly attracted to listen to the teacher. for instance, in a chance in grouping activity, most groups tend to be silent because the teacher gives them directions in english. besides, they also get confused when the teacher gives them english directions before doing a task. however, at the next meetings, they start to be in order and pay attention to the teacher’s explanation because the teacher equally uses english and indonesian in her explanation. for an evidence, they do the exercise given quietly and sometimes give response to the teacher’s simple english questions by a little answer in several opportunities; one of them is in the warming up activity (lesson about ‘to be’) applied by the teacher. they are probably still shy to be asked individually but they have effort to answer the teacher’s questions related to the lesson. anyway, the indonesian explanation is definitely more effective and interactive to the students. this is proved by that the students are stimulated to have more questions for the teacher once the teacher explains the lesson in indonesian. they also can confidently answer questions if they are followed by indonesian translation. they find this way very interesting to them. teacher b (english class 35) the teacher’s overall behavior based on all the observations and the statements of the classroom teacher in the interview, the researcher formulates the teacher’s overall behavior such as below: initially, the teacher sees that her students’ english ability is about the same although they come from different faculties. however, she does believe that their level of understanding is indeed different. so, she gives more treatment to the weaker students. next, in her lesson plan, the teacher focuses on speaking skill (communication skill, pronunciation practice; drilling). in the case of pronunciation practice, the teacher strictly emphasizes correct pronunciation to the students – it is known when the teacher has the students practice pronunciation repeatedly. then, the teacher typically treats the student once the students have trouble or difficulties understanding the lesson. it is that she lets the students ask her a question during the class, if there is still enough time. but, if there is no time for that, the students are let come talk to the teacher after the class. after that, in beginning a lesson, the teacher sometimes applies a warming up activity before going on to focus the lesson. it is like when she has the students read a conversation in silence and try to figure it out first. next, during the lesson and classroom activity, the teacher almost uses english all the time in her explanation, direction, and instruction about the lesson. her reason is that english is her priority in this case. however, at the first meeting, she negotiates with the students about how much she may use english and the students just agree with it at the time. therefore, from the time on, the teacher keeps speaking in english. then, if the students cannot figure out what she says, she tries to simplify her language – that she still uses english. again, if the students still get confused, she uses indonesian but it is very rare to happen – that the 11 teacher prefer to use english followed by her body language or gesture, and anything that may work as the clues for the students. furthermore, in managing the class, the teacher makes the best use of whiteboard and applies role-play activity in group work and classroom discussion. in the role-play activity, the teacher divides the students in two big groups – boys and girls. they practice a conversation. in the meantime, the teacher firstly becomes their guidance in pronouncing it before they practice it by themselves. after that, the teacher has some volunteers from the students practice the conversation in front of the class. in classroom discussion, for example; a discussion on an exercise, she lets the more proficient students give an example to the less proficient students sometimes – that she involves the students in managing the class. then, she always sets the student’s seats in u form – that she can always keep an eye on the students; she gets around helping the students on their problem like answering their questions and so forth, and also sometimes she can easily comes to the students to invite them speaking up individually – she asks several questions related to the lesson, asks for a pronunciation practice to the students, etc. in addition, the teacher makes sure that her explanation, direction, and instruction are clear to the students by always giving them examples and confirming them repeatedly by the more simple language if it is necessary – it is like when the students do a task, exercise, etc. therefore, the teacher believes that the students can always be engaged in active participation in the class if they understand what they have to do. after all, she applies many activities as her effort of motivating the students to learn english and also so that they are interested and help each other by working with partners. above all, during those all classroom activities, if the students make mistakes, the teacher does not correct them directly but she applies peer correction. she invites the students to a classroom discussion and tries to find out the most acceptable correction from them and then show it to the class. it is because she thinks that this way is more effective than that if she does it by herself – she does not want to make the students feel hurt because she believes her students’ feeling is very sensitive. the students respond to the teacher’s behaviors based on all the observations and the students’ statements about the teacher’s behaviors, the researcher formulates the students’ overall response such as below: first of all, the students fairly like english language but mostly they are naturally passive as most of them just tend to be silent. for instance, when the teacher gives or asks them instructions or questions in english, they are just silent and verily rare to answer. furthermore, few of the students sometimes talk with their fellows while the teacher is explaining the lesson. they are possibly hard to be engaged by the situation because they cannot really figure it out. anyway for the whole classroom activity, mostly the students fairly pay attention to and like their teacher’s explanation as there are several students who respond to the teacher’s english questions because the questions are just simple though – that they will answer if they do get the point of what the teacher tells. additionally once in a while, they ask for a confirmation 12 and clarification about the lesson if they do not truly get it. those few students are supposed to fairly like if the teacher gives them an opportunity to speak english individually. but, that does not seem to also work on most of them – that mostly they are not confident enough to speak english individually. this can be caused by the fact that the teacher mostly uses english during the class as the students probably do not have sufficient vocabulary to this status of the class – the teacher very rarely uses indonesian. therefore, they cannot figure out well what their teacher says. they take much time to understand once they do as well. this way, actually they fairly like indonesian instructions from their teacher and are more attracted and better understand once the teacher’s instructions are followed by sign language rather than only her spoken english – they are stimulated by the clues given. above all in general, they appear to be obedient as they do a task from their teacher quietly and most of them listen to the teacher’s explanation. then, the students are very interested in working in pairs, groups, classroom discussions, or the kinds of, which involves cooperation. they also verily like with the formation of their seats during the whole class activities – they may exchange their position with their classmates so that they do not get bored to stay at the same place during those activities. for example, they are enthusiasm with drilling activities; they like speaking practice in role -play activity which makes them all speak up loud. after that, most of them take active participation in a classroom discussion on an exercise. they fairly like to go to front of the class to practice a conversation as there are some of them who volunteer to be active in such activity. however, they appear to be a little bit shy. this thing may deliver them to a particular atmosphere, they may be afraid of making mistakes so that their classmates may make fun of their faults. above all and for general, they become fairly active in the classroom activities as well as fairly motivated to learn english. teacher c (english class 36) the teacher’s overall behavior based on all the observations and the statements of the classroom teacher in the interview, the researcher formulates the teacher’s overall behavior such as below: first of all, the teacher considers that in such general and very basic english course, he just gives the students a lot the topics contained in student’s guidance book. anyway, he definitely makes some improvement like encouraging the students to modify a certain circumstance in the topics to be the things the students experience in their everyday life. then, in his lesson plan, the teacher puts an emphasizing on speaking skill (a lot of pronunciation; drilling and communicative skill; a lot of conversation) and a little bit of grammar. the emphasizing is to construct the students’ skill on how to ask questions and know how to answer them. in the meantime, the he also gives an attention to the quality of the students’ grammar sometimes. then, the teacher typically lets the students make mistakes to simply awake the students’ self-confidence to speak english. next, if his students have difficulties understanding the lesson, he gives them particular treatments; giving more explanation, showing more examples, and having the students have a direct practice with him, he thinks that works. 13 after that, during lesson and classroom activity, the teacher just uses indonesian and a little bit banjarese. he decides to use indonesian and banjarese because he knows that his students do not understand if he speaks in english. therefore, he believes that the best strategy to overcome this matter is to use the language the students know best – indonesian and banjarese; their mother tongue. however, he sometimes uses english in a very simple question for the students. after that, he always makes sure about the students’ understanding by letting them ask him before moving from one activity to another activity. this way, he can always identify which students get his point and which students do not. next, the teacher is a little bit humorists – that he sometimes makes a joke with the students. additionally, he always appreciates his students’ effort to speak english. furthermore, in managing the class, he gradually gives tasks to the students from the easy ones to the harder ones. then, he also involves the students – like letting the more proficient students help the less proficient, or inviting some volunteers of the students to practice pronunciation and the others repeated after them – leading their classmates in drilling activity. besides, at another time, he translates an english conversation into indonesian for the students and sometimes invites them to translate it together. next, the teacher always gets around while explaining the lesson as well as for controlling and helping the students on their problem with the lesson, and occasionally invites the students to speak up individually – like asking the students some questions in indonesian but they should answer them in english. another example; like when the students tell a history of their names. in the meantime, the other students are asked by the teacher about what the teller has told (they may retell it in indonesian). then, he sometimes takes advantages of whiteboard and sets the student’s seats in rows, u form, and sometimes changes them like in a small circle – for a group work. besides, he applies several activities such as role-play activity in pair work and group work. in the pair work and group work, the teacher gives the students a freedom to creatively modify a conversation in the guidance book according to their own ways. these kinds of activities are one of the teacher’s ways of encouraging or motivating the students to learn english. after that, he also gives another motivation by advising his students that ‘what is the value of learning english?’, ‘why english is worth’, and ‘work hard in studying valued thing!’. meanwhile, the teacher also uses the above activities as his techniques to increase the students’ active participation – by engaging them in many classroom activities besides only giving explanations. above all, during those all classroom activities, if the students make mistakes, the teacher does not correct them right away because he does not want to break their self-confidence. instead, he does it later after the students finish their activity, either by him or by peer correction. for instance, the students make mistakes when practicing a conversation, and in the meantime, the teacher listens to their pronunciation and pick up the mistakenly pronounced words. after that, he shows the students how the correct pronunciations are by writing them on the whiteboard. then, he asks his students to pronounce them. if most of them do those correctly, that works. but, if most of them do not get the point, he gives some explanation, very detail and very basic; like how to pronounce ‘new. this way, the correction is more effective. 14 the students respond to the teacher’s behaviors based on all the observations and the students’ statements about the teacher’s behaviors, the researcher formulates the students’ overall response such as below: firstly, in general, the students indeed like english. several of them possibly like it very much. but, most of them are basically passive students who do not speak until they are asked to do so. however, during all the observations, the researcher finds out that the students mostly seem to enjoy the class as they are quiet and fairly pay attention to their teacher’s explanation. it is because the teacher uses indonesian in his instructions and directions. the students fairly like this way. then, this way also leads several of them to be verily interactive and responsive to their teacher’s instructions and questions. for instance, some students confidently answer their teacher’s questions with english sometimes because the teacher mostly asks them in indonesian and occasionally asks in english – for some simple english question – and just few students who can fairly understand such question. additionally, they look interested if their teacher asks them about the meaning of vocabularies. anyway, there are still few of the students who sometimes do not understand well their teacher’s english questions but they still have enough self-confidence and effort to answer the questions. after that, some of the students compatibly ask the teacher if they want more explanation about the lesson. they probably relax and feel confident in this way as they do not worry about making mistakes speaking english. this can be known as most of them easily speak english individually although they mostly have a trouble with pronunciation, like above, some of them have a confidence on themselves to answer questions from their teacher. another example, in a classroom activity, every student tells the history of their names. then, their mates will give response to them by asking some question related. in the meantime, they are actually given a freedom by the teacher to use indonesian too if they cannot use english. this thing is also one of some factors that keep the students’ selfconfidence stay on, possibly. then, the students are mostly like pair work and group work. they do those activities orderly as well as enjoy them because they are given a freedom, with which they are able to creatively make a positive behavior during this activity. for instance, they are let to freely modify the conversation according to their own way. besides, they easily go to front of the class practicing a conversation in role-play activity or leading their fellows in drilling activity if their teacher asks them to be a volunteer– this is not a big deal for them. anyway, few of them appear to be a little bit shy sometimes to have a conversation practice. but, that does not seem a big matter because they are generally interested a lot in speaking practice as all of them always speak up loud. additionally, they fairly like the formation of their seats that sometimes change according to the kind of classroom activity. above all, they seem to be verily motivated to learn english in this class. references 15 biggs, john b & phillip j moore (1993). the process of learning. australia, prentice hall of australia. harmer, jeremy. (1998). how to teach english: an introduction to the practice of english language teaching. england, longman. harmer, jeremy. (2001). the practice of english language teaching. england, longman, 2001. hess, natalie. (2006). teaching large multilevel classes. cambridge, cambridge university press. izzan, ahmad. (2008). pembelajaran bahasa inggris. bandung, humaniora.. nasution, s. (2005). berbagai pendekatan dalam proses belajar & mengajar. jakarta, pt bumi aksara,. nunan, david. (2003). practical english language teaching. new york, mcgraw-hill, 2003. schütz, ricardo. (2007). stephen krashen's theory of second language acquisition. retrieved march 21st, 2011, from http://www.sk.com.br/sk-krash.html .sumadi. (2004).psikologi pendidikan. jakarta, pt rajagrafindo persada,. soemanto, wasty. (1998). psikologi pendidikan, landasan kerja pemimpin pendidikan. jakarta, pt rineka cipta, 1998 http://www.sk.com.br/sk-krash.html 16 written code switching: the case of indonesian email users nani hizriani a lecturer at english department at state institute for islamic studies antasari banjarmasin abstract this study aims at describing code switching found in indonesian email users among indonesian speakers living in australia with a specific setting in ramadan and idul fitri. it focuses on the analysis of the types, the functions and the reasons why indonesian students in australia switch their language. the research problems are what types of code switching indonesian writers use, the functions of code switching used by indonesian writers and why indonesian writers use these particular code switching. this study is expected to make some useful contributions the study of written code switching which had little research to date. another benefit is that, this study gives an insight into how language competence develops under second language environmental influence. moreover, this might lead to a better understanding of the use of code switching, especially in the emerging genre of internet communication. keywords: code switching, email, indonesian users introduction the global spread of the internet has had an impact on linguistic practices including code switching. code switching is a natural phenomenon that consists of alternating two or more languages in the bilinguals’ discourse, and has traditionally been examined in its oral production. however, recently there has been renewed interest in written mixed-language texts (anacta, 1996; tsiplakou, 2004; urback, 2007). this seems to have been driven largely by new media such as email that provides new, less regulated spaces where language mixing can occur. in a multilingual country like indonesia, the ability to shift from one language to another is accepted as quite normal. most indonesians are bilingual; indeed many people have a good command of three of four languages. the phenomenon of code switching happens not only between a local language and bahasa indonesia, but also among local languages, bahasa indonesia and english. according to hoffman (1991), code switching is potentially the most creative aspect of bilingual speech. he adds that features of bilingual speech such as interference, code mixing, and code switching are quite normal because bilinguals often find it easier to discuss a particular topic in one language than another. as people master languages, their ability to code switch from one language into another language increases. similarly, spolsky (1998) says in general that bilinguals like to shift their language for convenience. this may be the basic reason why people switch code in their speech. as a controllable strategy, code switching happens spontaneously; speakers may not do so habitually, and may not be conscious of every switch they make (coulmas, 2005). saville-troike (1986) determines two basic types of code switching based on the scope of switching in which language takes place, namely, intersentential switching, which occurs between sentences, and intrasentential switching, which occurs within a single sentence. in terms of its functions, mcconvell (1988) takes into account the specific functions of switches within the discourse such as to express authority, emphasis, negotiation, opening, closing, etc, and its role within community. in other words, code switching may serve as means to find out which language is most appropriate and acceptable for a given situation. this study aims at describing code switching found in indonesian and english in email discourse among indonesian speakers living in australia with a specific setting in ramadhan and idul fitri 2009. it focuses on the analysis of the types, the functions and the reasons why indonesian students in australia switch their language. this study is expected to make some useful contributions to the theory of sociolinguistics, particularly the theory of code switching. another benefit is that students might acquire better understanding of the use of code switching, especially in the emerging genre of internet communication. social context indonesia is one of the most linguistically complex nations in the world. as the fourth most populous nation, indonesia has diverse ethnic groups that speak more than 500 languages. therefore, it is not surprising that most indonesians are bilingual or even multilingual. besides indonesian and a local language, some people also speak a foreign language(s), such as english, arabic, mandarin, french, or japanese. among these foreign languages, english is the most important language for educational and economic reasons. therefore, english is compulsory for indonesian students from junior high schools to university to learn it (lengkanawati, 2004). the phenomenon of code switching between bahasa indonesia and english is very common among young indonesian. it occurs not only in daily life situations, but also in some radio and television programs. recently, code-switching practices have become popular in internet communication. these also happen among indonesians, especially for those people who live in a foreign setting as like in australia. indonesia has had good relationships with australia, especially in education for over 40 years. as a result, many indonesian students choose to study in australia. currently about 15,000 indonesians study in australian schools, universities, and technical colleges (antara, 2007). to create good relationship among indonesian students in australia, a number of organisations have been formed by the indonesian student association of australia. these organisations offer many activities such as religious events, networking functions, seminars, lectures, workshops, arts performances, sports competitions and social events. the member of these groups usually use bahasa indonesia and english as means of communication. in formal situations, indonesian students in australia use standard bahasa indonesia or standard english in spoken and written communication. however, these students tend to code switch between bahasa indonesia and english in informal interactions, including in online communication. the phenomenon of code switching happens naturally since they are fluent in both languages. in email communication, they usually interact each other using both bahasa indonesia and english to express their feelings, opinions, views, beliefs and ideas. since this study aims at describing code switching found in indonesian and english in email discourse with specific setting in ramadhan and idul fitri 2008, it is necessary to give an overview about ramadhan and idul fitri, specifically for indonesians. ramadhan and idul fitri are very meaningful for most of indonesians, especially for muslims. ramadhan is a muslim religious ceremony that takes place during the ninth month of the islamic calendar. muslims usually ask forgiveness for past sins, pray for guidance, and try to purify themselves through self-control and good deeds. through fasting, they learn piety, sincerity in faith, patience, sacrifice and humility. after the end of ramadhan, muslims celebrate idul fitri. in indonesia, which has the world's largest population of muslims, idul fitri event is recognised as a national holiday. this deeper meaning centers on family, food, gifts and time-honored traditions. during the past week in 2008, around 26 million indonesians have flooded airports, seaports, bus and railway stations in an annual exodus to return to their birthplaces to celebrate idul fitri here, this tradition is called ‘mudik lebaran’. since it is a day of forgiveness, moral victory, peace, fellowship, brotherhood and unity, muslims in indonesia usually ask forgiveness from their relatives and friends. there is also a tradition to exchange idul fitri cards to greet people during the weeks preceding idul fitri. previously, people posted their cards usually packaged with an envelope using a conventional way. with the advanced of technology and the internet, people in remote area can be easily sent their idul fitri cards by emails to many people extensively. indonesians who live in australia also celebrate ramadhan and idul fitri. using internet communication, they greet their friends and relatives to commemorate the feasts. previous research this study is conducted based on previous researches by anacta, 1996; tsiplakou, 2004; urback, 2007 that analysed the types, the functions of code switching and the reason for switching particular languages to english. http://en.wikipedia.org/wiki/islamic_calendar anacta (1996) illustrates how code-switching is used as a strategy in the written discourse of filipino bilinguals to cover specific functions. she identifies a number of function-specific relations in the rhetorical organization of the written discourse, namely motivation (directives, offers), background (change of topic), problem/solution, elaboration (discussion of the topic), purpose, condition, circumstance and concession. in a study of the practice of code switching between greek and english in email communication among monolingual greek speakers, tsiplakou (2004) discovered that greek speakers expressed evaluative comments as well as jokes and teasing mostly in english, while openings and closings were either in english or in greek. tsiplakou found that english was used as the language of ‘negotiation’ when asking favors, expressing disagreement etc., while greek was reserved for the transmission of factual information. moreover, urback (2007) investigated cases of swedish-english code switching in a bilingual discussion forum on the internet to find out if, how and why the bilingual users in this forum code-switch when communicating. she found that the most common switch is the insertion of one word, or several words, in another language into a monolingual sentence. the result indicated that the users use code switching to show hospitality and to signal a belonging to the group. the aim and research questions the purpose of this study is to examine the practice of code switching between indonesian and english in email communication among indonesian speakers living in australia. the questions are determines as follows: 1. what types of code switching do indonesian speakers use? 2. what are the functions of code switching used by indonesian speakers? 3. why do indonesian speakers use these particular code switching? methodology this study is descriptive qualitative study that relies much on a content-based analysis. the data of the study is 15 informal emails about ramadhan and idul fitri 2009 taken from indonesian student association of australia mailing list. to support the finding, the writer also interviews five respondents who write the emails. the data are analysed through structural approach to find grammatical aspects of linguistics, focus on syntactic and morphosyntactic constraints , and sociolinguistics approach with focus on discourse functions and attempt to explain why bilingual writers write the way they do. findings and discussion the types of code switching the results from this study show that there are two general types of code switching found in email communication among indonesian students living in australia, they are inter-sentential switching and intra-sentential switching (saville-troike 1986). inter-sentential switching occurs between sentences. this type can be found in these following examples; ‘selamat hari raya idul fitri friends, and i wish you all the best. semoga kegembiraan dan kemenangan ada bersama teman-teman semua’ ‘selamat hari raya idul fitri 1430 h ya..... may god bless you all’.... intra-sentential switching occurs within a single sentence. most emails in this study contain code-switching belonging to this category as the following examples: happy idul fitri yah… again, happy lebaran, minal aidin walfaizin. happy eid mubarok based on syntactic and morphosyntactic constraints, codeswitching in these examples has followed the notion of the equivalence constraint proposed by sankoff & poplack (1981) , that code-switching takes place in positions where the order of any two sentence elements, one before and one after the switch, is not excluded in either language. in addition, there are other various examples of intra-sentential switching forms found in these emails, including the use of unusual terms such as bekommen for becoming, pliss for please, congrats for congratulation. another is in the form of abbreviations such as ‘n’ represents ‘and’,‘d’ represents ‘the’, and ‘4’ represents ‘for’, as these following examples: cheers, nela n family let's 4give each other let d peace lead our soul intra-sentential switching found in these emails is also in the form of code mixing, such as temans and rekans, which are uncommon in bahasa indonesia. to represent plural form, repetition form is normally used, for instances, ibuibu for ladies, and bapakbapak for gentlemen. in this case, the writers use english plural form ‘s’ instead of saying temanteman or rekan-rekan. this code mixing also occurs when the writers directly use english in indonesia version, for instances, i really really really need your forgiveness berhubung jabat tangan tidak sempat lewat milist-pun no what-what, he..he..he.. the use of english or bahasa indonesia from these examples is ungrammatical and not considered appropriate in both standard english and bahasa indonesia. code-mixing raises several issues involving grammar because in code mixing, morphemes, words or phrases can be mixed from one language into another. code mixing has been often regarded negatively as a sign of laziness or inadequate command of language since these attitudes devalue many aspects of multilingual behaviour (mckay and hornberger, 1996). regardless of this notion, code-switching and code-mixing imply more sophisticated linguistic competence than monolingual language use as they presuppose the ability to integrate grammatical units from two different language systems into a complex linguistic structure. the functions of code switching as one of communicative strategy, code switching can express different functions within the discourse (mc convell, 1988). some different discourse functions are found in this study, the writers of these emails use code switching to: 1. greet people in ramadhan and idul fitri, as these following examples;. selamat menunaikan ibadah puasa wishing you a ramadan filled with prayers, thankfulness, blessing and joy on this festive ocassion of eid ul fitri... i wish the warmth of our friendship always remain the same eid mubarak minal aidin wal faidzin mohon maaf lahir dan bathin. ramadan and idul fitri are very meaningful for most indonesians, especially for muslims. greeting people in these special occasions is a part of indonesian tradition. the purpose is to convey between people a range of sentiments related to the celebration of ramadan and idul fitri. 2. ask for forgiveness, here are the examples; if 1 star falls every time we make mistakes i bet the sky is now dark already so lets lighten it up again by forgiving. i do apologize i've made. wassalamu'alaikum 0n this blessed day, let's 4give each other, let love fill our heart and let d peace lead our soul..maafin gw y… since ramadan and idul fitri are days of forgiveness, the writers use code switching with this media for asking forgiveness. they acknowledge that on those special days when they forgive each other, their sins with each other are cleansed and they are without sin just as they were at birth. 3. to open and end salutation it is very common for indonesians to switch code to english when opening and closing salutation in informal writing. this also occurs in email communication. these are some examples of code switching use for opening and closing salutations found in these emails, opening salutations: dear friends, dear all, dear … closing salutations: regards, cheers, best regards, warms regards there are also other discourse functions of code switching using quotation and repetition in these emails to reinforce, to mark emphasis what the writers have mentioned, even to clarify the message that has already been transmitted in one code but which may not have been understood. these different functions represent code switching may provide linguistic choices for a given situation (mc convell, 1988). the reasons for switching from the interviews to five respondents, there are four main reasons for indonesian students in australia to switch their language. the first reason is due to real lexical need and appropriateness. three respondents mention this reason, as they cannot find a good equivalence of meaning in bahasa indonesia. the respondents consider that some expressions in one language cannot be satisfactorily translated into another language, and are more appropriate to one language than another. for instances, bahasa indonesia does not have specific terms to express opening and closing in informal context, indonesians just use borrowing words such hai from hi, or helo from hello, for that reason the indonesian students usually use opening and closing in english. in addition, the respondents find english is communicatively efficient, more complete and simpler. as such, it is an effective medium to be used in expressing certain expressions which tend to be longer when it is expressed in bahasa indonesia. therefore, the respondents prefer to switch particular sentences or phrases in english. another reason, the respondents switch code without attempting at any particular interactional goals or intention. they simply do it because of habitual action. as coulmas (2005) stated that people switch from one language to another is potentially influenced by social environment, it is not surprising that the respondents switch their language frequently. this phenomenon occurs since the respondents are studying in australia and use english in their daily life. other significant reason is that the indonesian students in performing a code switch in english because of a directness in expressing a feeling. the respondents consider it is more comfortable to use english instead of bahasa indonesia in some cases, especially when they want to express their feeling. these motivation implies that there are linguistic and social explanations of why this switching might occurs (wardhaugh, 2002). conclusion in conclusion, this study has demonstrated that code switching is a crucial phenomenon for a multilingual society. it plays a significant role in governing the social interaction of the community because it has a very wide spectrum of socio-pragmatic implication. since code switching is becoming increasingly common in more parts of the world, it is essential to understand how code switching, as a communicative strategy, functions in various settings, that is, across various linguistic and cultural systems. these examples from this study have provided proof that code switching not only exists, but is also very common in bilingual contexts. references anacta, r. a. (1996). an analysis of the textual relations in code switching in the personal letters of filipino bilinguals. master’s thesis. university of kansas. coulmas, f. (2005). politeness: cultural dimensions of linguistic choice (ch. 6). in sociolinguistics: the study of speakers' choices (pp. 84-103). cambridge: cambridge university press. lengkanawati, n. s. (2004). how learners from different cultural backgrounds learn a foreign language. asian efl journal, march, 1-8. hoffman, c. (1991).an introduction to bilingualism. new york: longman. mcconvell, p. (1988). mix-im-up : aboriginalcode-switching, old and new. in m.hedler (ed) code switching : anthropological and sociolinguistic perspectives. berlin: mouter de gruyter. mckay, s. and n. hornberger (eds).(1996) sociolinguistics and language teaching. cambridge: cup. sankoff, g. and poplack, s. (1981). a formal grammar for code switching. papers in linguistics. 14, 3-46 savile-troike, m.(1986).the ethnography of communication: an introduction. oxford: basil blackwell. spolsky, b. (1998) sociolinguistics. oxford: oxford university press. tsiplakou (2004), code-switching in computer-mediated communication and ‘electronic performativity’: the case of greek email users. international pragmatic association. urbach (2007), code-switching in computer-mediated communication: the use of swedish and english in an internet discussion forum. växjö university school of humanities wardhaugh, r.(2002). an introduction to sociolinguistics. 4th edition. oxford: blackwell. interpreting a poem of ben jonson: let journal, volume 1, number 2, june-desember 2010 1 interpreting a poem of ben jonson, “song: to celia” nanik mariani effendie lecturer at english department, faculty of teachers training and education lambung mangkurat university, banjarmasin. abstract discourse analysis is analysis of language in use (brown and yule, 1983). how the language-users interpret what other language-users intend to convey and how they make sense of what they read in texts, understand what speakers mean despite what they say, recognize connected as opposed to jumbled or incoherent discourse, and successfully take part in that complex activity called conversation. a poem can be interpreted through discourse analysis approach (brown and yule, 1983). using this approach, the meaning of a poem can be revealed exactly the same as or very close to what the poet want to say or send the message. this article tries to interpret “song: to celia”, one of ben jonson’s poems through knowledge of the world or schema, context and coherence. knowledge of the world or schema plays key roles in many cognitive processes. they help us pay attention, comprehend, interpret, remember, make inferences, set expectations, reason, solve problems, understand language structures, read, write, explain what we know, and have a sense of humor. to interpret this poem, knowledge about love is important, and also the schemata about who the speakers and the listeners are. the speaker in "song: to celia" is a man who opens with a plea for his lady to express her love by gazing upon him. and the listener of this poem is an imaginated listener, a lady, who refuses the speaker’s love. according to hymes (1964), there are nine contexts in discourse analysis but ‘context of using code’ is used to understand the symbols used in this poem, such as: “wine” symbolizes something better, nicer, and intoxicating and “a rosy wreath” symbolizes the greatest love of someone. and ‘context of genre’ is also used in understanding the poem itself or the terms of the poem, likes ‘figurative languages’. in this poem, there are two kinds of figurative languages, personification and allusion coherence which has to do with the meaning of the text (discourse) and context, may refer to elements of knowledge or to cognitive structures that do not have a linguistic realization but are implied by the language used, and thus influence the reception of the message by the interlocutor. coherence of this poem can be seen from the unity of the words which produces meaning. as a whole the meaning of this poem is telling about the reflection of admiration a man toward his lady love, and this man loves her very much. the speaker (the man) asks the listener (the lady love) look at him only with her eyes to refill her secret to him, and he will do the same let journal, volume 1, number 2, june-desember 2010 2 introduction discourse analysis or discourse studies, is a general term for a number of approaches to analyzing written, spoken, signed language use or any significant semiotic event. the objects of discourse analysis, such as, discourse (text), writing, talk, conversation, communicative event, etc., are variously defined in terms of coherent sequences of sentences, propositions, speech acts or turns-at-talk. discourse analysis is analysis of language in use (brown and yule, 1983). how the language-users interpret what other language-users intend to convey and how they make sense of what they read in texts, understand what speakers mean despite what they say, recognize connected as opposed to jumbled or incoherent discourse, and successfully take part in that complex activity called conversation. it can be said that the analysis of discourse is, necessarily, the analysis of language in use. as such, it cannot be restricted to the description of linguistic forms independent of the purposes or functions which these forms are designed to serve in human affairs. as candlin (1997: ix) said that discourse analysis refers to language in use, as a process which is socially situated. kartomihardjo (1992:1) says that discourse analysis tries to analyze the meaning of larger unit of language or a discourse as close as possible. it is also used to interpret a written or spoken discourse in a real situation. a poem is a work of art which is created by the poet according to his imagination and understanding of the world of his own creation, so the schema of a poem must be in accordance with the schema which is in the poet’s mind. therefore to be able to interpret a poem, a reader should be able to get the poet’s interpretation of his poem through his publication or through a discussion with him, or through reading the writings of the poet’s critic. cook (in kartomihardjo, 1996) stated that any deviation from the linguistic rules, either grammatical or lexical, may influence the meanings of the poem which is often purposefully created by the writer. and if possible we should know who the poem is directed to and in what condition or what era the poem was written. a poem can be interpreted through discourse analysis approach (brown and yule, 1983). using this approach, the meaning of a poem can be revealed exactly the same as or very close to what the poet want to say or send the message. to gain the meaning or the message of the poem, the readers need to know the discourse analysis apparatus, such as, knowledge of the world or schema, context, local interpretation, analogy, presupposition, inference, cohesion, coherence, reference, and substitution. this article tries to interpret “song: to celia”, one of ben jonson’s poems through knowledge of the world or schema, context and coherence. knowledge of the world or schema is considered as the most important part in understanding discourse as well as interpreting the message, but it will be better if it is helped by other discourse http://en.wikipedia.org/wiki/semiotic http://en.wikipedia.org/wiki/discourse http://en.wikipedia.org/wiki/writing http://en.wiktionary.org/wiki/talk http://en.wikipedia.org/wiki/conversation http://en.wikipedia.org/wiki/symbolic_interactionism http://en.wikipedia.org/wiki/sentence_%28linguistics%29 http://en.wikipedia.org/wiki/proposition http://en.wikipedia.org/wiki/speech_acts http://en.wikipedia.org/wiki/conversation_analysis#turn-taking_organization let journal, volume 1, number 2, june-desember 2010 3 instruments like context and coherence to gain the closest meaning or the real meaning of the poem. knowledge of the world or schema knowledge of the world (clark and clark, 1977) is the readers’ general socio-cultural knowledge. this general knowledge about the world underpins the readers’ interpretation not only of discourse, but of virtually every aspect of the readers’ experience. rumelhart's classic (1980: 34) defined a schema as "a data structure for representing the generic concepts stored in memory". yet he went on to state that "there are schemata representing our knowledge about all concepts: those underlying objects, situations, events, sequences of events, actions and sequences of actions". thus, schemata are frequently defined as the form of mental representation for generic knowledge, but are then used as the term for the representation of all knowledge. schema or knowledge of the world consists of the representation of a phenomenon an experience, a thing or anything at all that has been perceived by any one of our senses or understood by our thinking. schema plays key roles in many cognitive processes. they help us pay attention, comprehend, interpret, remember, make inferences, set expectations, reason, solve problems, understand language structures, read, write, explain what we know, and have a sense of humor. according to guy cook (in kartomihardjo,1996) schema can be distinguished into 3 folds: (1) world schema which contains the representations of certain things in our brains which we understand and which has more or less general or universal nature. (2) text schema which contains our understanding of certain texts; and (3) language schema which contains understanding certain things in accordance with a certain language. context hymes (1964) says that there are nine kinds of context in an interaction, they are as the following: 1. participants’ context of situation: participants in an interaction consist of speakers and listeners. each person has her /his own important role as well as their social status and their relationship. besides, the situation determines their comprehension in understanding the message. 2. context of time and place: in a certain situation and place, the participants will use different language. for instance, in a formal and an informal situation, participants use different kind of language. 3. context of topic: using a certain topic, an interaction goes smoothly. but in a real life, topic can be very complex because participants can change and switch the topic very quickly and unconsciously. 4. context of using media: media to deliver message can be in written, spoken, sign forms or others. 5. context of using code: let journal, volume 1, number 2, june-desember 2010 4 participants choose a certain code in delivering her/his message. it can be a special symbol when a man delivers his feeling (love) to a woman by giving a nice flower, usually a red rose 6. context of message and content: participants can deliver a certain message in appropriate way so the content can be gained by the listeners or the readers clearly. 7. context with has connection with special event: participants can use special event in delivering their messages. for example, a mother makes a party for her son’s successful in career to deliver her great gratitude to god 8. context of intonation: from the intonation which is used by the participant in a certain interaction, it can indicate the interaction itself whether it is a serious one, sarcasm, humor, or others. if the speaker change the intonation of a sentence, it means he/she change its meaning 9. context of genre: genre is included in communication like poem, praying, idiom, advertisement, etc. which can be in narrative, argumentative, and descriptive text a discourse can be interpreted base on the context. usually it uses combination of two or three kinds of context. coherence coherence which has to do with the meaning of the text (discourse) and context, may refer to elements of knowledge or to cognitive structures that do not have a linguistic realization but are implied by the language used, and thus influence the reception of the message by the interlocutor. coherence has several concepts: 1. coherence consists of textual aspect and psychological aspect in the form of ability in interpreting discourse. 2. the readers’ ability in discovering text coherence has been gained naturally. 3. textual coherence is a situational representation that produces a unity of meaning and message of a text. a poem of ben jonson knowledge of the world or schema, and context of using code and context of genre, and coherence, are used to understand this poem: song: to celia drink to me only with thine eyes, and i will pledge with mine; or leave a kiss but in the cup and i’ll not look for wine. the thirst that from the soul doth rise doth ask a drink divine; but might i of jove’s nectar sup, i would not change for thine. i sent thee late a rosy wreath, not so much honouring thee as giving it a hope that there let journal, volume 1, number 2, june-desember 2010 5 it could not withered be; but thou thereon didst only breathe and sent’st it back to me, since when it grows, and smells, i swear not of itself but thee! before interpreting and understanding this poem, we should know the writer of this poem. ben jonson (1572-1637) is the classicist, made poet laurate by king james. although ben jonson is best known for his plays, which he was a dramatist following the rules of classics: the “unities” of time, place and action, he introduced into drama the conception of “humorous”: blood = sanguine; phlegm = phlegmatic; yellow bile = choleric; black bile = melancholic, which determine a person’s character, his poetry had also a significant impact on seventeenth-century poets and has come to be as highly regarded as that of his contemporary william shakespeare. edmund gosse, in the jacobean poets, concludes that jonson was "rewarded by the passionate devotion of a tribe of wits and scholars . . . and he enjoys the perennial respect of all close students of poetry." jonson's lyric ballad "song: to celia" is his most beloved and anthologized poem. soon after its publication, it was put to music by an anonymous composer, after which it became a popular song in public houses. "song: to celia" was included in the book the forest, published in 1616. it appears in the sixth edition of the norton anthology of english literature (1993). jonson's "song: to celia" is a short monologue in which a lover addresses his lady in an effort to encourage her to express her love for him. jonson includes conventional imagery, such as eyes, roses, and wine, but employs them in inventive ways. as a result, the poem becomes a lively, expressive song extolling the immortality of love. john addington symonds, in his 1886 study of jonson, calls the poem a masterpiece in its "purely lyric composition" and individuality. he concludes that jonson's lyrics "struck the key-note of the seventeenth century." jonson borrowed the conventions of courtly love for the poem but manipulated them to create his unique voice. traditionally, the lover in these poems is stricken by his lady's beauty, which causes him to idealize her. ever obedient to her wishes, the humble lover strives to be worthy of her. his feelings of love ennoble him and lead him on the path to moral excellence. jonson expresses the cult of the beloved in his poem through his vision of the lady whose kisses are sweeter than the nectar of the gods and whose breath can grant immortality. yet this speaker does not humble himself to his mistress. he has a calm assurance not found in conventional courtly love poems. to interpret this kind of poem, knowledge about love is important, and also the schemata about who the speakers and the listeners are. the speaker in "song: to celia" is a man who opens with a plea for his lady to express her love by gazing upon him. his plea is assertive, in the form of a command to drink to him with her eyes. he wants more than an expression of her love, however; he wants a pledge. he notes this in the second line: let journal, volume 1, number 2, june-desember 2010 6 …… and i will pledge with mine; …… he declares that he will return the pledge with his own eyes. the reference to the cup that is commonly filled with wine becomes an apt metaphor for what he is asking from his lady. one usually makes a toast, a pledge of some sort, when first sipping a cup of wine. the speaker wants his lady to make a pledge to him with her eyes rather than while drinking from a cup of wine. this pledge would be more personal and so more meaningful to him. by suggesting that, his lady could convey such a pledge through her gaze, he pays tribute to her expressive eyes. he suggests that their connection is so intimate that they do not need the words of a speech to communicate their feelings for each other. this act reflects medieval love conventions, which propose that love is received through the eyes. when the speaker gives his lady an alternative way to express her love, he suggests that she may be reluctant to do so. leaving a kiss in the cup would allow her to respond to him in a more modest manner. it can be seen in: drink to me only with thine eyes, and i will pledge with mine; or leave a kiss but in the cup and i’ll not look for wine. …… this alternative, he states, would be just as pleasing to him. when he insists that he will "not look for wine," he implies that her kiss will intoxicate him more than any alcohol could. wine would be an inadequate replacement for her love. jonson smoothly integrates the images of eyes, drinking, and wine in these first lines, which reinforces and heightens his speaker's expression of love and longing. initially, the metaphor of drinking with one's eyes seems too force, yet eyes produce liquid and can "brim over" with tears of sadness or joy. this liquidity, rather than that of wine, becomes the speaker's preferred method of demonstration. the image of the kiss also integrates smoothly with the wine. the speaker, who is addressing his lady love, who spurned him by returning his gift of a ‘rosy wreath’. he tries to persuade his lover not only with words but he also sends her a rosy wreath as a representation of his deep love. he wishes so much that his lady love responses his love. it can be seen in: …… but might i of jove’s nectar sup, i would not change for thine. i sent thee late a rosy wreath, let journal, volume 1, number 2, june-desember 2010 7 not so much honouring thee as giving it a hope that there it could not withered be; but thou thereon didst only breathe and sent’st it back to me, since when it grows, and smells, i swear not of itself but thee! the listener of this poem is an imaginated listener, a lady, who refuses the speaker’s love. only rarely do poets address us directly. for this reason, it is important to determine what is meant when a poet uses the “you” (“thee”) pronoun. often the “you” may refer to the speaker himself or herself, and not to listeners or us as readers. although an imaginated listener, like jonson’s lady friend, does not participate in the poem, something that person has done has prompted the speaker to begin writing. context of using code is used to understand the symbols used in this poem, such as: “wine” symbolizes something better, nicer, and intoxicating. “jove’s nectar”: jove or jupiter was the principal roman god; nectar was the drink of the gods; it’s believed that if a mortal drinking it, it would attain immortality, so it symbolizes something beautiful and nice. and “a rosy wreath” symbolizes the greatest love of someone. in roman, a rosy wreath was used as a crown for a goddess. context of genre is used to understand the poem itself or the terms of the poem, likes ‘figurative languages’. in this poem, there are two kinds of figurative languages. they are: 1. personification: drink to me only with thine eyes, and i will pledge with mine; …… as if in these lines show that eyes can drink while in the reality only human beings can do that (drink). …… the thirst that from the soul doth rise doth ask a drink divine; …… one who can be thirsty is only human beings but in these lines say that soul can be thirsty and it divine for holy drinking eyes. 2. allusion: …… but might i of jove’s nectar sup, i would not change for thine. …… “jove’s nectar” refers to gods’ tales. it was the drink of the gods or the jove’s food. coherence of this poem can be seen from the unity of the words which produces meaning. as a whole the meaning of this poem is telling about the reflection of admiration a man toward his lady love, and this man loves her very much. the let journal, volume 1, number 2, june-desember 2010 8 speaker (the man) asks the listener (the lady love) look at him only with her eyes to refill her secret to him, and he will do the same. although he never kisses her, he won’t look for better things outside because their relationship is not just a kiss but more than that, a deep love. he needs a holy drink to quench his thirst that comes from the soul, and he wants something secret which is adore or real. so even though he got jove’s food (jove’s nectar), he won’t change her with everything because she is very valuable for him. when he sent his lady love a rosy wreath, it is not because of honoring her but he wants her to blow her breath to the rosy wreath to make it grows and smells her. but unfortunately, she only breathes it and sends it back to him. repetition of sounds in a poem can emphasize key words and images and so create poetic structure. in addition, sounds can provide pleasure. jonson uses alliteration, the repetition of initial consonant sounds, in line 6 in the words “drink” and “divine” to emphasize the value the speaker places on his mistress's kiss. he repeats this technique in line 9 with the words “rosy” and “wreath,” which highlights her connection with nature. jonson makes a clever connection between the speaker and his mistress through examples of consonance, the repetition of final consonant sounds, as well as word placement. he ends lines 2, 4, 6, and 8 with the words “mine,” “wine,” “divine,” and “thine,” respectively, suggesting that the union of the two would be more divine than wine. conclusion ethnography of communication is one of the specific theoretical perspectives and analytical approaches used in linguistic discourse analysis. it also emphasize different aspects of language use, it views language as social interaction, and is concerned with the social contexts in which discourse is embedded. often a distinction is made between 'local' structures of discourse (such as relations among sentences, propositions, and turns) and 'global' structures, such as overall topics and the schematic organization of discourses and conversations. for instance, many types of discourse begin with some kind of global 'summary', in titles, headlines, leads, abstracts, and so on. interpreting discourse, in this case ‘a poem’, can be done through knowledge of the world or schema that is helped by others like context and coherence. moreover, the similarity of the poet’s and the reader’s interpretation of the poem makes the poem easier to be understood. while coherence is used to interpret syntactical structures and vocabularies which are used in the poem although there are some ungrammatical structures as well as uncommon words, but still the reader can understand the meaning and catch the message. references brown, gillian and george yule. 1983. discourse analysis. cambridge: cambridge university press. candlin, c.n. 1997. discourse analysis. british council etic, london. let journal, volume 1, number 2, june-desember 2010 9 clark, h. h. & clark, e.v. 1977. psychology and language. harcourt: brace, jovanovich. kartomihardjo, soeseno. 1992. analisis wacana dan penerapannya. malang: fpbs ikip malang. kartomihardjo, soeseno. 1996. understanding special texts through discourse analysis. unpublished paper, program pasca sarjana ikip malang. hymes, d. 1964. toward ethnographies of communicative events. in p.p. giglioli (ed.) language and social context (1972) penguin books (ed.) (1971) pidginisation and creolisation of languages. cambridge: cambridge university press rumelhart, david e. 1980. "schemata: the building blocks of cognition." in theoretical issues in reading comprehension, ed. rand j. spiro, bertram c. bruce, and william f. brewer. hillsdale, nj: erlbaum. stubbs, michael. 1983. discourse analysis. chicago: the university at chicago press. yule, george. 1983. an introduction to language. cambridge: cambridge university press. yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||50-67||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php challenges on teaching and learning english for specific purposes (esp) for indonesian undergraduate students yuni awalaturrohmah solihah yuniasolihah@cic.ac.id viar dwi kartika viardk@cic.ac.id catur insan cendekia university of cirebon, indonesia fiki setiawan fikisetiawan@aakannasher.ac.id an nasher health analyst academy of cirebon, indonesia article history: received: 12 april 2023 accepted: 15 june 2023 this study examined the challenges both teachers and students in implementation of teaching and learning esp. it focuses on mastering english in students’ needs relating to the specific fields. this used a qualitative study obtaining data from questionnaires and interviews. the findings showed that the students’ vocabulary mastery was an obstacle during learning esp. it made the students felt difficult to comprehend the materials. moreover, the teachers are supposed to prepare the esp materials from textbooks and articles relating to the specific fields although there were lack of sources. however, learning esp applied the students-centered activities and built an interaction between teachers and students during discussing and practicing the esp materials. it encouraged the students to be active for their speaking skill improvement. it also assisted the students to enhance new vocabularies relating to the specific fields. therefore, to achieve students’ comprehension in esp, the teachers should develop esp materials and method of teaching in order to deliver optimally the esp contents. corresponding author: viardk@cic.ac.id keywords: challenges on esp; esp materials; tefl http://jurnal.uin-antasari.ac.id/index.php mailto:yuniasolihah@cic.ac.id mailto:viardk@cic.ac.id mailto:fikisetiawan@aakannasher.ac.id mailto:viardk@cic.ac.id page | 51 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 introduction teaching english for specific purposes (esp) is concerned with developing english competence relating to the specific purposes which deals with the use of english in relevant major. it is in line with hans and hans (2015), the applying of specific purposes in learning english is included in teaching english for specific purposes. moreover, ahmed (2014) stated that esp engages on learning english in a particular domain as a goal of this teaching esp. javid (2015) claims that esp constitutes the specific discipline, occupation, and activity in learning english. it means that the english mastery is focused on the related major that is being learnt. fitria (2020) stated that teaching esp has its own subject relating to the studies. it means that the term of esp is connected with the field of studies, especially nonenglish major. for example, there are teaching english for business, medicine, accounting, engineering and other studies. regarding to the different terms in learning esp, each subject has their own disciplines that should be mastered. teaching esp is mostly implemented for the undergraduate students. the urge of teaching esp is developed in university level (liaghat&latif, 2013; septiana, 2018; natriningrum & nugroho, 2020; iswati & triastuti, 2021). the lecturer is not only teaching the academic purposes but also teaching the specific purposes. this means the undergraduate students should master the english in a professional setting relating to their own studies. it demands the lecturer to build learning atmosphere relating to the different terminology in esp. it is in line with natriningrum and nugroho (2020) claim that esp lecturers should discover the way of teaching esp to provide esp materials effectively for their students. additionally, ahmed (2014) stated that esp lecturers transfer the knowledge of english dealing with authentic materials in professional matter. it means that the esp teachers should be well-prepared regarding to the authentic materials during teaching esp. english for specific purposes (esp) is introduced as the use of english in specific fields. according to paltridge and starfield (2013), esp focuses on the use of english in particular domain (paltridge & starfield, 2013). richards and rodgers (2001) assumed that esp is a subfield of language learning relating to the learners’ page | 52 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 need in specific roles, i.e. accountant, engineer, technician, and nurse. it means that the lecturers convey the use of english in real situation to support the students’ future in their workplaces relating to their own major. in teaching esp, the lecturers involve key roles that make the students comprehend the esp materials. the importance of esp lecturers includes as a teacher, course designer and materials provider, collaborator, researcher, and evaluator (dudley-evans & st. john, 1998). through those five roles, the lecturers are supposed to discover the students’ needs relating to their fields that are being mastered. the students’ needs discovery is interpreted into the esp materials that are transferred during teaching and learning esp in the classroom. moreover, the implementation of esp is students-centered approach that affect the learning strategies and needs according to the students’ needs (hutchinson & waters, 1987). it motivates the lecturers to interact actively to the students as well as encourage the students to develop their communicative competences. during teaching esp, the lecturers are needed to prepare the esp materials to be delivered to the students. the esp materials should be authentic material, purpose-related orientation, and self-direction (carter, 1983). three features of esp materials regarding to carter (1983) are focused on the students’ specialist knowledge that are being learnt. to maximize those features, the lecturers explore the materials/courses in many sources. meanwhile, ibrahim (2019) claimed that the problems facing in teaching and learning esp include lack of orthodoxy, lack of specialist knowledge, lack of materials, and lack of learners’ motivation. those problems are related to the lecturers’ and students’ challenges during teaching and learning esp in the classroom. thus, the lecturers and students could minimize their problems to obtain the goal of their learning and teaching esp. esp material is designed to enhance english skill in various purposes, especially the professional setting. for the undergraduate students, the esp materials should be related to their own future works. fitria (2020) stated that the design of esp materials emphasizes to a goal-oriented activity. this activity is focused on the development of students’ english skill to prepare their needs in page | 53 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 workplace. hans and hans (2015) claimed that esp involves more concentrated to language in context than to language in grammar and structures. most students feel complicated to learn about grammar and structure, so in esp subject they could master the language use in their own context. there are numerous scholars investigating the implementation of teaching esp in their classroom. teaching esp was carried out in non-english department in indonesia (saliu, 2013; agustina, 2014; kusumawati et al., 2018; iswati&triastuti, 2021). those studies focused on students’ perception to teaching esp in several majors, including information system, legal studies, computer sciences, and information technology. meanwhile, in abroad, teaching esp was implemented in the classroom, such as in vietnam, persia, and china (liaghat&latif, 2013; hoa&mai, 2016; luo&garner, 2017; wu&lou, 2018; enesi et al., 2021). in addition, there were some studies that investigated the challenges of teaching esp for the esp teachers/practitioners (ahmed, 2014; septiana, 2018; sari, 2018; agustina, 2018; fitria, 2020). those studies concerned with the teachers’ perception what the challenges were faced during teaching esp. also, challenges of teaching esp in accounting program were investigated through the teachers’ perceptions (suyadi, 2016; rahmatunisa&agustiana, 2020; nugroho, 2020; nartiningrum&nugroho, 2020; kamaruddin et al., 2021). based on those previous studies, there were limited studies to investigate perception from lecturers and students toward the challenges of teaching and learning esp. the previous studies focused on the perception only one viewpoint, for example, only students’ viewpoint or teachers’ viewpoint. therefore, this present study focused on the challenges on teaching and learning esp through both lecturers’ and students’ perspectives, especially for indonesian undergraduate students in accounting program. method this study used a qualitative method obtaining the data collection through questionnaires and interview. according to cohen et al. (2018), a qualitative study is concerned with the process of collecting and analyzing in terms of non-numerical data. this qualitative study was employed to discover the challenges on teaching page | 54 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 and learning esp faced by lecturers and students in the classroom. the participants of the study were 24 students of accounting program in ucic cirebon in the academic year 2021/2022 and 5 english lecturers. from the participants, they were asked to fulfill 10 questions of questionnaires by using google form. the questionnaires were distributed to recognize the students’ perception of learning esp. the questions shared the students’ reaction and feeling and their opinion about the obstacles during learning esp. the interviews’ answer supported students’ answer in questionnaires. in addition, the lecturers conveyed their opinion about the challenges on teaching esp through 7 questions of interviews. the lecturers shared their own perspectives what extent the implementation of teaching esp in the classroom as well as the obstacles were involved in esp class. the questionnaires and interviews results were analyzed and interpreted qualitatively to answer two research questions in this study. findings and discussions challenges on teaching esp for indonesian undergraduate students the first section reveals the interview results from the lecturers to recognize the challenges on teaching esp. there consisted of seven interview questions asked to the lecturers directly through google meet application. these are the following interview questions to the lecturers, as follows: table 1. interview questions about teaching esp no interview questions 1. what is the main concept of teaching esp? 2. what do you prepare mostly in teaching esp? 3. how about the textbook in teaching esp? 4. what are your experiences on teaching esp? 5. how is the way to develop the lecturer’s competence to teach esp optimally? 6. how is the students’ feeling during teaching esp? 7. how is the best method of teaching esp? page | 55 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 according to the table 1, there are four main points conveyed their perceptions what the challenges faced in teaching esp in their classroom. teaching esp developed the lecturers to be more learning, discussing, and practicing based on the table 1, questions 1 and 6 are related to this first result about teaching esp. the representative answers of the lecturers are presented below. “the main concept of teaching esp is teaching english for the students that their main purpose is not mastering grammar in english” (lecturer 1) “it’s different to the general english materials. esp is mainly trying to relate the language lesson with certain context. the goal would be applying language suitably with the context students mostly encounter” (lecturer 3) “using english as a medium of delivering content knowledge in specific fields not to master grammar, some texts such as descriptive, argumentative etc.” (lecturer 4) “some of them are interested on the material, cause esp is really important and useful to enhance their ability in english at purpose” (lecturer 2) “teacher should also pay attention to students’ feeling. they should give encouragement and support to make them feel comfortable to learn” (lecturer 3) “they have fun and enjoying the class” (lecturer 5) those interview answers represented lecturers’ perception on concept of teaching esp. it means that teaching esp is new challenge for the lecturers due to the fact that they are common to teach english in general. it is supported by hans and hans (2015) comparing the concept of teaching esp and general english. they assumed that teaching esp is concerned with teaching language usage in context than grammar and structure of texts. it means that teaching esp makes the lecturers to be more learning, discussing, and practicing. that is why the lecturers strengthen their english use in context relating to the fields mastered. thus, they are supposed to explore the esp contents to motivate themselves be more learning, discussing and practicing while they are teaching esp. page | 56 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 teaching esp needed to prepare the esp materials from textbooks and articles relating to the specific fields although there was lack of sources from table 1, questions 2 and 3 are interpreted into this second result of challenge on teaching esp. the lecturers’ answers are below. “enrichment of vocabularies related to the purpose that the students’ need” (lecturer 1) “examples of certain situation and language might be appropriate in that situation. the language should be learned in detail in terms of structure and vocabularies” (lecturer 3) “teaching method, strategies and assignment” (lecturer 5) “textbook is essential in teaching. it gives clear direction for teacher, but it’s very rare” (lecturer 3) “there are some available downloadable textbooks in internet but for certain disciplines we still need to create by our own” (lecturer 4) “actually, i felt difficult to find out the appropriate textbook, so i combine it from some resources” (lecturer 5) from the answers, the esp sources could be an obstacle in teaching esp. it causes the lecturers should discover the esp materials in any sources. due to the limited resources, the lecturers need to prepare before their teaching esp, including finding the textbook or articles relating to the specific fields. it is in line with fitria’s study (2020), she claimed that quality of textbook is one of the difficulties faced by the esp teachers. she added that several esp textbooks contain the materials to develop english skills in specific fields while the sources are difficult to find. it triggers the lecturers to be creative in designing the esp materials using textbook and articles needed. it is supported by ibrahim’s study (2019) assuming that lack of esp materials is the problems affecting teaching esp. he stated that the lecturer could manage esp materials needed by using handmade or published materials. therefore, it makes the lecturers to arrange freely esp materials that are suitable with own fields. page | 57 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 teaching esp assisted the students to enhance new vocabularies relating to the specific fields based on table 1, the third result is interpreted from question 4 in which the answers from lecturers are as follows: “asking to the students to speak up, so vocabulary mastery will be needed” (lecturer 1) “some students are still weak to master vocabulary, so they need to know new vocabularies to face esp” (lecturer 2) “understanding the language itself is challenging. students are encouraged to understand the context and the language at the same time” (lecturer 3) “mastering the contents related targeted discipline is related to vocabulary in that fields. students will have new vocabularies” (lecturer 4) “encourage students to practice speaking english” (lecturer 5) from those answers, it could be depicted that vocabulary mastery is needed in teaching esp. according to enesi et al. (2021), specific terminology of vocabulary would be familiar for the students during teaching esp. this is supported by sukarni’s studies (2020) stating that vocabulary is the most important aspect for the students in teaching esp. it assists the students to communicate to each other during learning esp. he added that students could develop their vocabulary mastery through esp materials. based on those experts, it means that teaching esp could develop students’ vocabulary mastery in specific terminology relating to the major. thus, it is related to the esp materials delivered by the lecturers during teaching esp. teaching esp encouraged the lecturers to develop esp materials and method of teaching in order to deliver optimally the esp contents questions 5 and 7 explain this result to examine how the lecturers develop esp materials and method of teaching esp. the interview results are as follows: “provide some books for esp based on students’ need, attend some webinars or coaching for teaching esp” (lecturer 1) “lecturer should have a proper knowledge of the specific purposes of teaching language via seminar or esp training for the lecturer” (lecturer 2) page | 58 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 “through workshop to introduced targeted discipline materials and topics, discuss between the program coordinator and lecturers to reach a consensus on goals and objectives of the course” (lecturer 3) “the best method for teaching esp is students-centered” (lecturer 1) “teacher must combine some methods on their processes depend on the context, learner and need analysis” (lecturer 3) “show real-life situation would be beneficial for the students. learning which focuses more on meaning would be better” (lecturer 5) according to those answers, the improvement of teaching esp would be required for the lecturers, including attending seminar, training, and workshop. it is in line with ahmed (2014) stating that by training, esp lecturers could develop their necessary knowledge with the students’ specialized needs. he added that the importance of training assists the students to develop their competence in specific fields as well as understanding esp materials in their own profession. meanwhile, cenaj (2015) claimed that lack of training is the problem of esp lecturers. he added that the esp lecturers were unfamiliar with those training activities that made them difficult to develop esp materials. it means that the esp training should become recognizable movement to esp lecturers. in addition, ho (2011) claimed that lecturers faced the problem to figure out the best method in teaching esp. it means that the lecturers implement method of teaching to adjust esp materials. teaching esp is students-centered approach (hutchinson&waters, 1987). therefore, it focuses on the students’ need in which the lecturers could implement the authentic materials in teaching esp. those materials help the students to focus on their needs in their specialist knowledge. challenges on learning esp for indonesian undergraduate students this second section depicts the questionnaire and interview results from the students to figure out their perception of learning esp. there are 10 questionnaire questions through google form as well as the 7 questions of interview are delivered to support their questionnaire answers. these are the following questionnaire questions to the lecturers, as follows: page | 59 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 table 2. questionnaire questions about learning esp no questionnaire questions 1. in my opinion, learning esp in this semester is very easy 2. in my opinion, learning esp in this semester is new and different than general english 3. in my opinion, learning esp in this semester is very fun 4. in my opinion, learning esp motivates me to comprehend english in my specific field 5. in my opinion, learning esp makes me obtain new vocabularies relating to my specific field 6. in my opinion, learning esp makes me find out the meaning of new vocabularies relating to my specific field 7. in my opinion, learning esp makes me be more active to interact with the lecturer 8. in my opinion, learning esp makes me find new things relating my specific field 9. in my opinion, learning esp is more interactive than general english 10. in my opinion, learning esp is more focused on discovering esp materials relating to my specific field in addition, the interview questions are as follows: table 3. interview questions about learning esp no interview questions 1. what is your opinion about learning esp? 2. what are your experiences in learning esp? 3. what did you do during learning esp in this semester? 4. how is the way of lecturers in teaching esp in this semester? 5. what are the advantages in learning esp in this semester? 6. what are the problems in learning esp in this semester? 7. give me new vocabularies during learning esp (at least 3 words)! according to the table 2 and 3, the challenges on learning esp are interpreted into four main points below. learning esp became the interesting and fun subject to be mastered the questionnaire questions 1, 2, 3, 8 and 10 represent the students’ perception on learning esp. the questionnaire results showed that: 12,5% of page | 60 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 students strongly agree and 79,2% of students agree that learning esp is very easy; 16,7% of students strongly agree and 79,2% of students agree that learning esp is new and different than general english; 29,2% of students strongly agree and 58,3% of students agree that learning esp in this semester is very fun; 37,5% of students strongly agree and 62,5% of students agree that learning esp makes me find new things relating my specific field; 25% of students strongly agree and 58,3% of students agree that learning esp is more focused on discovering esp materials relating to my specific field. moreover, the interview result relies on questions 1 and 2. the students’ interview answer are as follows: “learning esp is related to my major” (student 2) “very fun” (student 5) “in this semester, concept of learning esp is different to general english. it’s so fresh and fun to me because i can know new knowledge via this learning esp” (student 10) “learning esp in this semester is related to my specified major. i like it!” (student14) “very fun and interesting to comprehend english in accounting” (student 20) “excited to learn new material” (student 21) “i am happy to learn esp in this semester (student 22) “i think learning experience i got from learning esp is very fun and very interactive” (student 24) based on those detailed results of questionnaire and interview, it explains that learning esp is an interesting and fun activity due to the students’ new experience of learning in the classroom. it is related to their new activity to master the use of english in specific field. this is supported by fitria (2020), the students find interesting and relevant activity through esp class acquiring the use of english in their professional and future work. she assumed that by learning esp, the students could recognize a real context for vocabulary and structure of esp materials. it is in line with finding of wu and lou (2018), they assumed that learning esp is a need for students of non-english department to find new experience of learning english. page | 61 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 they added that the students have positive responses to master the use of english in specific major. thus, by learning esp could develop the students’ desires to learn english according to their specialized fields. learning esp showed the students’ vocabulary mastery was an obstacle according to the questionnaire, the questions 4, 5 and 6 represent students’ obstacle in learning esp. the results of questionnaire are presented as follows: 29,2% of students strongly agree and 66,7% of students agree that learning esp motivates me more to learn english in specific field; 37,5% of students strongly agree and 62,5% of students agree that learning esp makes me obtain new vocabulary relating to the specified major; 45,8% of students strongly agree and 50% of students agree that learning esp makes me use dictionary and google translate to know vocabulary meaning. furthermore, the interview answers 6 and 7 are presented below. “because different materials with general english, there are many vocabularies that i don’t know the meaning” (student 2) “my difficulty is new vocabularies that i am confused” (student 4) “vocabulary and pronunciation from the materials of text or exercise” (student 7) “it’s difficult for me when vocabulary with some meaning” (student 10) “i think the difficult part of learning esp is we need to know about vocabulary” (student 15) “my difficulty is vocabulary in esp” (student 20) “i am confused with new vocabulary and i have to find the meaning in google translate” (student 22) “it’s so weird to find the meaning in google translate and dictionary” (student 23) from the questionnaire and interview results, lack of vocabulary in specific fields is an obstacle for the students. it is related to the sukarni’s study (2020) showing that vocabulary was the most important aspect in learning esp. he added that developing new vocabulary could assist the students to communicate and practice in english during learning esp. it is similar with finding of fitria’s study (2020), lack of vocabulary is one of challenges of students in learning esp. she page | 62 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 assumed that students rarely find out english in specific fields, so they are not familiar with the words. it caused the students to explore new vocabulary in dictionary or any sources. marumaya (1996) stated that students depend on the dictionary when they find difficult words in esp terms in which they do not know the meaning. meanwhile, dependence of dictionary was faced by the student due to the fact they had lack of skill in using dictionary. they only see the first meaning of the word in the dictionary, they do not pay attention the meaning of its word in the context of esp materials. moreover, students mentioned some new vocabularies in their interviews. those are vocabularies in accounting fields according to the interview question 7. table 4. vocabulary in accounting program words frequency(times) words frequency(times) tax 5 interest 6 gross profit 1 payment 10 income statement 7 legitimate 1 tax avoidance 1 transaction 11 expense 5 debt 16 financial statement 2 shareholder 7 based table 4, the students recognized some new vocabularies relating to accounting terminology in their material during learning esp. those words became familiar to the students of accounting program as well as they remembered the meaning in context. learning esp built an interaction between lecturers and students during discussing and practicing the esp materials question 7 represented the questionnaire result to find out the impact of learning esp. the questionnaire results are as follows: 8,3% of students strongly agree and 62,5% of students agree that learning esp makes me be active to ask and interact to the lecturers. in addition, interview answers for questions 3 and 4 are explained below. “answer the lecturer’s questions and present the material” (student 1) page | 63 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 “the students know new vocabulary and active to answer the questions directly from the exercise when learning esp” (student 3) “interact with the lecturers in english” (student 5) “exercise about new vocabulary in accounting and discussing with friends about the material” (student 10) “accounting in english and asking to lecturers what the definition about the difficult words” (student 15) “give more opportunities for students to ask and answer the questions” (student 15) “the lecturers give me the explanation clearly and then give students the question to be discussed” (student 20) “it’s so interactive between students and teacher during discussing the material” (student 22) based in the questionnaire and interview results, the students were active to interact during learning esp. the interaction occurred when the lecturers gave the esp materials, students and lecturer discussed about it that made an interactive class. it is similar with study of kamaruddin et al. (2021), students preferred to learn in a group and created discussion session between lecturers and them. they added that the students could comprehend the esp materials by discussing and practicing. it is supported by wu and lou’s study (2018), students need to answer the questions from lecturers or their friends in esp class. nugroho (2020) claimed that oral communication mastery is needed through esp materials. he added that it helps the students to practice the communication in future workplace environment. it means that learning esp is needed for the students to be learnt in order to apply the use of english in their future professional setting. therefore, they are familiar to discuss and practice the words in specific terminology in spoken language. learning esp encouraged the students to be active for their speaking skill improvement according to the questionnaire question 9, it can be explained that 45,8% of students strongly agree and 41,7% of students agree that learning esp is more interactive than general english. the interview answers from question 5 are presented below. page | 64 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 “i think the benefit of learning esp is that we can fluently use english specifically so that it can be used according to accounting program” (student 10) “advantages are knowing new vocabularies and practice me to give the argumentation directly” (student 15) “i have new knowledge and can develop the expertise field for the future work” (student 17) “i can improve speaking skill when i deliver my opinion about the material” (student 20) “material makes me speak english when answering the questions from the lecturers and my friends” (student 21) “when presentation, i can use new vocabulary to develop my speaking skill” (student 22) “we can learn together in a group to share our opinion when learning esp” (student 23) “i can speak english freely in learning esp” (student 24) based on the questionnaire and interview results, the encouragement of speaking english was involved in learning esp. it means that the students could develop speaking skill through learning esp. it is supported by kamaruddin et al. (2021), speaking skill is the most important skill for the students in learning esp. this is in line with the study of fitria (2020), students are common to improve speaking skill during learning esp due to the fact that the students spend more time to speak english with the specified terminology. while, she added that lecturers do not pay attention to the speaking activity, so the students could not convey their opinion through learning esp. sukarni (2020) claimed that speaking skill is the highest emphasis on language skill in learning esp. he stated that speaking skill improvement made students ease to communicate and interact to share opinion, ideas and solution relating to the esp materials. thus, learning esp makes the students to speak english due to the fact there were some activities encouraging them to develop speaking skill in esp class, including discussion and practice session in their class. page | 65 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 conclusions and suggestions drawing on the results and discussion, it is obvious that teaching and learning esp is a new challenge for both lecturers and students. specifically, english for specific purposes (esp) is the use of english in specific fields that is needed to be mastered by students. the students could enrich more knowledge of english suitable with their own specified fields that makes the students apply the english in their future workplace or professional environment. it means that teaching and learning esp refers to mastering the language in specific purposes according to the fields that are learnt. based on the questionnaire and interview results, both lecturers and students find this teaching and learning very fun and interesting. this is caused that teaching and learning esp is a new experience to be implemented. moreover, the challenges faced by lecturers in this study involving lack of esp materials/course contents, lack of variety of method in teaching, and lack of specialist knowledge. the students faced the challenges on learning esp including lack of motivation, lack of vocabulary mastery, and lack of specialist knowledge. therefore, this study suggests to the lecturers to be creative in teaching esp in order to deliver optimally esp materials for the students. the teacher could discover new method of teaching as well as develop esp materials that improve students’ language skill in specific fields. references ahmed, m. k. (2014). the esp teacher: issues, tasks and challenges. english for specific purposes world, 42(15). agustina, t. (2014). english for specific purposes (esp): an approach of english teaching for non-english department students. beta, 7(1), pp. 37-63. carver, d. (1983). some propositions about esp. the esp journal, 2(2), pp. 131137. doi: https://doi.org/10.1016/0272-2380(93)90003-p cenaj, m. (2015). pedagogical challenges of esp teachers in albania. academic journal of interdisciplinary studies, 4(3), pp. 489-493. doi: https://doi.org/10.5901/ajis.2015.v4n3s1p489 cohen, l., manion, l., & morisson, k. (2018). research method in education 8th edition. new york: routledge. https://doi.org/10.1016/0272-2380(93)90003-p https://doi.org/10.5901/ajis.2015.v4n3s1p489 page | 66 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 dudley-evans, t & st john, m. (1998). developments in english for specific purposes: a multi-disciplinary approach. uk: cambridge university press. enesi, m., vrapi, f., & trifoni, a. (2021). challenges of teaching and learning english language for esp courses. journal of educational and social research, 11(4), pp. 213-226. doi: http://dx.doi.org/10.36941/jesr-20210090 fitria, t. n. (2020). teaching english for specific purposes to the students in english language teaching. journal of english teaching adi buana, 5(1), pp. 55-66. doi: http://dx.doi.org/10.36456/jet.v5.n01.2020.2276 hans, a. & hans, e. (2015). a comparative study of english for specific purposes (esp) and english as a second language (esl) programs. international journal on studies in english language and literature (ijsell), 3(11), pp. 26-31. hutchinson, t., & waters, a. (1987). english for specific purposes: a learning centered approach. cambridge: cambridge university press. hoa, n.t.t & mai, p.t.t. (2016). difficulties in teaching english for specific purposes: empirical study at vietnam universities. higher education studies, 6(2), pp. 154-161. doi: http://dx.doi.org/10.5539/hes.v6n2p154 ho, b. (2011). solving the problems of designing and teaching a packed english for specific purposes course. new horizons in education, 59(1), pp. 119-136. iswati, l. & triastuti, a. (2021). voicing the challenges of esp teaching: lessons from esp in non-english department. studies in english language and education, 8(1) pp. 276-293. doi: https://doi.org/10.24815/siele.v8i1.17301 ibrahim, h. (2019). the role of an ideal esp practitioner. open journal of modern linguistics, 9, pp. 76-91. doi: https://doi.org/10.4236/ojml.2019.92008 kamaruddin, a., fitria, n., & patmasari, a. (2021). needs analysis-based esp course design for accounting students of vocational high school. kembara: keilmuan bahasa, sastra, dan pengajarannya, 7(2), pp. 222-231. doi: https://doi.org/10.22219/kembara.v7i2.17591 kusumawati, f.p., darmawan, l.s., & latifah, s. (2018). developing english for specific purposes (esp) module for computer science students’ vocabulary mastery. english language teaching educational journal (eltej), 1(1), pp. 13-21. doi: http://dx.doi.org/10.12928/eltej.v1i1.142 liaghat, f. & latif, f. (2013). the study of the inconsistency between esp and general english course syllabi for the persian literature major. theory and practice in language studies, 3(2), pp. 318-323. doi: https://doi.org/10.4304/tpls.3.2.318-323 luo, j., & garner, m. (2017). the challenges and opportunities for english teachers in teaching esp in china. journal of language teaching and research, 8(1), pp. 81-86. doi: http://dx.doi.org/10.17507/jltr.0801.10 http://dx.doi.org/10.36941/jesr-2021-0090 http://dx.doi.org/10.36941/jesr-2021-0090 http://dx.doi.org/10.36456/jet.v5.n01.2020.2276 http://dx.doi.org/10.5539/hes.v6n2p154 https://doi.org/10.24815/siele.v8i1.17301 https://doi.org/10.4236/ojml.2019.92008 https://doi.org/10.22219/kembara.v7i2.17591 http://dx.doi.org/10.12928/eltej.v1i1.142 https://doi.org/10.4304/tpls.3.2.318-323 http://dx.doi.org/10.17507/jltr.0801.10 page | 67 yuni awalaturrohmah solihah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 maruyama, h. (1996). difficulties in teaching technical english in japan. revista de lenguas para fines especificos, 3, pp. 217-231. nartiningrum, n., & nugroho, a. (2020). developing english teaching materials for accounting students: an esp approach. project (professional journal of english education), 3(5), pp.434-442. doi: http://dx.doi.org/10.22460/project.v3i4.p434-442 nugroho, a. (2020). english material needs of accounting students: an english for specific purposes approach. journal of language teaching and learning, linguistics and literature, 8(1), pp. 1-15. doi: https://doi.org/10.24256/ideas.v8i1.1239 paltridge, b., & starfield. (2013). the handbook of english for specific purposes. uk: willey-blackwell: a john wiley & sons, ltd., publication. rahmatunisa, w., & agustiana, v. (2018). needs analysis of english for accounting in tertiary education. elt in focus, 1(2), pp. 52-64. doi: http://dx.doi.org/10.35706/eltinfc.v1i2.1849 richard, j. c., & rodgers, t. s. (2001). approaches and methods in language teaching. united kingdom: cambridge university press. saliu, b. (2013). challenges for learners/ teachers in the esp course for legal studies. seeu review, 9(1), pp.1-8. doi: http://dx.doi.org/10.2478/seeur2013-0001 sari, f. (2018). the issues of esp instruction for university level in indonesia. global expert: jurnal bahasa dan sastra, 7(1), pp. 1-6. septiana, i. (2018). the challenges of teaching for english specific purposes in higher education. jurnal ilmiah bina bahasa, 11(1), pp. 22-31 sukarni, s. (2020). understanding learners’ need of esp for accountancy program at vocational school. english review: journal of english education, 8(2), pp. 273-282. doi: https://doi.org/10.25134/erjee.v8i2.2002 suyadi. (2016). english for specific purposes for accounting students. international journal of innovation and research in educational sciences, 3(2), pp. 144148. suprato, d., dewi, i. i., & paulina, c. (2018). english syllabus for accounting students and the needs of english business world. lingua cultura, 12(2), pp. 129-134. doi: https://doi.org/10.21512/lc.v12i2.2068 wu, j., & lou, y. (2018). needs analysis of chinese chemical engineering and technology undergraduate students in yangtze university in english for specific purposes. creative education, 9, pp. 2592-2603. doi: https://doi.org/10.4236/ce.2018.915195 http://dx.doi.org/10.22460/project.v3i4.p434-442 https://doi.org/10.24256/ideas.v8i1.1239 http://dx.doi.org/10.35706/eltinfc.v1i2.1849 http://dx.doi.org/10.2478/seeur-2013-0001 http://dx.doi.org/10.2478/seeur-2013-0001 https://doi.org/10.25134/erjee.v8i2.2002 https://doi.org/10.21512/lc.v12i2.2068 https://doi.org/10.4236/ce.2018.915195 teaching esp developed the lecturers to be more learning, discussing, and practicing teaching esp needed to prepare the esp materials from textbooks and articles relating to the specific fields although there was lack of sources teaching esp assisted the students to enhance new vocabularies relating to the specific fields teaching esp encouraged the lecturers to develop esp materials and method of teaching in order to deliver optimally the esp contents learning esp became the interesting and fun subject to be mastered learning esp showed the students’ vocabulary mastery was an obstacle learning esp built an interaction between lecturers and students during discussing and practicing the esp materials learning esp encouraged the students to be active for their speaking skill improvement the usage of internet as teaching media and aids in elt 1 the use of internet in language teaching and learning english as a foreign language sirajudin kamal introduction nowadays, we live in age of technology and unlimited communication whereas there are growing demands on everyone, including teachers and students, to be technologically literate. in this era, it is clear that english has been a global language, not only in general life but also in international education for specific. in education, the implementation of internet as the backbone of online-learning, online-course and dedicated course material servers, are not a new things. moreover, internet as an international computer network has very significant numbers of learning resources. grey (1999) states that “basically, the internet is a network of people and information, linked together by telephone lines which are connected to computers. in fact, more than 100,000 independent networks public and private are currently connected to form this vast global communications system. this is the 'road' of the information superhighway.” the correlation of internet and education as mark warschauer (1995) states: “the significant number and amount of information available in internet nowadays has been beyond the imaginations and expectations of the inventors of internet itself. at least, there are two advantages in enrolment of education: for teachers internet as professional development, and for learners internet as learning resources.” even now it can be assumed that the internet as information superhighway, digital revolution, and electronic library, where most of its contents are in english. 2 because of its origin in the united states, most of the communication via the internet takes place in english, in spite of, or perhaps due to, the multilingual nature of its user base. researcher suggests that this will change as the internet becomes more popular, but for the moment english is the common global language. this is what makes it such a perfect tool for english language teaching. english teaching has been implemented in indonesian schools for five decades; however the result is still below the expectation. among the other important factors to ensure the goal of teaching english, teaching techniques and teaching materials take significant part in succeeding to fulfill the goal. in relating with teaching and learning english, there are four major skills interaction that are reading, listening, speaking and writing. in internet, those skills are represented, such as in video conference, audio streaming, online real-time chats, mailing list, voice over ip (voip), forum and website contents, etc, whereas all are represented in english. in sum, exposures for learning and teaching english are overwhelmingly available in internet. several trends seem to be emerging. computers are becoming increasingly available in schools around the globe. governments, teachers and parents are advocating the networking of these computers, and making long-range plans for their use at all levels of education. new demands are then being made on teachers to use the technology creatively, leading to a steep rise in the membership of relevant mailing lists and the number of available internet training courses for teachers. still, there are many parts of the technology that are not yet being exploited to their full potential, namely the audio and video components, and there is a real lack of substantial research into the pedagogical implications of the technology. 3 based on those, english teachers should be able to take advantages of the internet to enrich their teaching references and techniques. these facts have inspired the researcher to explore all the possibility of internet usage in elt which may useful to be references for english teachers. internet 1 definition of the internet according to cononelos and olivia (1993), the internet is a worldwide collection of computer networks, cooperating with each other to exchange data using a common software standard. through telephone wires, wireless media such as radio frequency, and satellite links, etc. technically speaking, the internet is a network of networks, linking computers to computers sharing the tcp/ip protocols. each runs software to provide or "serve" information and/or to access and view information. the internet is the transport vehicle for the information stored in files or documents on another computer. it can be compared to an international communications utility servicing computers. it is sometimes compared to a giant international plumbing system. the internet itself does not contain information. it is a slight misstatement to say a "document was found on the internet." it would be more correct to say it was found through or using the internet. what it was found in (or on) is one of the computers linked to the internet. internet users can share information in a variety of forms. the size, scope and design of the internet allow users to: • connect easily through ordinary personal computers and local phone numbers; • exchange electronic mail (e-mail) with friends and colleagues with accounts on the internet; 4 • post information for others to access, and update it frequently; • access multimedia information that includes sound, photographic images and even video; and • access diverse perspectives from around the world. 2 the history of internet in a nutshell, the first version of the internet was started during the 1960s in the united states as arpanet, a defence department network. one computer was linked to another to share information. gradually, more computers were added to the network, and people began to send simple messages over the network to distant colleagues. this, at that time, incredible communications platform was adopted by the academic community and, with vast improvements added by european computer wizards, became the friendly tool we refer to as the internet today (blake,1987). as a form of international communication, the internet has been in constant expansion since 1973, when the arpanet was first connected to the united kingdom and norway. much of northern europe was connected to the net in the early 1980s. japan and canada soon followed suit. a special link was established between germany and china at about the same time. and then in the late 1980s the real growth began as australia, iceland, israel, italy, mexico, new zealand and puerto rico joined the net (chun & brandl,1992). the early 1990s saw many countries in south america and asia, as well as eastern europe, gain access to the net. the first countries connected from the african continent were tunisia and south africa, but others soon followed. by 1992, even antarctica was officially online. currently every nation has some type of connection to the internet, 5 though access may be highly restricted and extremely expensive. because of its origin in the united states, most of the communication via the internet takes place in english, in spite of, or perhaps due to, the multilingual nature of its user base. 3 applications in internet and their uses according to jensen (1993) there are two main applications in internet. they are: 1. the key text-based applications that remain are: • e-mail: this is the electronic postal service. its traditional counterpart is known as snail mail, so at first glance the most obvious benefit of using e-mail is speed. it is so fast that you can send written messages back and forth to people several times a day. it is a cost-effective, reliable form of communication that lets you send notes to other internet users around the globe from the comfort of your own computer. you can also attach enormous documents to that same note so you do not need to send these through the post either. although they are basically a text-based medium, e-mail programs now make it possible to attach large files, graphics, video or sounds to notes. some e-mail programs even feature voice-mail so you can listen to your messages. • mailing lists: these are an automated exchange of e-mail messages abouta chosen topic, each one being a kind of supervised discussion group. they are often called discussion lists. • newsgroups: the system of newsgroups is a worldwide network of open discussion groups on thousands of subjects. they are open in that they are not usually supervised or moderated and can be read by anyone that is interested. 6 they are interesting spaces for debate, and there are several dedicated to educational themes. • chat: this kind of program is a popular way to communicate in realtime, that is, instantaneously. whatever you type into a chat program is immediately visible to the other participants on their computers. you can chat to strangers from around the world who share your hobbies or interests, or even arrange to meet family or friends for a virtual reunion. 2. multimedia uses of the internet require up-to-date computers and several extra bits of hardware and software. not everyone has access to these applications, but they have been the real force behind the growth of the internet over the past several years. they are: • videoconferencing: this is communicating via a live video link over the internet. conferencing and telephony applications usually cost no more to use than a local phone call, whether you are speaking to someone across town or on the other side of the world. however, they require a very fast, stable connection to the net, special software; and of course, a video camera, microphone and speakers. teachers have been making active use of this technology for several years now, especially in distance education and cross-curricular project work. • the world wide web (www or web for short): this is a multimedia resource and communications tool based on hypertext, a system of clickable links. when you click on a highlighted word or picture you are magically transported to that location perhaps the next page in the document or another document altogether. links are also used to view large pictures and to download video or 7 audio files to your computer. this user-friendly application is the real driving force behind the internet boom of the 1990s. in fact, it is so popular that you may hear people use the terms web and internet interchangeably. this is not so inaccurate as it may seem at first glance, since access to most of the older forms of theinternet is now built into the software for viewing the web, called a web browser. you can read your e-mail, view newsgroup messages, do videoconferencing and gain entry to many other useful programs we have not mentioned here directly through your web browser. 4 internet and language teachers while the computer is now used in some form or another in most language classrooms, and is considered standard equipment, the internet is also gradually being introduced in the foreign language classroom as teachers become more familiar with it. the internet is a confederation of thousands of computers from various sectors of society such as education, business, government and the military. it is a network of thousands of computer networks (lewis, 1994). each individual system brings something different to the whole (databases, library services, graphs, maps, electronic journals, etc), and the end result is a vast accumulation of information. it is a worldwide network of computers that interact on a standardized set of protocols which act independently of particular computer operating systems, allowing for a variety of access methods to the internet. it can be used to both exchange information through electronic mail, newsgroups, list servers, professional on-line discussion groups, and so forth, as well as to retrieve information on a variety of topics through the world wide web. 8 meena singhal (1997) conducted a research about the use of internet by teachers and indicated a qualitative improvement in the use of this valuable tool for information retrieval, teaching and idea exchange of the 149 web users, over half had employed it in a variety of instructional uses, in the relative percentages shown after this page: several trends seem to be emerging. computers are becoming increasingly available in schools around the globe. governments, teachers and parents are advocating the networking of these computers, and making long-range plans for their use at all levels of education. new demands are then being made on teachers to use the technology creatively, leading to a steep rise in the membership of relevant mailing lists and the number of available internet training courses for teachers. still, there are many parts of the technology that are not yet being exploited to their full potential, namely the audio and video components, and there is a real lack of substantial research into the pedagogical implications of the technology. 9 5 four basic functions grey (1999) has identified four ways in which the internet can function as an educational tool in schools. these can also be considered four basic ways the internet can be used in esl/efl classrooms. (1) search for and receive this category comprises activities that are based on using the internet as a huge virtual library. in these activities students search for and retrieve information from this library. (2) publish and provide these activities involve not the retrieval, but the publication of information. this publishing is done on web pages, which are the basic places where information is stored on the internet. (3) talk to and reply these are conversational activities that take place via the internet through email correspondence and in ‘chat’ rooms. strictly speaking, this category could also include internet phone conversations. (4) collaborate and learn this category includes joint projects that involve students in two or more classrooms that might be thousands of miles apart. the fourth way of using the internet usually involves one or more of the other three ways. collaboration between classrooms almost always involves the use of email. also, it may include the joint publication of web pages or joint search activities. 10 the internet as a teaching and learning tool 1 the internet as a material resource the internet has several advantages as a source of teaching materials according to warchauer (1996): 1. scope: how big is the internet? huge might be the most exact answer -though computer scientists at the nec research institute in the united states estimate that as of april 1998 there were over 320 million pages. as a vast virtual library the internet offers a seemingly endless range of topics to choose from, all in one handy location. there are even a growing number of materials specifically designed for english language teaching. it is a paperless medium and so it escapes the size restrictions that are characteristic of the coursebook. internet files do have a tangible volume, but the limitations in scope are determined by the users' speed of access and the computer facilities available. 2. topicality: while some of the content of the internet is several years old, much of it is updated on a regular basis: monthly, weekly or daily. you can get today's news from any number of publications without buying them all in the hope of finding that one useful item. and of course, many new publications are being added every day, some of them unavailable in print.) 3. personalisation: coursebooks are inescapably limited by the magnitude of the audience for which they are written. the topics they deal with may be irrelevant or difficult to discuss with your class, and you may sometimes need alternative topics and texts. the internet can greatly simplify the task of finding; them. 11 in addition to the communication benefits of the internet, the internet can also be used to retrieve and access information. the world wide web is therefore a virtual library at one's fingertips; it is a readily available world of information for the language learner. while the internet offers numerous benefits to the language learner, a few such possibilities are examined here, in the context of language learning. perhaps one of the most essential pedagogical principles of language teaching is one that emphasizes the study of language in a cultural context. many language teachers believe that language and culture are inextricable and interdependent; understanding the culture of the target language enhances understanding of the language. to this end, the internet is a valuable resource to both language teachers and learners. as discussed previously, e-mail on the internet allows language learners to communicate with native speakers. in this manner, the internet facilitates the use of the specific language in an authentic setting. the internet can also be used to acquire information from language resources for a variety of purposes. for example, students can access current information from countries around the world. they can obtain geographical, historical, social/cultural, economic, and political information from the countries in which the target language is spoken. students can read web versions of daily newspapers and same-day news reports from sources such as the french embassy's gopher service, the daily revue de press (armstrong and yetter-vassot, 1994). such experiences can allow learners to participate in the culture of the target language, which in turn can enable them to further learn how cultural background influences one's view of the world. the internet also serves as a medium for experiencing and presenting creative works. while students can peruse the information on the net, they can also use it as a 12 platform for their own work such as essays, poetry, or stories. numerous public schools, for example, are making use of the world wide web for publishing student work which can be accessed by other web users. students therefore become not only consumers of content, but in fact generate the content. as mike (1996) describes, the use of the internet has also been shown to promote higher order thinking skills. a language teacher, for example, may instruct learners to search for specific information. searching the web requires logic skills. once information has been obtained, the results must be reviewed which requires scanning, discarding, and evaluative judgment on part of the learner. the information must be put together to make a complete and coherent whole which entails the synthesis process. such an endeavor permits students to practice reading skills and strategies. the internet also promotes literacy for authentic purposes, as stated previously. in addition to being a supplement to reading materials, especially current information, when students are exploring the net, they are essentially exploring the real world. such browsing or exploration can also lead to incidental learning as they encounter a variety of information in this way. communication with native speakers furthers literacy development for authentic purposes, enables language learners to compare student perspectives on an issue, and allows them to practice specific skills such as negotiating, persuading, clarifying meaning, requesting information, and engaging in true-life, authentic discussion. promotion of literacy also occurs within a social context. the interaction that results from the above situations can lead to cooperative projects and increased communication between students from all over the world, in turn leading to the development of social 13 skills. finally, use of the internet can promote computer skills and the technical and conceptual experiences of using a computer. lastly, the internet provides supplemental language activities which can provide students with additional practice in specific areas of language learning. these include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible through the available multimedia capabilities, cloze tests, vocabulary exercises, and so forth. students can search the web for such sites, or teachers may recommend specific sites on the web. published lists are also available from various sources. for example, paramskas (1993) offers a list of sites for both language teachers and language learners, some of which relate to issues of language learning, others which use language as a medium for discussion of culture or current affairs, and others which assist in locating native speakers. 2 implementing internet in the classroom in order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. the following guidelines are designed to help teachers implement computer network-based activities into the foreign language classroom. #1: consider carefully your goals there are several possible reasons for using the internet in language teaching. one rationale is found in the belief that the linguistic nature of online communication is desirable for promoting language learning. it has been found, for example, that electronic discourse tends to be more lexically and syntactically more complex than oral discourse (warschauer, 1996a) and features a broad range of linguistic functions beneficial for 14 language learning (chun, 1994; kern, 1995; wang, 1993). another possible reason for using the internet is that it creates optimal conditions for learning to write, since it provides an authentic audience for written communication (see, for example janda, 1995). a third possible reason is that it can increase students' motivation (warschauer, 1996c). a fourth possible reason is the belief that learning computer skills is essential to students' future success; this reason suggests that it is not only a matter of using the internet to learn english but also of learning english to be able to function well on the internet. none of these reasons are more or less legitimate than any of the others. however, since there are so many ways to integrate the internet into classroom instruction, it is important for the teacher to clarify his or her goals. if, for example, one of the teacher's goals is to teach students new computer skills, the teacher may want to choose internet applications which will be most useful to them outside of the classroom, with activities structured so that students steadily gain mastery of more skills. if the immediate goal is to create a certain kind of linguistic environment for students, once again, the teacher should consider what types of language experiences would be beneficial and structure computer activities accordingly. if the goal is to teach writing, internet activities should be structured so that they steadily bring about an increase in the types of writing processes and relationships essential to becoming a better writer. as will be discussed further below, little is usually gained by just adding random online activities into a classroom. clarifying course goals is, thus, an important first step toward successful use of the internet. 15 #2: think integration most teachers who have used the internet have started out with some kind of simple key pal (computer pen pal) exchanges. and most teachers who have used these exchanges have felt something lacking. simply put, there is no more reason to except a significant educational outcome from simply creating a pen pal connection than there is from simply bringing two students into a room and asking them to talk. over time, greater involvement on the teacher's part in creating learning activities that create sufficient linguistic and cognitive demands on the student is needed to get maximum benefit from internet exchanges. and, as a number of people have noted, this teacher intervention is most successful when it brings about activities and projects that are wellintegrated into the course curriculum as a whole. there is a significant difference in educational outcome depending on whether a teacher chooses to incorporate e-mail classroom connections as (1) an add-on process, like one would include a guest speaker, or (2) an integrated process, in the way one would include a new textbook. the e-mail classroom connections seems sufficiently complex and time-consuming that if there are goals beyond merely having each student send a letter to a person at a distant school, the add-on approach can lead to frustration and expected academic results‹the necessary time and resources come from other things that also need to be done. on the other hand, when the e-mail classroom connection processes are truly integrated into the ongoing structure of homework and classroom interaction, then the results can be educationally transforming (in warschauer, 1995) of course there are many ways that internet activities can be integrated into the overall design and goals of a course (see sayers, 1993 for a good overview). the teacher 16 can work with students to create research questions which are then investigated in collaboration with foreign partners. students and long-distant partners can work collaboratively on publications. or students can use exchange partners as experts to supply information on vocabulary, grammar, or cultural points which emerge in the class. again, the choice has to be made by the classroom teacher, preferably in ongoing consultation with the students. nevertheless, as roberts suggests above, it does behoove the teacher to think about how to integrate online connections into the class rather than adding these connections on top of the rest of the classroom activities in a disconnected fashion. #3: don't underestimate the complexity most english teachers, even those who consider themselves computer novices, have several relative advantages when learning to use the internet. they are, in most cases, skilled at english, experienced at typing or keyboarding, and have some basic computer literacy (i.e., they probably have at least used a computer for word processing). efl students, on the other hand, at least in some cases, may lack these basic prerequisites. though we have had students who are quite experienced with computers, we have also had students who had seldom used a computer; lacked basic knowledge such as how to operate a mouse or open a folder; and lacked the vocabulary, reading, and listening skills to follow instructions for using the computer beyond these issues of learner preparation, there are a number of other complexities in introducing internet-based activities in the efl classroom. activities in a single class may be dependent on scheduling the computer lab, and on students finding computers outside the class time to continue their activities. hardware and software can 17 malfunction and computer systems can be down. students' schedules might not permit them to return to the computer lab at a time when computers are available to complete their assignments. exchanges between classes are even more complex. the partner class might have absent students, or might not meet in a particular week due to holidays or other activities in that location. the partner teacher might not have the same understanding of the nature of the exchange, and working through differences can cause further delays. the students might have differences in background, language, and experience which can cause further complications. none of these potential problems mean that internet based activities shouldn't be used. but in attempting to integrate online teaching, it is best not to be overly ambitious in the beginning. a situation which overwhelms both students and teacher in technical difficulties is not likely to bring about the desired results. it is better to start small and to create the kinds of activities which have a direct purpose and are well-integrated into classroom goals. if these activities prove successful, you can build from there and attempt a more ambitious plan the following semester. #4: provide necessary support mindful of the complexities which can arise in internet usage, teachers need to provide support sufficient to prevent students from being overwhelmed by difficulties. this kind of support can take numerous forms: creating detailed handouts that students can refer to when class is finished and the teacher's personal help is not accessible; building technology training sessions into the class schedule, not only in the beginning but on an ongoing basis; working with the computer center to set up log-on systems and 18 other procedures which are as simple and intuitive as possible; assigning students to work in pairs or groups, both in and out of the lab, so that they can provide assistance to each other; providing details to the students about how and when they can get assistance from technology specialists or others on campus outside of class; and being available to help students at times when they are most likely to need it. #5: involve students in decisions the concept of a learner-centered curriculum (nunan, 1987) predates, and has broader significance, than the internet enhanced classroom. however, this concept seems particularly important when considering network-based teaching. first of all, as indicated above, network-based teaching involves a number of special complexities. it will be difficult, indeed, for a teacher to be fully aware of the impact of these complexities without regular consultation with students. this might involve anonymous surveys, class discussions, or similar means of involving students in expressing their opinions about the process of implementing technologies. notably favorable is that the nature of computer-mediated communication creates opportunities for more decentered interaction (for summaries, see warschauer, 1996b; warschauer, turbee, & roberts, 1996). to fully exploit these opportunities, the teacher must learn to become a "guide on the side" rather than a "sage on the stage". a situation which is based on communication between students but in which the students have little say over the topics or outcomes of that communication is not likely to lead to the kind of atmosphere optimal for language learning. as pointed out elsewhere (warschauer, turbee, & roberts, 1996), involving students in determining the class direction does not imply a passive role for teachers. 19 teachers' contributions in a learner-centered, network-enhanced classroom include coordinating group planning, focusing students' attention on linguistic aspects of computer mediated texts, helping students gain meta-linguistic awareness of genres and discourses, and assisting students in developing appropriate learning strategies. 3.3 things which can be done there are a great number of ways in which the internet can be used in a practical way to promote the use of english. easily the most popular of these is the "pen pal" concept. there are a wide number of sources of pen pals on line. again, an interested and involved teacher can make this a comfortable and exciting activity for students interested in participating. this may involve the teacher at least offering to correct letters for students before they send them out or practical advice on subjects that may be suitable. it is found that many students simply feel more comfortable participating when they are assured of error free correspondence. to promote the use of the internet, the teacher can ask that they email the letters to the teacher first rather than type them or hand write them. for new students, this helps reinforce the basic skills. as a rule, the teacher can print these and correct them on paper as the teacher really do want them to see the corrections that teacher has made so that they can improve their writing ability. the teacher can send an email back when he/she finished correcting it so that they can know when it is ready. on a more practical level, one activity that students really enjoy is to, in the early stages of internet use, surf the web and find sites that match their interests or hobbies. this in itself is a motivating activity, but having the students then email the web address 20 with a few comments to the instructor reinforces email and writing skills as well. having received the email from students, i then add the url to the student web page with a comment something like the following: mari suzuki really likes the rolling stones http://www.the-rolling-stones.com/ the students can then visit the class homepage and look at items that the other members have suggested. in my experience, most students find this sort of activity very interesting. one last suggestion is to be sure to include a teacher section, as many students are interested in finding out what their instructors interests are. http://www.the-rolling-stones.com/ 21 conclusion despite the limitations and obstacles, it must be realized that the internet's educational potential is immense. although electronic, the internet is an entity related to literacy people still interact with it entirely through reading and writing. for this reason alone, the internet is a technology that will, without a doubt, have significant implications for both teaching and learning. so what does this imply for language teachers and learners? teachers must become familiar with using the internet and its various functions such as e-mail. they must also learn how to use specific search tools in order to access information, search for lesson plans, or material and ideas to supplement their lessons. lastly, language teachers must learn now to transfer files from internet sites to their own computer and vice versa. obtaining information or literature on the internet, either through the net itself, through books, or by attending workshops and courses will further assist this process. to avoid facing the same difficulties or problems associated with use of the internet, teachers can ask students to keep track of problems that arise during use. in essence, language teachers must take the plunge and approach the internet as a learning experience themselves. the more enthusiastic and more knowledgeable language teachers are, the more successfully they can implement internet in the language classroom. for the language learner, the internet offers a world of information available to students at the touch of a button. while it must be recognized that the internet cannot replace the language classroom or the interaction between the language teacher and student, if offers a vast amount of information and lends itself to communication possibilities that can greatly enhance the language learning experience. 22 references armstrong, k.m. & yetter-vassot, c. (1994). transforming teaching through technology. foreign language annals, 27(4), 475-486. blake, r. (1987). call and the language lab of the future. adfl bulletin, 18(2), 25-29. brown, i. (1999). internet treasure hunts a treasure of an activity for students learning english. chun, d. (1994). using computer networking to facilitate the acquisition of interactive competence. system, 22(1), 17-31. chun, d.m., & brandl, k.k. (1992). beyond form-based drill and practice: meaning enhanced call on the macintosh. foreign language annals, 25(3), 255-267. cononelos, t. & oliva, m. (1993). using computer networks to enhance foreign language/ culture education. foreign language annals, 26(4), 527-534. davis, b. & chang, ye ling. (1994/95). long distance collaboration with on-line conferencing. tesol journal, 4(2), 28-31. garner, r. & gillingham, m. g. (1996). internet communications in six classrooms: conversations across time, space, and culture. mahwah, nj: lawrence erlbaum associates, publishers. grey, d. (1999). the internet in school. london and new york: cassell. janda, t. (1995). breaking the ice: e-mail dialogue journal introductions and responses. in m. warschauer (eds.), virtual connections: online activities and projects for networking language learners (pp. 5758). honolulu, hi: university of hawai'i second language teaching and curriculum center. jensen, r. (1993). the technology of the future is already here. academe, 8-13. kroonenberg, n. (1994/95). developing communicative and thinking skills via electronic mail. tesol journal, 4(2), 24-27. lewis, p.h. (1994, august 9). who's the coolest internet provider? the new york times, p. 12. mike, d. (1996). internet in the schools: a literacy perspective. journal of adolescent and adult literacy, 40(1), 1-13. mello, vera (january 1998) report on a pen pal project, and tips for penpal-project success. the internet tesl journal 23 muehleisen, victoria (june 1997) projects using the internet in college english class. the internet tesl journal muehleisen, victoria (june 1997) projects using the internet in college english class. the internet tesl journal nagel, p. s. (1999). e-mail in the virtual esl/efl classroom. the internet tesl journal. nunan, d. (1987). the learner centered curriculum. cambridge: cambridge university press. nunan, d. (1999) second language teaching & learning. boston: heinle & heinle publishers. pp. 249-298. paramskas, d. (1993). computer-assisted language learning: increasingly integrated into an ever more electronic world. the canadian modern language review, 50(1), 124138. sayers, d. (1993). distance team teaching and computer learning networks. tesol journal, 3(1), 19-23. singhal, meena (june 1997) the internet and foreign language education: benefits and challenges. the internet tesl journal. trokeloshvili, david a. jost , neal h. (august 1997) the internet and foreign language instruction: practice and discussion. the internet tesl journal warschauer, mark and whittaker, p. fawn. the internet for english teaching: guidelines for teachers. tesl reporter 30,1 (1997), pp. 27-33 t warschauer, m. (1995). e-mail for english teaching. alexandria, va: tesol publications. ieee paper template in a4 (v1) widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||1||pages||174-192||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php investigating causes of culture shock experienced by international students widya pramesti widiapramesti21@gmail.com nurhaeni nurhaeni nurhaeni@unsulbar.ac.id nurul imansari nurul.imansari@unsulbar.ac.id sulawesi barat university, indonesia article history: received: 12 april 2022 accepted: 26 may 2022 this study aims to investigate the causes of culture shock experienced by international students of indonesia who study abroad as well as how is the culture shock and how to cope with it. this study employed qualitative research. the research subjects comprised ten international students who study in three different countries; eight in china, one in australia and one in netherland. they were selected utilizing purposive sampling techniques and collected through a semi-structured interview. the results of this research showed there are three main conditions of culture shock experienced by international students, that categorized in three dimension of culture shock; affect, behaviour and cognitions. moreover, it was found that there were several causes of culture shock revealed in academic and non-academic settings. the causes of culture shock in academic settings indicated affecting students gpa score, like language barriers and learning process. while in nonacademic settings the culture shock experienced by the international students cause by food, seasons and weather, payment system and people behaviour in their host country. also, the subjects showed the way to cope with culture shock using their own coping strategy and it was revealed that having pre-departure orientation helped students cope with culture shock. corresponding author: nurhaeni@unsulbar.ac.id keywords: investigation; culture shock; international students http://jurnal.uin-antasari.ac.id/index.php mailto:widiapramesti21@gmail.com mailto:nurhaeni@unsulbar.ac.id mailto:nurul.imansari@unsulbar.ac.id mailto:nurhaeni@unsulbar.ac.id p a g e | 175 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction in this globalized era that supports by the whole world, our fragmented world is gradually replaced by a new borderless environment, mass education, it and low-cost transportation. as a result, people can move more easily, travel, study, work, etc., all over the world more frequently. such recent factors make the planet both smaller and cosmopolitan (rajasekar, 2013, pp. 144,146). according to data from the unesco institute for statistics (uis), 47,574 indonesian students study abroad for tertiary study in 2017, the number has continued to increase since 2013. the most popular destination is australia, reaching 11040, possibly because australia is the closest western country to indonesia. in malaysia, a neighbouring country with a culture and language almost similar to indonesia, 10401 indonesian student study there in 2017. in the united kingdom and the united states, homes of the best universities in the world ranking, the number of indonesian students are 8782 and 3620 respectively. 3616 indonesian study in japan, which has a historical link to indonesia, which may be one reason behind the popularity, and indonesian students in germany reached 2389 in 2017. one main possible reason for the increased number is the scholarship provided by the government for the excellent students since 2013 (kemenristek/brin, 2017). as international students, it is a great opportunity to live and study overseas. they can get many unforgettable experiences and became more independent. still, when they live in a new environment and become a part of an unfamiliar culture, they may experience “culture shock”. the term “culture shock has been defined by some researchers in a similar way. for example, levine & adelman (1993) reveal that “culture shock as the response that an individual may have when living in a new environment, they may experience confused feelings and disoriented, all aspects of their life can be difficult”. similarly, carmen (1998) pointed out: culture shock is a term that describes the anxiety that arises when a person moves to a new environment. this term expresses a lack of direction; feeling don’t know what to do or how to do and also do not know what is appropriate or inappropriate. studying abroad and entering an unknown society is indeed a difficult task for international students. many of them will experience culture shock during the p a g e | 176 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 adjustment process to a new culture. they may face culture shock in academic and non-academic levels or settings, which can be frustrating and challenging (saylag, 2013). in academic settings, the issues can be in terms of language and study: the distinctive atmosphere of an abroad college, different teaching styles and attitudes of lecturers and students in study and research process. in non-academic settings the issues can be in terms of nourishment or food, seasons accommodations, homesickness, loneliness, sadness, time differences, comfort zone, relationship with others where the life systems are exceptionally distinctive, etc. (ernofalina, 2017). whereas furnham (2018) reveals the symptoms of culture shock, including cognitive, emotional, physical, and other reactions. some researchers have tried to specify who and how many people will suffer culture shocks such as openness, neuroticism, language ability and tolerance for contradiction. in addition, not everyone experiences the term of culture shock similarly, some people may feel culture shock briefly, while others may experience it for a long time. however, they will encounter some common reactions to culture shock. according to naeem, nadeem & khan (2015), “working in a new culture produces various reactions such as confusion, anxiety, depression, elation, isolation, inappropriate social behaviour, and even depression”. in the process of studying abroad, international students must adapt well to their host country. some of them, did not get enough pre-departure direction, and this orientation can be used as a helping guide for them while they study abroad (yahya, 2020). also, this will ease the transition into the new culture and help them interact with the new environment effectively. furthermore, learning and knowing about culture shock can be a literature direction, if after graduate they want to pursue their study abroad, they already know what will they experience, what are the causes of the culture shock, so they may prepare themselves. based on the explanation above, this study is conducted to investigates the culture shock that experienced by international students of indonesia who study overseas. from the research, the researcher would find and show what students understood about culture shock that happened to them, the causes of culture shock p a g e | 177 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 that they experience, and identified the adaptation process of culture shock when they study overseas clearly. method research type and design the research type in this study is a qualitative approach. the qualitative design of this research is descriptive case study. according to creswell (2012, p. 16) that qualitative is “exploring a problem and developing a detailed understanding of a central phenomenon”. this approach is used because the researcher does not intend to test or compare a theory, but wants to describe a phenomenon. the qualitative approach also is an approach to inquiry that begins with opinions, world view, possibly a theoretical lens, and the study of research problem exploring the individual or groups to describe a social or human problem. in addition, qualitative method is used when the research aims to describe phenomena and the data used are interview, behaviour, and document which is not analysed using statistics pattern. the descriptive qualitative is used to investigate the causes of culture shock that experienced by international students. data sources in taking data, the researcher needs sources to get available data. data sources are the subject of the research from where or whom the data can be obtained (arikunto, 2019), the data in this research was taken from international students of indonesia who study overseas. the researcher reached the international students through the community of sulawesi barat international students and social media. the researcher used purposive sampling as the technique that included homogeneous sampling to recruit one particular group of international students as participants in this research. in obtaining the data the researcher takes 10 informants as the data sources from international students of indonesia who have experienced the culture shock that researcher divided into two categories; culture shock in academic such as the difficulties in the learning process including language barriers and in non-academic level or difficulties in adapting process into the new environment during their study and have stayed in their host country for at least 1 p a g e | 178 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 year. the data sources are indonesian students who study in china (8 informants), netherlands (1 informant) and australia (1 informant). instrument to achieve the objectives of this study, the necessary data were collected through instruments. the instrument in this research used interviews to collect the data, the researcher used technology mediation to conduct interviews. the first mediation technology that the researcher used was the direct message of whatsapp media. through this whatsapp media, the researcher conducted a pre-survey while conveying the research objectives to the participants. furthermore, after obtaining approval, the researcher continues the research interview using video call media to get direct and more in-depth information while recording the interview using a tape/audio recorder. the interview has a function to find out and investigate descriptions that include information related to culture shock. the interview sheet contains questions related to this research that was asked to the international students. finding and discussion findings the research finding is to answer the research questions that show the culture shock experienced by international students, the causes of culture shock and how they cope with it. the information in this part of the finding was found based on the interview result, and the researcher displayed the data in the form of descriptive text. the interview was involved ten international students of indonesia who study in three different countries. it was conducted on 5th july – 19th july 2021 and the selected interviewees initial were icg, er, nu, sh, zh, dn, mr, ni are studying china. the other two informants, kh and im are studying in australia and netherlands. based on the students' background and reasons for studying abroad, the researcher found that there are some reasons for international students to study abroad namely to learn new things, gain new experiences, parents’ choice, broaden horizons and challenge and explore themselves. also, the other students who study in china mentioned that they want to learn mandarin, while the other two concerning about the country popularity that relates to business as their priority p a g e | 179 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 so they went to china to learn the business for better opportunities. the last two students, got the opportunity provided by the government, one in netherlands got a scholarship to pursue his postgraduate study, and the last one who studies in australia getting the opportunity to take part in a youth exchange program allowing him to study abroad. after exploring students' reasons for studying abroad, the researcher then asked further and came to the next section of the interview process. in the section of the interview, to answer the three research questions in this study, the researcher had divided the interview questions into three themes as follows: culture shock experiences all the participants experienced culture shock. the dimension of culture shock differed among them. there were three points that described how the culture shock was experienced by international students. affect this dimension related to the feelings and emotions. the case that was experienced by international students, all related to the feelings and emotions that they expressed as the dimension of psychological factors such as anxiety, homesickness, uncomfortable, confused and also frustration. this dimension is experienced by people as the first response to the new culture they live in and the results of encountering an unfamiliar environment. tehavior this dimension of culture shock related to culture and learning social skills development. the dimension is the behavior dimension in culture shock experiences where the students showed their first impression of becoming a part of the society. as mentioned by the international students; they were impressed by the system, people discipline in their host country, and how the people work that mentioned so workaholic and focused on their job. also, one student who studies in netherlands mentioned that people in his host country very value other people p a g e | 180 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 privacy this also become the reason for him to not share his information of age because he tried to implement the culture to value privacy. cognitions this dimension is the result of affect and behavior aspects. where the international students change their perceptions of cultural identity and values because of cultural contact. the cognitions dimension might have negative views when they think about difficulties in social interaction, but in contrast, the two last informants have their positive view when experiencing the culture shock. they stated they learned many things and become more organized, such as discipline, on time, workaholic, and once stated that he suddenly reconstructs his dream because the culture taught him so much about the way to live his life. causes of culture shock in the process of describing the causes of culture shock experienced by international students, it was categorized into two cases; in academic settings and non-academic settings. academic settings the researcher asked the informants what are the causes of the culture shock that they experienced in academic life, there are two points answer, language and learning process; language all of the informants showed difficulties during their study because of the language barriers. from all of the informants’, the researcher found some reasons that made language become one of the causes of culture shock they experienced, namely: some students can speak english and they thought that in the learning process the material will be taught in english but the learning process is full in mandarin, also the students in their class only using mandarin so they had the p a g e | 181 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 difficulty and misunderstanding in learning. the other students who already knew a bit about mandarin still also found difficulty in language because the language in their host country has a different dialect and accent used by the people so it made the language more confusing. another problem is because of the alphabet, mandarin does not use the latin alphabet, chinese writing has its own character that is hard to memorize and barely to understand. students also mentioned they had language barriers and sometimes to explain what they wanted to say they use gestures. one of the students stated that the main cause of experiencing culture shock is the language because language became a big deal when anyone who studies abroad does not understand the language of their host country. all informants showed they were struggling with language barriers. learning process in the learning process, there were some factors that became the causes of culture shock that impact the student in studying. the researcher asked the international students what caused the culture shock that they experienced in the academic process, and does that affect their gpa score. from all of the informants’ answers, the researcher found that the learning process became the cause of students experiencing culture shock in their host country, and some affected their gpa scores. the struggle they faced in the learning process such as; the way the lecturer conveyed the materials are very students-centered, and the students in class really like to argue about crucial issues and topics, they were so confident at public speaking, also the students in their class were very hardworking and competitive. some students also mentioned they struggle with time, like adjusting lesson hours and punctuality. the other explained that they had problems communicating with the lecturer and local students because of the language barrier, especially when they wanted to ask about the material. but the other student mentioned that his lecturer was so helpful and did their best to clarify the lessons. because of the problem caused by the learning process, some students also mentioned that it was affected their gpa scores especially at the beginning of the semester. p a g e | 182 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 non-academic settings the causes of culture shock in non-academic settings, based on the interview, it was found that there were four cases described by each informant in terms of food, weather, payment method and people behavior. food some of the informants had problems caused by food. the students who study in china, could not accept chinese food because of the different served and smell, even had a problem with appetite. some food served is different from indonesia, for example when eating spoons are rarely provide, only chopsticks, so it hard for the students to eat the food, also, some food smells weird like mentioned by one student the food named century egg smell so weird. because of this, she said that in the early month she had a problem with appetite. the other problem for the students was finding halal food, this related to the student’s religion and culture in indonesia. indonesia has different food representatives as a result of culture and the religious majority. different from the four students who experienced the culture shock caused by food, the rest of the six students were fine the entire time. they enjoy the food in their host country because they using some found food applications and got some information from the internet, and some just cook by themselves because they don’t fit with the food, wanted to try home food that they got from their mothers also to saving the money seasons and weather some students who did not found it difficult in food actually felt the problem with the seasons. as stated by one student “i have problems with the seasons, especially during winter, i was allergic to cold and it was very painful because it was very different from the weather in indonesia. at that time, i kept monitoring the temperature outside my room and it even showed minus 20 degrees”. another student also said, “i really didn't dare to go outside when a wave of cold air hit, the chill was really bone-chilling, and i also learned that china has a color-coded p a g e | 183 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 weather warning system with four levels, with red representing the most severe weather, followed by orange, yellow and blue”. there are four seasons in china that define the weather, one of the most influential seasons in the student culture shock experience is winter. this happens because in indonesia itself there is no winter so students find it difficult to adjust to these conditions. so, when winter was coming students just stayed in their room and dormitory. the other students explained that they learned from the predeparture orientation so they prepare to bring winter jackets and some information from the related application. payment system another cause was in the payment system. as explained by a student “another thing with the payment system in china, namely the e-money system. the payment system in china is used to not using cash, of course for early users 'the money is invisible, it will not run out it felt like that because the money is not in hand, users hardly know the money spent as a result of irregular use of money”. the payment systems in china already using e-money. in that country, a cell phone is everything. apart from communicating and socializing, cell phones are also an important means of payment. starting from buying groceries, paying for a taxi, to renting a bicycle, everything can be done through a smartphone payment tool. this is also explained by the students who study in china, different from indonesia that we still use cash to transact or buy anything. people behavior since it was international students’ first time being abroad, seeing other people different behavior in their daily activity also become one of the causes of culture shock that affected students’ behavior and perspective too. as mentioned by a student “i was impressed with the dutch system and culture, in the netherlands, personal information is strictly kept confidential”. while another stated: “the people were quite indifferent, but about cleanliness they really kept their environment stay clean, and they are also so workaholic, and about punctuality, i learned about time management so much from p a g e | 184 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 them”. other student also said, “i saw people there who don't really care about what other people think or perspective they can just do whatever they want to do, they are people who are very busy of working”. as experienced by nu and mr, the other three students who study in china too mentioned that punctuality, workaholic and cleanliness were such the things that they learned from people there. international students have some positive views on people behavior in their host country, they learned to manage themselves after experiencing causes of culture shock, especially when they became part of the society. some said that they learned how to be on time, how to manage private information, maintain cleanliness, also they mentioned that people in their host country so workaholics. cope with culture shock as international students’ first time being abroad for a long period, the researcher asked informants how they cope with culture shock and the way they prepare themselves to live in other countries. international students cope with culture shock in different ways because they are also experiencing different causes of culture shock, one student said that he tried to be realistic, if it’s a positive thing then he learned to do it, also started communicating with local students. keep in touch with their family in indonesia become one of the students’ ways to cope with culture shock, also student prepares themselves by learning about the culture and language from the internet, the student mentioned too that accept and tried to adapt to the culture and environment, also got used to found out more about the environment they lived in, the habitual action of the people and the food too. besides the students mentioned too that they balanced and follow the positive habits of the people in the host country, prepared physically and mentally, and made friendships with indonesian students. the student also explained how to cope with culture shock by learning how to cook, be careful in the act, maintain relationships with anyone and focus on learning. respect cultural differences, cultivate a spirit of tolerance, build relationships with anyone, chat a lot with family and friends, and keep engaging with the community. some students also mentioned that predeparture orientation also helped them to prepare themselves. p a g e | 185 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 discussion in this research, there were 10 informants from international students of indonesia who study abroad, consisted of 7 females and 3 males. 8 informants are studying in china, and the other 2 are studying in australia and netherlands. to collect the data, the researcher used a semi-structured interview. in this discussion part, the researcher elaborated the findings based on each research question. for the first research question, the researcher found out three main conditions of culture shock experienced by international students, categorized in three dimensions; affect, behavior and cognitions. as stated by ward (2001) about the three dimensions of culture shock called “affect, behavior and cognition (abc)” these dimensions become the terms for the researcher to recognized each student’s condition of experiencing the culture shock. all international students experienced different conditions and terms that affected their feeling, emotion, perspective and behavior. experienced by three international students, the affect dimension related to their feeling and emotion when encountering the new culture as their first impression; the feeling of confusion, anxiety, cluelessness, missing home, family and friends and the uncomfortable feeling. one of them said that she struggled to recognize the daily activity in her host country because of the anxious feeling and missing her family and friends in indonesia. also, one international student said that she struggled to communicate because of the uncomfortable feeling she felt. besides the behavior dimension also becomes the experiences of culture shock related to the culture and learning social skills development as the result of becoming the new part of the new society that affected the student’s behavior, habit and social knowledge. there were varieties of expressions described by the international students when they experienced the culture shock in this dimension. they were impressed by their host country’s people’s behavior, perspective, culture, system, and rules. the last dimension is cognitions. in this dimension international students change their perceptions of cultural identity and values because of cultural contact or when the cultural exchange occurs. they learned a lot of things at their first sight, p a g e | 186 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 they learned to be on time, discipline, workaholic and even the new culture changed their perspective about life, study process and also their goals. in this condition students have positive views when they saw and experienced the new culture. based on the three conditions mentioned above, it concurred with the statement pointed out in ward’s book that in the dimension of culture shock, an individual might experience three different conditions in terms of feeling or emotion, behavior and cognition, these three dimensions might have a negative or positive impact that affected student’s perspective, views and behavior. but in this study students showed their positive impact. furthermore, soraya’s (2020) thesis result about the dimension of culture shock showed the same condition of the students during the culture shock experiences in terms of effect, cognition and behavior dimension. the second research question asked about the causes of culture shock the international students experienced. the result of the data showed several causes of culture shock experienced by international students, that categorized into two cases; in academic settings and non-academic settings. in academic settings, the causes are language and learning process. all international students mentioned that they had problems and struggling with the language because of the language limitations. language is a means of communication, and if a person cannot understand the language, it is impossible to interact with others and get what they say or want, and this was also the case of international students, they encountered a language barrier. the informants’ answers showed that language barriers were the major cause of this phenomenon because all the international students experienced it due to the lack of linguistic ability. two international students said that in their learning process they full used mandarin, so it made them difficult to understand the learning process in their first month of study, and the other explained chinese alphabet had its own character that was different from the latin alphabet also they have their own dialect and accent. also, one of them stated that the main cause of experiencing culture shock is language, because language become the big deal when anyone who studies in another country does not understand the language of their host country, when they need or want to do anything they must to communicate with the society in that country, and she experienced that too at the beginning. the other three students also experienced the same struggle in language barriers. p a g e | 187 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 as shown above, language is the cause of culture shock that most affects students in academic settings, this happened because the students learned and practiced the language of their host country during their study there, there were no students who were already experts in the language of their host country before they went to the country where they are studying. the case of culture shock in china happened because mandarin itself has an alphabetic character that is much different from indonesian, which must be studied separately and further adds to the difficulties of students in learning mandarin. the people’s use of various accents and dialects also makes students confused in using and learning the language. some students who can speak english also thought that in the learning process in china, some would use english but it turns out that they use mandarin full in class, both teachers and students. the students in china faced similar difficulties with language. even the students who already knew a bit about this language seemed to consider language as a barrier for particular reasons such as the use of different accent and dialect and the different alphabet character. while the cases in australia and netherlands also showed that students experienced a slight language barrier due to the lack of language skills in the country where they study. from the cases of language barrier above, it can be seen that students who study in china feel the most impact from the language barrier because the differences between mandarin and indonesian are quite significant starting from letters, word writing, pronunciation, dialect and accent. the learning process also one of the issues caused international students experienced culture shock in academic settings, in this case, some affecting their gpa scores like language limitation and different learning method. the studentcentered learning system that different from students previous learning environment, the difficulty of catching up with advanced learning, the way students interacted and communicated using different languages with local students and teachers, showed some adverse effects on students who study in china, australia and netherlands, affected their gpa scores. also, different learning styles and methods with the local students in china that some of them mentioned the local students in their classroom very competitive and hardworking, made them hard to reach the local students during their first semester of study that affected their gpa. p a g e | 188 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 adjusting learning hours and the students center process at the beginning of the semester also became the international student’s problems faced in their early study. based on the two causes of culture shock showed by international students above, it was coherence with ernofalina’s (2017) studied that different language barrier, learning styles and methods became the causes of culture shock that affected international students in their academic settings because they were taught by using language that they were not fluent with, the different atmosphere of the university they study, and different attitude of local students and teachers. apart from academic settings, the causes of culture shock mentioned by international students also showed differently in non-academic settings, which are food, weather, payment-system and people behavior. some international students said they had problem with the food in their host country, two students who study in china mentioned they could not eat the food because different served and smell, even lost appetite and finding the halal food was the big problem for two other students who study in china and australia. the weather was also one of the issues that caused international students to experience culture shock, explained by two of them who study in china that during the winter the temperature of the air will be so cold and they couldn’t go outside of their room. weather also made one of them allergic to cold. another cause mentioned by one of the international students who also study in china was a payment system that is not using cash, hence, the early user felt confused about using it. the last cause stated by the international students that affecting their nonacademic life was people’s behavior. since it was their first time seeing other people in their host country had different daily activities, it affected their behavior and perspective. the unawareness of the rules of social behavior caused them to misunderstand the social conventions of society, which shocked them and changed their mindset. the people’s behavior in their host country had a positive impact on them, they were impressed with the punctuality, workaholic and cleanliness said by the students who study in china and the other one who studies in netherland mentioned that was impressed with the system and culture also personal information that strictly kept confidential. p a g e | 189 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 based on the students answered about the causes of culture shock in nonacademic settings, showed that it experienced by each student in a different condition, it happened because they also faced the different situation, preparation and struggle, especially because they also came from different background of family and the habitual action of culture, so the causes of culture shock in nonacademic settings they experienced depended on the environment they lived in and the different expectation they thought. in this study, the causes of culture shock happened because of food, weather and seasons, people behavior and payment system, concurred with the statement pointed out by ernofalina (2017) that the problems that international students’ experience will be in terms of food, seasons or weather, social norms in terms of people behavior. the uniqueness of this research is that the payment system has become one of the causes of culture shock in this modern era that experienced by students who study in china as the product of digital platforms. as mentioned furthermore in thomas’ (2005) study that each individual experiencing the different terms of culture shock, and all the causes of culture shock will uniquely affect individuals because the reaction to a new culture varies. the last research question asked about the way on how to cope with culture shock. the result of the data showed that some international students got predeparture orientation, and it helped them to prepare themselves, even the culture shock still happened to them but pre-departure orientation helped them to reduce the effect of the causes of culture shock and also taught them some ways to cope with it. the students who study in china said they kept in touch with their family and friends in indonesia, tried to be friends with local students, balanced themselves and follow their habits on the positive and leave the negative. moreover, the way they coped with culture shock is to try to be realistic, accept and try to adapt to the culture, and find out more about the culture they lived in, the habitual action and the food. most of the students also mentioned that acceptance was one of the ways to coped with the culture shock, besides accepted it, enjoyed and learned about the culture also helped students. stated by one international student also that respecting cultural differences, cultivate a spirit of tolerance, tried to adapt to the surrounding p a g e | 190 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 environment and build good relationships with anyone was the ways to coped with the culture shock. while other students who study in australia mentioned the best ways to cope with culture shock were dare to meet new people, keep engaging with the community, and make friends. and for student in netherland stated the way to cope with culture shock was learning sustainably about the new culture. students in three different countries have their own way to cope with culture shock because they cope with the different causes of culture shock, also each of them adapts to the culture in their host country differently, but students who study in netherland adapt to the culture more quickly because he was learning sustainably about the culture. on soraya’s (2020) previous study about the way to cope with the culture shock that stated to cope with culture shock, it will have a different strategy, in this study also mentioned that before entering the new culture the informants in this study got some information from the local people so they could reduce the causes of culture shock that happened to them. while in this study, all international students did not have acquaintances, so before they go abroad, they have to find the information of their host country by themselves. based on most students answer that having pre-departure orientation helped them to prepare themselves before entering the new environment, this was also the major reason they can coped better with the causes of culture shock that affecting them differently. it was agreed by yahya’s (2020) statement that in order to cope with the new culture, international students must to have pre-departure orientation. also, the result of this study showed that all international students could cope with the culture shock effectively based on their own coping strategies. conclusions culture shock is a normal condition experienced by a foreigner when entering a new environment. in culture shock, there are three different terms of dimension that foreigners will surely pass, the dimension of affect, behavior and cognitions. this research found the causes of culture shock experienced by international students who study in china, australia and netherland. after obtaining the data from the interview, the data shows that the causes of culture p a g e | 191 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 shock affected their academic no-academic life. the culture shocks the students experienced showed in three dimensions; affect dimension that affects their emotions and feelings, behaviour affecting their social skills development and cognitions that affect their perspective and change their view about the new culture, new behaviour of people in their host country and the new system they experienced. the researcher found that there were two main problems in academic and nonacademic settings that became the causes of culture shock experienced by international students, affecting in academic settings; language and learning process. moreover, this causes of culture shock, affecting their gpa score. while in nonacademic settings the culture shock experienced by the international students caused by food, seasons and weather, payment system and people behaviour in their host country. these all ten international students showed the different processes to cope with culture shock depending on what causes they experienced. most of the students’ answers showed that having pre-departure orientation also helped them to prepare themselves before entering the new country and to reduce the causes of culture shock that they experienced. references arikunto. (2019). metodologi penelitian, suatu pengantar pendidikan. jakarta: rineka cipta. carmen, g. (1998). culture shock: a fish out of water. creswell, j. w. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research (4th ed.). boston: pearson education boston. ernofalina. (2017). culture shocks experienced by indonesian students studying overseas. international journal of educational best practices (ijebp), vol. 1 no issn: 2581-0847. senior high school 8 pekanbaru, indonesia. furnham, a. (2018). culture shock: literature review, personal statement and relevance for the south pacific. journal of pacific rim psychology, 8794. kemenristek/brin. (2017, 8). retrieved from statistics-kemenristek international. levine, & adelman. (1993). beyond language. new jersey. p a g e | 192 widya pramesti let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 naeem, nadeem, a. b., & khan, i. u. (2015). culture shock and its effects on expatriates. global advanced research journal of management and business studies, 248-258. rajasekar, j. (2013). culture shock in a global world: factors affecting culture shock experienced by expatriates in oman and omani expatriates abroad. internatioanal journal of business and management, 144-146. saylag, r. (2013). culture shock an obstacle for efl learners. academic world education and research center, 534-537. ward. (2001). the psychology of culture shock. philadelphia. yahya, s. r. (2020). culture shock: the experience of international students. yahya, s. r. (2020). culture shock: the experience of international students (a study at uin ar-raniry). rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||145-163||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php digital storytelling as a post–listening activity in teaching narrative text to the 5 grade students: the implementation and students’ responses rizky sulvika puspa rinda rinda.rizky@polnes.ac.id dyah palupi saraswati dyahsrs@gmail.com politeknik negeri samarinda, samarinda, indonesia article history: received: 10 october 2021 accepted: 20 december 2021 this study presented the description of the implementation of digital storytelling as a post– listening activity to teach narrative text to the fifthgrade students. the data of the study gathered from the result of observation that was obtained through observation sheet and field notes, and interview in order to find out the students’ responses toward the activity. the data were collected by observing the teacher’s and students’ activities during the teaching and learning processes in the classroom, and interviewing the students’ opinions and teacher’s perception after implementing digital storytelling. the result of the observation showed that the fifth grade students were able to create their digital storytelling, even though one step was omitted and the other two steps were conducted at the same time. meanwhile, from the result of interview, it was found that the students enjoyed in joining the lesson. thus, the implementation of digital storytelling had improved the students’ mastery in understanding narrative text. corresponding author: dyahsrs@gmail.com keywords: digital storytelling; post–listening activity; narrative text; students’ responses; http://jurnal.uin-antasari.ac.id/index.php mailto:rinda.rizky@polnes.ac.id mailto:dyahsrs@gmail.com mailto:dyahsrs@gmail.com p a g e | 146 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 introduction listening skill is one of the crucial aspects in learning english. it is vital because it has important role in speaking in order to give response after listening to speakers. in the process of listening, the listener involves physically receiving message, selecting, recognizing information, interpreting, communicating, and remembering, then uttering the responses. therefore, the listener should understand the speaker means in terms of understanding the message comprehensively rather than understanding each word. however, many teachers tend to neglect listening skill because there is a wrong perception that listening is an easy receptive skill compared to reading, speaking, and writing skills (carl, 1985, as cited in cahyono & widiati, 2015). teaching listening to children becomes a challenge to the teachers in primary schools. cahyono & widiati (2015) mentioned three aspects of challenges in teaching listening. the first is from the educational curriculum which considers listening to be taught as separate language skill and can also be taught in an integrated language skill. the second is teaching listening to improve the ability to understand the spoken language. the third is the learning media used in teaching listening in the classroom. the first and second challenges relate to listening teaching methods and techniques in the classroom. teachers are required to be able to explore teaching and learning activities so that the students are able to understand the material given. creating a fun and enjoyment atmosphere of learning activities in the classroom is also teacher’s responsibility. another challenge comes from listening material. authentic materials for teaching listening to primary school students are also limited and sometimes not in accordance with students’ abilities. this is also related to learning media. the provided learning media must be able to attract students’ interest to study in class. it is believed that children learn best when they are in enjoyable circumstances. as scoot & ytreberg (1990, p. 4) stated that children with the range age of eight to ten year olds have already developed the concept and are able to differ the fact and reality. although they tend to always ask questions and rely on what they hear, the p a g e | 147 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 children in those range of age are able to decide about what they are learning (scoot & ytreberg, 1990, p. 4). by understanding the children’s characteristics, teachers have to be thoughtfully designed the appropriate media and the proper way to deliver the lessons so that children are able to understand them well. hence, the teaching methods, learning media, and the classroom activities should go hand in hand. one of the activities that claimed to be effective to engage students’ motivation in the classroom learning activities is digital storytelling (ahmad & yamat, 2020; aktas & yurt, 2017; jitpaisarnwattana, 2018; kasami, 2017; okumuş, 2020; setiyorini, 2020). digital storytelling also allows children to explore their creativity as well as develop their academic skills (leong et al., 2019; o’byrne et al., 2018). digital storytelling is a modern form of art in storytelling. it combines images, music, videos, narrative stories in the form of voice, thus giving a different impression and color to the delivery of the story and providing a new experience for storytellers and listeners (rule, 2010). these activities are not only able to convey the value in the narrative story, but also integrate them with the application of multimedia technology in learning activities. many digital storytelling authors and educators have proposed different versions of the creating stages (frazel, 2010; jakes & brennan, 2005; lambert, 2013; ohler, 2013). however, they have similar stages which can be classified as the preparation, production, and presentation stages (frazel, 2010, pp. 21–22). the first stage of the preparation stage in creating digital storytelling is determining the story. in this step, the creator should consider what message that will be delivered from their story. as part of classroom activity, the teacher is the one who decide on what story should be created. after that, students begin to write a story. in this step, students write, rewrite, and continue the writing process to multiple drafts. this also allows them to work with their peers for reviewing process. when they finish with their story, they continue to developing the script. similar to other film making process, developing the script helps the creator to deliver the message they want to highlight and in what way they want the audience to focus on. the language usage plays an important role as well in this script process because by p a g e | 148 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 narrating the story, it brings up emotion to the audience. the final script is then arranged into a storyboard. creating a storyboard helps the creator to visualise the highlight messages of their story, as well as manage their time to synchronise the narratives and the media. the preparation stage can be conducted in the classroom (frazel, 2010; lambert, 2013). the next stage is the production. it relates to the multimedia process so that it is better to be conducted in a computer lab. the storyboard, which has been created, then is visualised using images or videos. they can be located using search engine browsers or from the creators’ collections themselves. when the media are gathered, it can be proceeded to the next step, that is assembling the media contents and the narration. once again, the storyboard plays the important role here since the order of the story is more comprehensible when it is thoroughly arranged (frazel, 2010; lambert, 2013). the last stage is the presentation. the product of digital storytelling is then shared and presented to the audience. it can be uploaded to a video streaming platform or educational websites. in the classroom activity, this stage can be conducted either in a classroom or in a computer lab. the students are able to share their opinions towards their classmates’ videos. in this stage, the teacher is able to evaluate whether the messages of story are portrayed and delivered through the video (frazel, 2010; lambert, 2013). this study described the implementation process of digital storytelling as one of post–listening activities. digital storytelling is considered as one of the media used in english classroom activities in sd muhammadiyah 15 surabaya. in that school, digital story is used as a learning media in almost all grade levels. english teachers in sd muhammadiyah 15 surabaya also use digital picture to teach vocabulary for beginner level, the first to third grade students. for the higher level, they use digital story to train students to listen english in the correct pronunciation. the available equipment in that school is sufficient and the provided materials are also in accordance with the curriculum applied at that school. one of the materials that were given to the 2nd semester of the fifth-grade students was about a story using p a g e | 149 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 pictures. the fifth grade english teacher used digital storytelling as one of activity to teach listening. this study also explicated the students’ responses toward digital storytelling activity. it presented the students’ feeling and their obstacles during the classroom activity. to support the results, interview with the teacher was carried out regarding how and why to implement digital storytelling as one of the teaching listening activities. method subjects this study conducted using descriptive qualitative method which meant the results would describe the implementation of digital storytelling as a post–listening activity to teach narrative text to the fifth-grade students of sd muhammadiyah 15 surabaya. the class consisted of 33 students, 12 males and 21 females. since they were categorised on the high level classes in that primary school, their english ability were pretty capable. they understood and were able to construct the simple sentences. they mastered quite a lot of vocabulary. they were also familiar with the english spoken since they had been received authentic audio material since they were in the first grade of the school. the subjects of this study were the fifth-grade students and the english teacher of sd muhammadiyah 15 surabaya. non-probability purposive sampling was used to decide the subject. the school was chosen with the consideration that this school has complete equipment to support the teaching and learning process. it has representative buildings, classrooms with ac and audio (tv), teaching and learning activities using ict, language laboratory (audio visual), computer laboratory, science laboratory, multimedia room, library, internet connection. those facilities can be used by the students in order to be more creative in learning. the curriculum that is used in sd muhammadiyah 15 surabaya is the combination of kurikulum 2013 (k13), kurikulum muatan lokal (mulok), and al islam (ismuba) curriculum, that is based on life skill and integrative curriculum, and p a g e | 150 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 this school also apply pakemiprod (pembelajaran yang aktif, kreatif, menyenangkan, islami dan produktif) learning. moreover, this school has succeeded in implementing digital storytelling in their classroom activities. in this study, the focus was the implementation of digital storytelling as a post–listening activity to teach narrative text to the fifth-grade students. procedures the primary data was collected by using observation technique through nonparticipant observation field notes and observation sheet. the observation sheet was used to support the field notes. on the observation sheet, the classroom activities were more specific based on the activities that were done by the english teacher and students. the researchers also wrote some notes related to the components of teaching-learning process. every activity occurred in the classroom was observed and focused on teaching and learning process of listening narrative text, especially in the implementation of digital storytelling as a post–listening activity. interview was also used to collect the data related to the students’ responses about the implementation of digital storytelling as a post–listening activity in listening narrative text. the semi-structured interview was used to collect the data related to the students’ experience during the implementation of digital storytelling activity. the interview was conducted in the end of the class. from the interview result also found out whether the students enjoyed the learning activities using digital storytelling or not and which part of the teaching-learning process that could be improved or revised. the researchers also interviewed the teacher to support the information about the implementation of digital storytelling as a post–listening activity in listening narrative text. then, the collected data was described referring to the problems using flow chart model analysis data (miles & huberman, 1994). after the data had been collected and classified, then it was analysed qualitatively by using descriptive analysis to get the conclusions in order to know the implementation of digital storytelling and the students’ responses. after all of the data had been analysed, the result of analysis was interpreted. finally, the conclusion was drawn from it. p a g e | 151 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 findings and discussions the findings of this study are divided into three parts. the first finding described the implementation of digital storytelling as a post–listening activity in teaching narrative text. the second finding explained about the students’ responses towards the digital storytelling activity, and the third finding explored the teacher’s perception for conducting the digital storytelling in his classroom activity. the implementation of digital storytelling as a post–listening activity the subjects were the fifth-grade students’ and the english teacher of sd muhammadiyah 15 surabaya. the english lesson conducted two times in a week. the classroom activities were done in the language lab instead of the classroom. there are 35 tables and seats which equipped with a headphone and a set of computers on each table and seat. the listening activities in this study were described using listening activity stages proposed by (wilson, 2008). pre–listening activities in the beginning of the lesson, the teacher stimulated students’ learning motivation by asking them about tales that familiar to them. some of them mentioned about sangkuriang, timun mas, keong mas, cinderella, pinocchio, sleeping beauty, etc. some students could mention or even told the story tales in their version. the teacher created a friendly environment in the classroom. he not only made the teaching and learning process as interesting as possible to motivate the students in learning the lesson, but also could attract their interest to study the lesson (scoot & ytreberg, 1990). while–listening activities then, the teacher explained that they would learn about a narrative story. while he explained about the learning activities that would be conducted, he also shared the task sheet to the students. the task sheet was consisted of two parts of activities. the first part was the students were asked to answer ten questions about the story individually. the second one was the students listened to an unfinished digital story about “the princess and the dragon”. after listening to the digital p a g e | 152 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 story, they had to rewrite and finish the story based on their own versions. the length of the story was 1 minute 50 seconds. before the teacher played the digital story, he asked the students about the story. the whole class simultaneously said that they had never heard about it. therefore, the teacher played the story for several times. he asked the students to listen the digital story carefully because they were informed that they would make their own digital storytelling from their story version. post–listening activities as the post–listening activities, the students were asked to work on the first part of the task sheet individually, continued by doing the second part of the task sheet in groups. the teacher had divided them into 6 groups. each group consisted of 5 students. there were groups that had 6 members because the number of students were odd. unfortunately, the teacher did not discuss the students’ work after they finished answering the comprehension questions because he would use the students’ work in the task sheet to take as an assignment score. therefore, the task sheet had to be collected in the end of the classroom activities. digital storytelling activity as a post–listening activity right after the students finished answering the questions related to the story, they were asked to gather in their groups in order to conduct the digital storytelling activity. the first stage is the preparation steps which include determining the story, writing the story, developing the script, and creating a storyboard (frazel, 2010). since the teacher had told the students that they were asked to rewrite and finish the digital story they had listened on the while-listening activity, so that he had decided on what story that the students had to create. he, then, asked the students to start their activity in creating digital storytelling by rewriting and finishing of the story. they recreate their story based on their imagination which was combined with the story that they had heard. as they worked in groups, they were discussing about the end of the story. during the observation process showed that even they were in the fifth-grade students of the primary school with the age ranging from eight to ten p a g e | 153 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 years old, they were able to work in groups cooperatively. they were also able to discuss and decide what they learned from the story (scoot & ytreberg, 1990). after finishing rewrite and finishing the story, they were asked to look for the images on the computer and record their narration of the story using portable microphone on the headset on each computer. the teacher did not ask the students to develop their story into script. it clearly showed that he omitted the developing the script and creating the storyboard. developing the script is actually essential to train children’s understanding of narrative stories because they can learn the differences in characters and story content. the script is also able to build up the emotion of the story. it gives colors to both story and the characters (jakes & brennan, 2005; ohler, 2013). another finding in the production stage was that the students did not synchronize the script with the pictures but they synchronized their story with the pictures. it was because they did not develop the story into the script and create a storyboard. the teacher’s claim was that if the students were able to create and finish the story by themselves, it indicated that the students would also be able to create the digital storytelling. he missed the point about visualizing the narration before locating the media whereas by creating a storyboard, it helps students to effectively manage their time while assembling the media components. as jakes & brennan (2005) stated that creating a storyboard is the step that most teachers do not conduct the process even it provides the practices in exploring the student’s imagination. the production stage are related to the multimedia activities, namely selecting and locating the media components, recording the audio narration, and assembling the media components into the final movie (frazel, 2010). after the students finished writing their own story version, they looked for the pictures and background music on the computer. in the observation found that the preparation and production stages became blurry because the teacher seemed to be doing the process of creating a storyboard when in fact he was combining both the storyboard creation and media selection at the same time. he thought that by arranging a storyboard, it also meant that students look for images that were suitable for their story. p a g e | 154 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 in process of creating the digital storytelling, the students had to record their narrative story and combine the multimedia elements. in the observation, a representative from each group would use a voice recorder to record his / her voice while the other group members arranged the pictures based on their story in microsoft powerpoint. the teacher decided to use microsoft powerpoint because it is easier to the fifth-grade students of primary school. moreover, they had learned about the basic of microsoft powerpoint in their computer class so it was hoped that they did not encounter many difficulties during the multimedia processes. during the recording activity, it was also seen that teacher did not ask the representative students to record their voice. there were three students from different groups admitted that they were embarrassed to have their voice recorded because if they mispronounced some words, they would be laughed at by friends from other groups. the other interesting finding from the observation was that the teacher did not encourage the shy students to record their voices but instead called the other members from each group to do the voice recording. he did this because he realized that the allocated time for english subject was limited. still in the process of digital storytelling, there were three groups which were dominated by active students during the group activities while the other members sit and saw them or were busy with their computers. when they encountered problems either during the writing the story or creating the digital storytelling, they asked directly to the teacher. while the other three groups coordinated in groups by involving and inviting all members to participate in the group. when they found difficulties, they discussed it first within the group and occasionally asked the teacher if they still did not understand the process. beside the domineering students in three groups, another interesting finding to note was about the classroom situation. with the children’s characteristics who like to play, this could also be seen in the classroom situation which was class was noisy and disorganized. there were students who did not work in their groups or also those who disturb other groups. in this case, when there were students who told the teacher, he only warned him / her without giving an understanding that what he p a g e | 155 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 / she did was not good. in other words, the teacher was not enough to provide character building to students (scoot & ytreberg, 1990). as a whole, the production stage, which includes multimedia processes, is considered as one of the crucial stages in creating digital storytelling. it not only provides the opportunity to develop the students’ creativity by letting them exploring their ideas, but also enables them to practice their collaboration and communication with their peers (leong et al., 2019; o’byrne et al., 2018). in the presentation stage (frazel, 2010), the teacher carried out the activity according to the guidelines by the experts. after the students finished creating digital storytelling, he collected their digital storytelling then played them in front of the class. he conducted this so that the other groups could watch and listen to the various ending of their friends’ stories. during watching the digital storytelling, the teacher checked and wrote the mispronounced word and incorrect sentences on the whiteboard. for the mispronounced words, he asked the students to repeat in the correct pronunciation. while for the wrong sentences, he corrected the sentence structure and at the same time reviewed the lesson about arranging the sentences. after that, he immediately asked the students to collect their assignment about the questions related to the story on task one. it indicated that the classroom activity was over. unfortunately, he did not give students the opportunity to express their opinion about the digital storytelling made by other groups. this stage should be carried out thoroughly so that students can provide input both for themselves and for their classmates. it also enables to train students’ critical thinking in giving constructive criticism and suggestions, as well as to deal with the criticism itself (leong et al., 2019; o’byrne et al., 2018). before closing the classroom activity, the teacher asked about the students’ difficulties during digital storytelling activity in learning narrative story. some students admitted that they faced difficulties in spelling the correct pronunciation because english written words and the spellings are different. they were used to listening to the audio, when it came to them to rewrite the story based on what they listened to, they found it difficult to write the correct words. in this section, the p a g e | 156 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 teacher also gave a homework to the students and they had to submit it in the next meeting. the students’ responses towards digital storytelling as a post–listening activity dealing with the students’ responses in the activity that was conducted by the teacher, all students said that they greatly enjoyed and thrilled following the implementation of digital storytelling as a post–listening activity in learning narrative text. more than a half of the students said that it was something interesting because they did the different activities in learning english by making their own digital storytelling. their comments were: “seru, kak. ngerjainnya sama temen sekelompok. bisa sambil dengerin lagu-lagu buat di filmnya.” (it was exciting. i worked with my group. i could listen the music for the movie) – m1 “seneng, karena itu adalah kesempatan saya untuk bercerita hasil karya saya sendiri.” (i’m happy because it was my chance to tell my own story) – f1 they also said that digital story could help them to understand the story easier. related to the use of digital story as media in learning narrative story, most students felt it helpful in telling story by creating digital storytelling. they commented: “awalnya saya bingung, kak, sama ceritanya. trus misternya ngasih tau kalo ceritanya belum selesai. trus kita disuruh nyelesaikan ceritanya.” (at first i was confused about the story. then the teacher told her that it was unfinished story and they were asked to finish it) – f2 “sama, kak. saya nggak ngerti juga tadi sama ceritanya. tapi m2 bilang kalo ceritanya itu tentang princess yang ditolongin sama dragon. trus mereka terbang ke istananya princess mau ketemu king and queen. pas ketemu princessnya nyium dragonnya. trus si dragon jadi kodok. princessnya jijik trus nendang kodoknya. trus kodoknya mati.” (i had similar experience like her. i didn’t understand about the story, but m2 – his p a g e | 157 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 classmate – told me that it was about the princess who was helped by a dragon the dragon flew her to the castle to meet the king and queen. then the princess kissed the dragon which changed it into a frog. the princess was disgusting then kicked the frog and it dead) – m3 when the teacher asked to make and continue the story, the students had some difficulties such as rewriting the story, deciding the end of the story, selecting the images and sounds, and synchronizing the audio with the images. it could be solved because they made and continued the story in their groups. they also could work together while doing their group assignment. the students said that teacher’s instructions also easier to follow by the students, so that they could complete the digital storytelling properly. their comments were: “pak gurunya cuma nyuruh ngerjain di kelompoknya sendiri. kan tadi ada temenku yang ke kelompoknya temenku lainnya. eh, pak gurunya bilang ‘kerjakan di kelompok masing–masing ya’ (menirukan suara guru).” (the teacher only asked us to work in our own group. when one of my friends went to my friend in other group, he told us ‘do in your own group’ – imitate the teacher’s warning) – m4 “enggak susah juga, kok. kan dikerjain bareng–bareng sama temen– temen. hehehe.” (it was not really difficult in creating the digital storytelling because we work together in groups) – f3 “pas nyari gambarnya itu. pengennya ngasih gambar–gambar gerak, tapi carinya susah.” (we had difficulty when we looked for the pictures for the movie. we wanted to include the moving pictures, but it was too difficult to find the right pictures) – f4 when teacher played the digital storytelling some students were embarrassed because the other friends heard his / her voice. however, there were students were proud and confident because their voices could be heard by their friends. “seneng, kak. kan temen–temen dengerin suaraku. tapi ndredeg juga sih. apalagi pas aku salah ngucapin kata. diketawain tuh sama temen– p a g e | 158 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 temen tadi.” (i was excited. my friends were able to listen to my voice. but i was a little bit nervous as well. especially when i mispronounced the words. i was laughed at by my friends.) – f5 “sedikit deg–deg–an juga, kak. takut diketawain sama temen–temen. tapi begitu selesai ceritanya rasanya lega.” (i was also a little bit nervous. i was afraid my friends would have laughed at me. but when the digital storytelling ended, i was relieved that they did not laugh at me) – f6 “malu, sih, kak. tapi memasang wajah biasa aja supaya nggak diketawain temen–temen.” (i was embarrassed. but i put on my normal expression so i did not get laughed at) – m5 “ya enggak lah, ngapain malu? be yourself!” (of course i was not embarrassed. why would i be shy? be yourself) – m6 teacher’s perception towards the implementation of digital storytelling as a post–listening activity there were some questions came up when the teaching and learning process occurred. it was about why the teacher applied digital storytelling as an activity, how the teacher evaluated the students, and what the teacher’s obstacles in implementing digital storytelling were. to find out the answers about those questions as well as supporting the observation and students’ responses, the researchers decided to interview him. the interview was semi structured and conducted after the teacher implemented the digital storytelling as a post–listening activity in his english class. the researchers asked him why he implemented digital storytelling as a post– listening activity rather than the conventional storytelling, which is in fact, digital storytelling is more complicated than storytelling because it includes multimedia processes. the teacher claimed that by implementing digital storytelling as an activity, it provided a different way to teach english. it could also be used to develop and explore the students’ creativities. he added that it also overcame the problem p a g e | 159 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 related to the shy students who reluctantly came forward and tell their stories in front of the class. regarding the evaluation process, the teacher stated that he prepared several assessments, the individual and group assessments. he also separated the english skill assessment, the digital storytelling assessment, and attitude assessment. he added by assessing the students’ achievements from their cooperative work with their peers while they were creating digital storytelling, he also observed the students’ characteristics so that he could design the lesson and material based on their needs. the last question was about the obstacles the teacher encountered during the implementation of digital storytelling. the teacher admitted that the major problem was in managing the students and maintaining the classroom situation. as shown on the observation, the students were deafening and bustling around the class. to deal with those students, he gave them warning to not disturb the other groups. the other problem was related to the multimedia elements. he realized that the students had unlimited imagination, they wanted to visualize what was on their minds. unfortunately, it was not supported by the availability of images on the internet. he also added that the time limitation of the english subject gave another challenge for both teacher and students to finish the digital storytelling within the time. the last obstacle faced by the teacher was when the students were asked to record their story. he explained that among the students, there were only two to three students who wanted to record their narration without being asked. unfortunately, two of those students were in the same group. to solve this problem, he decided to choose a representative student from each group. from this classroom activity, he also took notes and did reflection to revise his teaching approach in the future. he added that if he had wanted to conduct the group activity again in the future, he must have ensured that he would divide the students’ skills equally so that all students were able to participate in the classroom activity. p a g e | 160 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 conclusions and suggestions the results of observation indicated that digital storytelling could be applied as one of activities in teaching and learning process at primary school. the implementation of digital storytelling as an activity in teaching and learning process of listening narrative text was appropriate to help students developing their creativities and exploring their imagination. it also was a proper media for the shy students to express their opinions. this activity let students to decide what they learned from the lesson. it was also meant that the students’ group cooperation and team work skill were also trained during the activity being carried out. in the observation also showed that during the classroom activities, the class condition was bustling and disorganized. several students did not work in their groups, some others disturbed the other groups. however, it could not be assumed whether the teacher had lack in managing the classroom condition or the class character was naturally chaos and disorganized, because the researchers did not conduct the pre–research to get to know the actual classroom situation. in the post–listening activities, there were three activities that had to be done by the students. they were answering the story comprehension questions, finishing the story, and creating their own digital storytelling. from the observation also showed that the teacher did not discuss the students work about the story comprehension questions on the first part task. he said that he would collect them at the end of the class for their assignments. that is why after they finished answering the questions individually, they were asked to rewrite and finish the story in groups. then, they were asked to create digital storytelling based on the story of their versions. from the digital storytelling processes, there are three main stages namely preparation, production, and presentation stages. each stage has several steps. for preparation stage, there are determining the story, writing the story, developing the script, creating the storyboard. the production stages include locating the media components, selecting the media components using the storyboard, assembling the p a g e | 161 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 media components. as for the presentation stage, the digital storytelling product is shared and presented to the audience through the websites or social media. in the observation, the teacher conducted all the three stages of digital storytelling creation even at the beginning of the activity he did not give clear instruction to the students during conducting the steps. there was also a finding that he omitted and combined some steps from the preparation and production stages. the teacher omitted the script writing and storyboard creation processes because he claimed that students would still be able to create their own digital storytelling eventually without following the guidelines. he disregarded the essence and the training that can be obtained by the students from that-steps. despite omitting the script writing and storyboard creation, he conducted semi–storyboard creation and media selection at the same time. this meant that he asked the students to synchronize their story directly to the media instead of compiling a storyboard first and then matching it with the media. the second finding of this study was about the students’ responses towards the implementation of digital storytelling in learning listening narrative text. all students agreed that activity of creating digital storytelling in learning listening narrative text was a pleasurable and exciting activity. they could explore their imagination as well as working with their friends during the making of digital storytelling. even though some students had difficulties in listening and pronouncing unfamiliar words, but they were still motivated to join the lesson. this study was a preliminary research about the implementation of digital storytelling as a post–listening activity in teaching narrative text. the use of digital storytelling in classroom teaching and learning can certainly be developed further. it can be applied not only as a post–activity, but also for other activities, such as pre– or while–activities. it is extremely encouraged for the other researchers to conduct other researches in the application of technology in english class. they are recommended to make further research related to the use digital storytelling for teaching english but in a different kind of text, grade and language skill. p a g e | 162 rizky sulvika puspa rinda let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 references ahmad, w. i. w., & yamat, h. 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(2008). how to teach listening. pearson education limited. english language learners’ mastery in toefl structure-written expression (a case study at iain antasari, unlam, uniska and stkip pgri in south kalimantan) hj. nida mufidah a lecturer at english department at state institute for islamic studies antasari banjarmasin abstract this research is conducted to find out the mastery of english students department in toefl in structure and written expression in south kalimantan of iain antasari banjarmasin, unlam, stkip pgri, and uniska and to know types of questions in toefl which are very difficult and difficult for students to answer. the researcher tested 80 fifth semester students of english department at iain antasari, unlam, stkip pgri and uniska in south kalimantan on the academic year 2011/2012 , used test distributed to 80 students in the fifth semester the toefl prediction test was used to gather the data. the result showed the mean score of toefl of academic year 2011/2012 classified in beginner category with the mean score 418. the results of toefl prediction shows that the mean score of unlam’s students is 469, folllowed by iain’s which is 454, uniska’s is 384, while stkip pgri’s is 367. structure and writen expression is the most difficult type of questions are relative pronoun, possessive pronoun, personal pronoun and passive voice. introduction background of study toefl, test of english as a foreign language is probably the most often used examination in the admission process of foreign students to college and university in the united states. toefl examines someone’s abilities in mastering english; the abilities are listening comprehension, structure and written expression, reading comprehension and writing. this test evaluates the potential success of an individual to use and understand standard american english at a college level. the toefl test gives students the opportunity to prove they can communicate ideas effectively by simulating university classroom and student life communication. the language used in the test reflects real-life english language usage in university lecturers, classes, and laboratories. it is the same language professors’ use when they discuss coursework or concepts with students. it is the language students’ use in study group and everyday university situations, such as buying books at the bookstore, the reading passages from real textbooks and course materials. people take toefl test for many reasons; for example someone who wants to study abroad where toefl test is a main requirement for non-native applicants at many us and other english-speaking colleges and universities. another reason is because someone who wants to continue his or her study to master and doctoral degree at some universities in indonesia where toefl is a main requirement. in addition, the toefl test is also taken by someone who wants to take short course program held by an overseas institution, organization or foundation in some certain fields. nowadays, toefl is more widespread. toefl is taken not only by students in graduate and post graduate around the world, but also undergraduate students and secondary school students. students who are about to finish their undergraduate degree in some universities, institutes or academic are required to take toefl and pass certain score. english department in indonesia generally requires undergraduate to take toefl to the requirement for the bachelor of english education degree. in english department, the fifth semester students mostly get all the english skills and its component. they are now taking the last grammar lesson, speaking, writing and reading and have finished vocabulary course. based on these facts, the researchers assumed that the students are ready to take toefl test. furthermore, the researchers also believe it is very important to know the mastery of english department students in toefl in iain antasari, teacher training and education of unlam, teacher training and education of uniska (islamic kalimantan university), teacher training and education of stkip pgri banjarmasin, and also to know the type of questions which considered difficult by the students of four institutions joined in this research. statement of problems based on the description above, the researchers formulate the problems of the research as followed: 1. how are the students’ mastery of toefl (structure-writen expression) at english department of iain antasari, unlam, stkip pgri and uniska in south kalimantan? 2. what types of questions in toefl in structure and written expression are very difficult and difficult for students to answer? objective of study based on the problems above, there are two purposes of this research: 1. to know the students’ mastery of toefl in structure and written expression in south kalimantan at english department of tarbiyah faculty of ‘antasari’ state institute for islamic studies banjarmasin, unlam, stkip pgri and uniska. 2. to know types of questions in structure and written expression of toefl which are very difficult and difficult for students to answer. significance of study the result of this research is expected to have advantages, such as: 1. it will become an information, consideration, and input for educational environment in south kalimantan in increasing and improving educational quality and it is important in establishing conditions, which enable the learners to acquire knowledge, skills, and attitude, so that the learning objectives are reached. 2. it is expected that the result of this research can give useful insight for institutions in south kalimantan to focus more on the students’ weaknesses in toefl. definition of key terms to avoid misuderstanding of the terms, the researchers need to define these following key terms: 1. students’ mastery is defined as the ability of students related to toefl which is showed by their toefl score. 2. structure and written expression of toefl is defined as a test that assess students proficiency in the type of toefl used in an academic environment. theoretical framework definition of the toefl the definition of the toefl is stated by pierce and kinsell in their book. they said that the toefl is a test that assess students proficiency in the type of english used in an academic environment. ( pierce, douglas and kinsell,. 2007: 4) . moreover, the test of english as a foreign language (or toefl , pronounced "toe-full") evaluates the potential success of an individual to use and understand standard american english at a college level. it is required for non-native applicants at many us and other englishspeaking colleges and universities. the toefl is the product of the educational testing service (ets), which is contracted by the private, non-profit firm, the college board to administer the test in institutions in the us. . kinds of the toefl test there are three kinds of the toefl test, they are: a. the internet-based test (ibt) the toefl ibt is a test that assesses students proficiency in the type of english in an academic environment. the test is administered on the internet. the exam takes about four hours to complete and integrates four essential skills – reading, listening, writing, and speaking. the toefl is broken down into four distinct sections. the structure of the test is as follows: 1. reading section, consisting of three to five passages that are roughly 550 to 700 words each. each passage will be followed by 12 to 14 multiple choice questions about the content of the passage. most of these questions will be worth one point each, though a few toward the end of the section may be worth more. the students will have 60 to 100 minutes to complete the entire section. 2. one listening section, consisting of six to nine audio selections, each of which is three to five minutes long. the selections will be either academic lectures or casual conversations. after each selection. there will be five to six multiple-choice questions about the content of the lecture or conversation. students will have 60-90 minutes to complete the entire section. 3. one speaking section, consisting of approximately six speaking tasks. most speaking tasks will also require some listening and some reading. students will have 20 minutes to complete the entire section. 4. one writing section, consisting of two writing assignments. as with the speaking section, the writing section also requires listening and reading. students will have 50 minutes to complete the entire section (pierce, douglas and kinsell, sean. 2007:4). b. the computer-based tests (cbt) in july 1998, ets introduced the computer-based version of the toefl test (toefl cbt) in many areas of the world. this move was the first critical step toward a long-term goal of enhancing assessments by using electronic technology to test more complex skills. a primary goal of the toefl program is to provide more extensive information than it has in the past about candidates’ english proficiency. in response to institutions’ requests to include a productive measure of writing, the program added a writing section (essay) as part of each toefl cbt test administration. this addition was one step toward a more communicative test. new types of questions were added to the listening and reading sections; these new question types moved beyond multiple-choice questions. visuals were also added to the listening section, providing a significant enhancement to that portion of the test. two sections of the test — listening and structure — were computer adaptive, meaning the test was tailored to each examinee’s performance level. the test started with questions of moderate difficulty. as an examinee answered each question, the computer scored the question and used that information, as well as the responses to previous questions, to determine the question it would resent next. as long as examinees responded correctly, the computer typically selected questions of greater or equal difficulty. in contrast, if examinees answered questions incorrectly, the computer typically selected questions of lesser or equal difficulty. the computer was programmed to continuously find questions of an appropriate difficulty for test takers of all performance levels. (ets team,princeton, 2007:8) c. the paper-based tests (pbt) in pbt, there are three parts; listening, structure and written expression and reading comprehension. we are going to discuss only structure and written expression. 1) structure and written expression in this section, there are 40 questions in two types; completing sentences for 15 questions and the rest 25 questions for error analysis. testees have 25 minutes to work on those questions. there are many patterns and various style problems in the toefl test and they are changed year to year as the emphasis that is placed on various patterns and style problems changes from year to year on the toefl (sharpe, pamela j. 2005 : 107). research methodology participants the population of this research are english department students of the fifth semester of iain antasari, unlam, uniska, and stkip pgri banjarmasin academic year 2011-2012. the researchers took 20 students from each institution to be tested. overall, there were 80 students joined the test. the students were randomly chosen.the researchers contacted the head of english department of each institution and asked them send 20 participants. the head of english department, then, anounced it to the fifth semester students and asked any students who liked to join the test registered to the department. the test was held in english language laboratory of iain antasari banjamasin on 1st, 8th and 15th of october 2011 techniques of data collection the data was collected through test. the students were asked to do a toefl prediction test. toefl test consists of one ection; structure and written expression (40 questions for 25 minutes) data analysis after all of the data was collected and processed, the researcher analyzed the data by using descriptive quantitative, it is a tool for analysis that allows the researcher to give information on how the research was done and gives the data and statistics to back up. it is a purely numerical description. this analysis helps the researchers to highlight some important conclusion from this research. the conclusion is met by inductive method (make conclusion from specific fact to general. to know w the students’ mastery in toefl, the data was intrepeted using the following formula m = σ x n m = mean σ = accumulative (epsilon) x = total score n = number of respondents1 they were classified into 3 categories (taken from baron’s toefl) score category 550-670 advance 500-549 intermediate < 500 beginner to know the types of difficult questions, this formula was used the researchers uses du bois theory to determine the difficulty index, as follows: p = b js p = proportion (difficulty index) b = number of correspondents who have correct answer js = number of correspondents1 then, the interpretation of data is needed to describe the significant meaning of data. to interpret the difficulty level of the question type in toefl, the researchers modified the theory of robert l. thorndike and elizabeth hagen who originally divided the category into three; difficult category, fair category and easy category. here, the the researcherss made some modifications of the category with a consideration that the range of the intepretation is too wide in order to fit with the condition of the result of this study as followed: the number of p interpretation < 0,30 very difficult < 0,50 difficult 0,50-0,70 fair > 0,70 easy findings and discussion this research attempted to answer two problem statements about the students’ mastery of toefl in structure and written expression and the type of difficult questions of each section in toefl test. students’ mastery in toefl prediction test the researchers tested 80 fifth semester students of english department at iain antasari, unlam, stkip pgri and uniska in south kalimantan on the academic year 2011/2012 , team of this researcher used test distributed to 80 students in the fifth semester. this following data shows their mastery in structure and written expression. table 3.1 toefl prediction in structure and written expression score of students of english department of iain antasari banjarmasin, unlam,stkip pgri and uniska no institution section structure and written expression category 1. iain antasari 452 beginner 2. unlam 469 beginner 3. stkip pgri 367 beginner 4. uniska 382 beginner mean 418 beginner based on the result of toefl prediction, the table above shows that the mean score of english department students of iain antasari,unlam, stikip pgri and uniska in toefl in structure and written expression 418 which is in beginner category. in general, this research finds out that the english students’ mastery of toefl in structure and written expression in south kalimantan is 418 and it is categorized as beginner. type of difficult questions in toefl test index of difficulty and type of difficult question in structure and written expression across institutions this section presents the data of index of difficulty and type of difficult question in structure and written expression. the study found that each institution has similar items question which are in very difficult, difficuly, fair and easy category. this research did not show that structures is the most difficult section as the mean score of structures and written expression. (iain: 45,20; unlam: 46,95, uniska: 38,20 and stkip: 36,75). this study found that the structure and written expression score’s mean of the students from 4 university joined the test was not high if it were seen from how many correct answers they got out of 40 questions , see the following table:. table 3.2 structure and written expression and number of correct items out of 40 questions no . name of instituti on ia in unl am unis ka st kip 1. mean of score 45 2 469 384 367 2. number of correct items 22 24 15 14 from the table above, it can be seen that the students from unlam could get 60 % of the answers correctly, iain is about 55%, uniska is about 37,5 % and stkip 35 %. there are 40 questions in structure ad written expression section. there are two types of items in this section. one type involves a sentence that is missing a word or phrases. the students must choose the one that best completes. the numbers of correct items in each institution are different. unlam gets 24 correct items, followed by iain 22 items, stkip 14 items, and uniska 15 items. the data of difficulty of structure and written expresion across the institusions can be seen below: table 3.3 index of difficulty of structure and written expression items across institutions (iain, unlam, uniska, stkip) no np number of participant with incorrect answer t i a nca id category of items iain unlam uniska stkip 1 80 8 2 6 9 25 55 0,70 easy 2 80 2 7 16 12 37 43 0,53 fair 3 80 4 6 11 13 34 45 0,56 fair 4 80 6 7 14 10 37 43 0,53 fair 5 80 11 6 19 16 42 28 0,35 difficult 6 80 13 7 17 14 51 29 0,36 difficult 7 80 8 9 10 11 38 42 0,52 fair 8 80 2 0 5 8 25 65 0,81 easy 9 80 7 2 12 14 35 45 0,56 fair 10 80 12 9 10 15 46 34 0,42 difficult 11 80 10 9 17 20 56 24 0,30 difficult 12 80 8 6 9 10 33 47 0,58 fair 13 80 14 13 15 17 59 21 0,26 very diff 14 80 12 9 16 15 52 28 0,35 difficult 15 80 7 6 12 10 35 45 0,56 fair 16 80 10 2 19 10 41 39 0,48 difficult 17 80 13 18 17 20 68 12 0,15 very diff 18 80 6 16 17 13 52 28 0,35 difficult 19 80 14 6 18 18 56 24 0,30 difficult 20 80 3 7 13 14 37 43 0,53 fair 21 80 12 8 16 14 50 30 0,37 difficult 22 80 11 13 12 13 49 31 0,38 difficult 23 80 19 20 20 16 75 5 0,06 very diff 24 80 12 5 12 18 47 33 0,41 difficult 25 80 14 17 18 18 67 13 0,16 very diff 26 80 10 7 11 17 45 35 0,43 difficult 27 80 4 4 5 11 24 56 0,70 easy 28 80 3 11 10 13 37 43 0,53 fair 29 80 5 5 9 17 36 44 0,55 fair 30 80 4 2 9 11 26 54 0,67 fair 31 80 10 13 16 11 50 30 0,37 difficult 32 80 4 4 12 15 35 45 0,56 fair 33 80 11 18 13 15 57 23 0,28 very diff 34 80 10 7 13 14 44 36 0,45 difficult 35 80 8 5 15 14 42 38 0,47 difficult 36 80 10 10 17 18 55 25 0,31 difficult 37 80 6 5 10 11 42 38 0,47 difficult 38 80 1 7 10 14 32 48 0,60 fair 39 80 8 12 13 11 44 36 0,45 difficult 40 80 13 1 9 15 38 42 0,52 fair notes: np is total number of participants, tia is total number of incorrect answer, nca is total number of correct answer, id is index of difficulty from table 3.3, it can be described that the questions are considered difficult if the index of difficulty less than 0,30. therefore questions number 13, 17, 23, 25, and 33 are in difficult category. it could be figured out that students from the four institution shared almost the same difficulties for questions numbers 5, 6, 10, 11, 14, 16,18, 19, 21, 22, 24, 27, 32, 34, 35, 36, 37, and 39. while the questions number 13, 17, 23, 25 and 33 are very difficult items. as for structure the most difficult type of questions are relative pronoun, possessive pronoun, personal pronoun and passive voice most students gave incorrect answer when it came to these questions more than 50 % of the students of each institution got it wrong. here is the description about the types of difficult questions based on the index of difficulty in table 3.4: table 3.4.item number and type of difficult questions of structure and written expression no. item numbers type of questions b. 1 expression of quantity 2. 7,27, 30,31 subject-verb agreement 3. 8, 9, 22, 28, 37 preposition 4. 16, 19, 20, 39, 40 noun 5. 4, 5 article ‘a’ 6. 29, 34 parallel 7. 10, 12, 18, 21, reduced clause 8. 26 an appositives 9. 23, 33 passive 10. 13 possessive pronoun 11. 20 ,25 personal pronoun 12. 11 adverb of place 13. 15, 35 noun phrase 14. 3 superlative adjective 15. 2, 14, 24, 32 adjective 16. 36 adverb 17. 17 relative pronoun 18. 6, 38 showing relation between ideas table 3.4 describes the type of questions which are categorized difficult or very difficult. it is found that questions about preposition and noun in general is considered the most difficult type of questions by the participant based on the test followed by question about reduced clause, adjective (as+ adjective noun phrase), preposition (through, although, despite), noun phrase, subject + verb agreement, passive, and parallel. the previous section has described the more general findings across institutions in this study. this section would bring up more specific findings found in each institution. type of question, item number and index of difficulty of structure and written expression of each institution iain antasari there are some items which are categorized as difficult and very difficult questions based on the result of iain students’ structure and written expression of toefl test. see the following table for clear description table 3.5 type of question, item number and index of difficulty of structure and written expression of iain antasari type item np nic nca id category of questions numbers 1. adjective 5 20 11 9 0,45 difficult 2. verb-conjunction 6 20 13 7 0,35 difficult 3. reduced subject 10 20 12 8 0,40 difficult 4. possessive pronoun 13 20 14 6 0,30 difficult 5. place of enough after adjective 14 20 12 8 0,40 difficult 6.relative pronoun 17 20 13 7 0,35 difficult 7.noun 19 20 14 6 0,30 difficult 8. a reduced adverb clause 21 20 12 8 0,40 difficult 9.preposition 22 20 11 9 0,45 difficult 10.passive 23 20 19 1 0,05 very difficult 11.comparative adjective 24 20 12 8 0,40 difficult 12. personal pronoun 25 20 14 6 0,30 difficult 13.noun clause 33 20 11 9 0,45 difficult 14. passive 40 20 13 7 0,35 difficult notes: np is total number of participants, tia is total number of incorrect answer, nca is total number of correct answer, id is index of difficulty. based on the table above, it can be identified 13 items questions are the items question which are difficult.. they are number 5, 6, 10, 13,14,17,19,21, 22, 24, 25, 33 and 40. the items questions are about: possessive pronoun, relative pronoun. noun clause, or, passive, personal pronoun, adjective, and passive sentence. verb conjunction , their possessive, place of enough after adjective, noun , a reduced adverb clause, comparative adjective, noun clause while number 23 is the most difficult question, passive sentence, only 1 student who could answer this number. from those items, more than 32,5 % students of iain antasari could not answer these questions. unlam (lambung mangkurat university) there are some items which are categorized as difficult and very difficult questions based on the result of unlam students’ structure and written expression of toefl test. see table below for obvious result. table 3.6 type of question, item number and index of difficulty structure and written expression (20 participants) unlam type item np nic nca id category of questions numbers 1. relative pronoun 17 20 18 2 0,10 very difficult 2. noun clause as subject 18 20 16 4 0,20 very difficult 3. preposition 22 20 13 7 0,35 difficult 4. passive 23 20 20 0 0 very difficult 5. personal pronoun 25 20 17 3 0,15 very difficult 6. preposition 28 20 11 9 0,45 difficult 7. subject +verb agreement 31 20 13 7 0,35 difficult 8. passive 33 20 18 2 0,10 very difficult 9. noun 39 20 12 8 0,40 difficult notes: np is total number of participants, tia is total number of incorrect answer, nca is total number of correct answer, id is index of difficulty based on the table above, it can be identified number 17, 18, 23, 25, and,33 are the items question which are very difficult. there are 22,5 % students of english department of unlam can not answer correctly. the items questions are about: relative pronoun, noun clause as subject, passive, personal pronoun, and noun. while number 22, 28, 31 and 39 are in difficult category, the question of grammar in noun, preposition, and subject + verb agreement. uniska (the university of islam kalimantan) there are some items which are categorized as difficult and very difficult questions (<30) based on the result of uniska students’ structure and written expression of toefl test. see this table below for obvious result: table 3.7 type of question, item number and index of difficulty of structure and written expression (20 participants) uniska type item np nic nca id category of questions numbers 1. comparative adjective 2 20 16 4 0,20 very difficult 2. superlative adjective 3 20 11 9 0,45 difficult 3. article ‘a’ 4 20 14 6 0,30 difficult 4. adjective 5 20 19 1 0,05 very difficult 5. verb conjunction noun noun 6 20 17 3 0,15 very difficult 6. preposition 8 20 5 5 0,25 very difficult 7.preposition 9 20 12 8 0,40 difficult 8. adverb of place 11 20 17 3 0,15 very difficult 9.possessive pronoun 13 20 15 5 0,25 very difficult 10. place of’ ‘enough’ after adjective 14 20 16 4 0,20 very difficult 11.showing relation between ideas 15 20 12 8 0,40 difficult 12. noun-ability 16 20 19 1 0,05 very difficult 13. relative pronoun 17 20 17 3 0,15 very difficult 14. noun clause as subject 18 20 17 3 0,15 very difficult 15. noun 19 20 18 2 0,10 very difficult 16. plural 20 20 13 7 0,35 difficult 17.a reduced adverb clause 21 20 16 4 0,20 very difficult 18. preposition 22 20 12 8 0,40 difficult 19. passive 23 20 20 0 0 very difficult 20.comparative 24 20 12 8 0,40 difficult 21.personal pronoun 25 20 18 2 0,10 very difficult 22. an appositives 26 20 11 9 0,45 difficult 23. subject verb agreement 31 20 16 4 0,20 difficult 24.comparison adjective 32 20 12 8 0,40 very difficult 25. passive 33 20 13 7 0,35 difficult 26. parallel 34 20 13 7 0,35 difficult 27. no + noun phrase 35 20 15 5 0,25 very difficult 28. adverb 36 20 17 3 0,15 very difficult 29. prepositions 37 20 10 10 0,10 very difficult 30. showing relation between ideas 38 20 10 10 0,10 very difficult 31. noun 39 20 13 7 0,35 difficult notes: np is total number of participants, tia is total number of incorrect answer, nca is total number of correct answer, id is index of difficulty based on the table above, it can be identified that 31 questions are the question which are in very difficult and difficult category according to uniska’s students. it tells that 77,5 % students did not do questions well.. the item questions could be seen on the table above. while the rest of the numbers, 9 items only could be answered in fair and easy category. while 31 items of structure and written expression are very difficult and difficult. the items questions are about: possessive pronoun, relative pronoun. noun clause, or, passive, personal pronoun, object pronoun, present tense, and passive sentence. comparative adjective, superlative adjective, article a adjective, verb conjunction , to be, introduction preposition phrase, where state to place, without both, their possessive, place of enough after adjective, so + adjective + np, noun ability, relative pronoun, noun clause as a subject, noun, plural, a reduced adverb clause, passive, the more x the more y, personal pronoun, an opposite, to be is, present tense, parallelism, no + noun phrase, introduction preposition phrase, despite noun phrase, and passive interpretation. subject verb agreement, and showing relation between ideas. stkip pgri (institute of teacher training and education pgri) some items which are categorized as difficult and very difficult questions (<30) based on the result of stkip students’ structure and written expression of toefl test. see this table below for obvious result. table 3.8 type of question, item number and index of difficulty of of structure and written expression (20 participants) stkip pgri type item np nic nca id category of questions numbers 1.comparative adjective 2 20 12 8 0,40 difficult 2. superlative adjective 3 20 13 7 0,35 difficult 3. article ‘a’ 4 20 10 10 0,50 difficult 4. adjective 5 20 16 4 0,20 very difficult 5. verb conjunction 6 20 14 6 0,30 difficult 6. subject verb agreement 7 20 11 9 0,45 difficult 7. preposition 9 20 14 6 0,30 difficult 8. reduced subject 10 20 15 5 0,25 very difficult 9. adverb of place 11 20 20 0 0 very difficult 10. possessive pronoun 13 20 17 3 0,15 very difficult 11. place of’ enough’ after adjective 14 20 15 5 0,25 very difficult 12.relative pronoun 17 20 20 0 0 very difficult 13. noun clause as subject 18 20 13 7 0,35 difficult 14. noun 19 20 18 2 0,10 very difficult 15. plural 20 20 14 6 0,30 difficult 16.a reduced adverb clause 21 20 14 6 0,30 difficult 17. preposition 22 20 13 7 0,35 difficult 18. passive 23 20 16 4 0,20 very difficult 19.comparative 24 20 18 2 0,10 very difficult 20. personal pronoun 25 20 18 2 0,10 very difficult 21. an appositives 26 20 17 3 0,15 very difficult 22. subject verb agreement 27 20 11 8 0,40 difficult 23. reduced subject 28 20 13 7 0,35 difficult 24. parallel 29 20 17 3 0,15 very difficult 25. subject verb agreement 30 20 11 9 0,45 difficult 26.subject verb agreement 31 20 11 9 0,45 difficult 27.as + adjective+ as phrase 32 20 15 5 0,25 very difficult 28. passive 33 20 15 5 0,25 very difficult 29. parallel 34 20 14 6 0,30 difficult 30. no + noun phrase 35 20 14 6 0,30 difficult 31. adverb 36 20 18 2 0,10 very difficult 32. showing relation between ideas 37 20 11 9 0,45 difficult 33. showing relation between ideas 38 20 14 6 0,30 difficult 34. noun 39 20 11 9 0,45 difficult 35. noun 40 20 15 5 0,25 very difficult notes: np is total number of participants, tia is total number of incorrect answer, nca is total number of correct answer, id is index of difficulty this table shows that there are 35 items questions which are in very difficult and difficult category. it explains that 87,5 % students are not able to answer correctly. the rest of those numbers above, namely number 1, 8, 12, 15 and 16 are in fair and easy category. the items questions are about: pronoun, relative pronoun. noun clause, or, passive, personal pronoun, object pronoun, present tense, and passive sentence. comparative adjective, superlative adjective, article a adjective, verb conjunction , to be, introduction preposition phrase, where state to place, without both, their possessive, place of enough after adjective, so + adjective + np, noun ability, relative pronoun, noun clause as a subject, noun, plural, a reduced adverb clause, passive, the more x the more y, personal pronoun, an opposite, to be is, present tense, parallelism, noun + noun phrase, introduction preposition phrase, despite noun phrase, and passive interpretation. conclusion after conducting the research and analyzing all the data, the writers would like to conclude as follows: 1. the students’ mastery of toefl in structure and written expression at english department of tarbiyah faculty of ‘antasari’, unlam, stikip pgri, uniska in south kalimantan on the academic year 2011/2012 classified in beginner category with the mean score 418. the results of toefl prediction shows that the mean score of unlam’s students is 469, folllowed by iain’s which is 454, uniska’s is 384, while stkip pgri’s is 367. structure and writen expression is the most difficult type of questions are relative pronoun, possessive pronoun, personal pronoun and passive voice, while in reading comprehension the most difficult types are inference items, followed by vocabulary and reference items, details items and overview items. suggestion based on the result of this study, the writers give the following suggestion: 1. students at english department of tarbiyah faculty of ‘antasari’ state institute for islamic studies banjarmasin, unlam, stkip pgri, uniska are expected to study hard in english subjects, and do a lot of listening practice, improve grammar, read a various topics, and enrich vocabularies. 2. students should know and learn better about all sections in toefl and strategies for answering the toefl. 3. lecturers of structure and written expression should involve toefl materials, tests in their teaching since advanced students should be introduced and practiced toefl to get good chance for their future. 4. english department in each university can hold toefl test continuously references https://secure.vec.bc.ca/whatistoefl.cfm? retrieved on july 11, 2011 at 12.07 joelle brummitt-yale. reading comprehension. http://www.k12reader.com/what-isreading-comprehension/, retrieved on july 11, 2011 at 13.30. matthiesen, steven essential words for the toefl (test of english as a foreign language). new york:barron’s. michael pyle and mary ellen munoz. (1985). test of english as a foreign language preparation guide, lincoln: cliffs notes. inc riyanto, slamet. (2007). the 1st student’s choice toefl (test of english as a foreign language). yogyakarta: pustaka pelajar r.j stiggins.(2001).student-involved classroom assessment, ohio: merril prentice sharpe, pamela j. 2003. barron’s how to prepare for the toefl test of english as a foreign language.10 ed . indonesia: binarupa aksara tarigan, henry guntur. (1984). membaca sebagai suatu keterampilan bahasa. bandung: angkasa. test of english as a foreign language (toefl), http://www.mytoeflsuccess.com/toefl-test/, retrieved on june 12, 2011 at 10.12. toefl tips, “how to prepare to the toefl ibt”. http//toefl_tips.how to prepare for the toefl ibt.pdf., p.4 retrieved on july 11, 2011 at 10.00 wikipedia, the free encyclopedia. toefl. http://en.wikipedia.org/wiki/toefl. retrieved on may 24, 2011 at 17:22. wikipedia, the free encyclopedia. reading comprehension. http://en.wikipedia.org/wiki/reading comprehension., retrieved on july 11, 2011 at 12.07. wikipedia, the free encyclopedia. reading comprehension. http://en.wikipedia.org/ https://secure.vec.bc.ca/whatistoefl.cfm http://www.k12reader.com/author/joelle/ http://www.k12reader.com/what-is-reading-comprehension/ http://www.k12reader.com/what-is-reading-comprehension/ http://www.mytoeflsuccess.com/toefl-test/ http://en.wikipedia.org/wiki/toefl http://en.wikipedia.org/wiki/reading wiki/reading_comprehension, retrieved on july 11, 2011 at 12.07 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||1||pages||23-44||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the impact of discrimination from legitimate power leads andrea sach to experience identity negotiation through fashion in the devil wears prada annisa intan purnama annisa.18017@mhs.unesa.ac.id surabaya state university, indonesia article history: received: 18 february 2022 accepted: 23 may 2022 according to ting-toomey, the identity negotiation theory underlines the dialectical tensions and problems that immigrants and minorities face while crossing cultural boundaries from one environment to another. in individuals' numerous boundary-crossing travels, the theory emphasizes the significance of elastically negotiating sociocultural membership identity and personal identity features. identity negotiation can work. it can be caused by personal identity and social identity. in the devil wears prada by lauren wisberger (2003), this negotiation occurs because of discrimination in the workplace, where pressure and the work environment play a significant role in andrea sach's fashion changes. this film is the primary data used by researchers to dig deeper into this aspect of literature. in this study, researchers will focus on the character of andrea sach. through qualitative analysis assisted by a semiotic approach, information will be obtained regarding the negotiated identity problem caused by direct discrimination by legitimate power and supported by the influence of social identity, which led andrea to change her fashion appearance as a secretary to suit miranda's wishes. keywords: identity negotiation; fashion discrimination; power and workplace; http://jurnal.uin-antasari.ac.id/index.php mailto:annisa.18017@mhs.unesa.ac.id page | 24 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction identity negotiation is the process of forming a person's self-identity through interaction with others from various cultural backgrounds. when individuals are in a new cultural milieu and are surrounded by others who have different identity values, they will negotiate their identity. (swann and bosson 2008) states that the identity negotiation process refers to people's activities to develop, maintain, and change their identities. the process of identity negotiation begins when people engage in social interactions and try to figure out who they are. people's identities may be recognized or transformed to accommodate new social circumstances. thus, whereas identity negotiation processes and their accompanying intrapsychic mechanisms typically maintain identity, they can also lead to identity change in some circumstances. fashion is frequently related to how a person represents herself or herself through the identity he or she carries. fashion is also defined as the cultural development of embodied identity, which encompasses all types of self-fashioning, including street fashions as well as high fashion developed by designers and couturiers., as stated by (steele, 1999, p. 284). as time goes by, today's fashion does not depend on everyday life alone. more than that, today's fashion is one of the lifestyles that has become a culture that exists in society and can represent where a person's culture comes from. this is inseparable from the current developments that require us to live and compete in the life of social society. then, how do people realize their self-representation through fashion? the pressure given by the society or the environment in which we are in ultimately builds a pattern of identity negotiation in the style we want to show to the general public or prove to ourselves. thus, identity negotiation must be firmly connected to the person's specific social circumstances. this social situation might encourage a person to compete for his or her stability and credibility in his or her environment as well as in society. individuals or groups compete for a goal in the competition, which is characterized as a type of social process. a person will be left behind if he or she does not compete. the devil wears is a cinematic adaptation of lauren weisberger's novel. this film will be the object that the researcher will employ in this research. this film was page | 25 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 directed by david frankel and was released in 2006 in the same genre as the previous one, namely american comedy-drama. lauren weisberger was an actress and writer on march 28, 1977, in scranton, pennsylvania, the usa, as lauren beth weisberger. before becoming an actress and writer, from 1999 to 2000 lauren was an assistant to anna wintour and the editor-in-chief of the well-known magazine vogue. through the devil wears prada, she figure out how terrible it was to work as an assistant editor of a fashion magazine made into her first novel. these famous novels were published in 2003. despite the fact that it was critically panned, it became a bestseller. her several novels, such as everyone worth knowing (october 2005), chasing harry winston (may 2008), and last night at chateau marmont (august 2010). these novels were top ten new york times bestsellers, selling 13 million copies worldwide. in this film version, the story begins with the life of a girl named andrea sach, played by anne hathaway, who is looking for a job in new york city. andrea sach is then accepted into a fashion company led by a well-known influencer in the fashion world, miranda priestly, played by meryl streep. when she first entered the company, andrea sach was an innocent girl who did not know anything about fashion, and she even wore clothes that were not fashionable at all. since she does not want to be trounced just like that, she attempts a variety of activities, like improving her job skills and experimenting with various modes to change her appearance. with the help of nigel, an art editor, she was finally able to change her way of dressing into a more fashionable fashion style and do her job proficiently. andrea sach's primary goal in joining the company was to pursue her dream of becoming a journalist. in short, this film describes andrea sach's life facing perfectionist miranda, as well as a work environment filled with workaholics. andrea sach faces various challenges both from her work environment and also from her friends. because of the tremendous professional competitiveness focused on fashion, andrea sach's emergence of cultural identity is directly shown. it is clear that the ideology of a person's body, especially a woman, is depicted through fashion and fashion making films, reflecting the changes in fashion and identity experienced by andrea sach in the work environment and the involvement of several characters page | 26 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 in this film which indirectly made andrea sach move to change her fashion style. in today's society, the devil wears prada is highly relatable. this answers the issue of whether fashion has had a significant impact on the film business and the entertainment sector around the world. one of them was inspired by the movie the devil wears prada. this film depicts the different societal ideals that should be considered when joining the workplace, mainly if it is related to the fashion industry. this film also illustrates how the fashion industry played a significant impact on the growth of the american dream in the us. as a result, analyzing the devil wears prada will lead to a new understanding of identity negotiation through fashion, which is emerging in today's society, particularly among andrea. regarding these issues, we have three previous research, and the first previous research is research written by (fian abrita 2010) entitled the significance of fashion in the construction of american career women as seen in the devil wears prada. the second previous research is also research written by (yan 2017), entitled an analysis on the devil wears prada from the perspective of new feminism. moreover, the last previous research is research written by (cerini 2021), entitled how coco chanel changed the course of women's fashion. so, the fashion appearance worn by andrea sach is described as having a shift caused by social influences in the workplace, so changing andrea's fashion appearance shows that she is experiencing identity negotiation, which causes her identity to experience distraction from her work environment. discrimination discrimination can occur in any form, but the cause of discrimination mainly occurs in minority groups. according to (khasnawati 2017), discrimination is a phrase used to describe when a majority of the dominating group acts arbitrarily against a minority group. theoretically, discrimination can be addressed by actions to reduce, eliminate, conquer, transfer, legally protect, and create a culture of pluralism and assimilate other groups. according to (fibbi, midtbøen, and simon 2021), the concept of discrimination is described as an activity carried out between fellow individuals who have similarities and who are placed in the same situation but are distinguished and experience inequalities. this inequality includes several page | 27 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 indications, such as race, gender, gender, nationality, ethnicity, advantages or disadvantages, sexual orientation, and status in a broader category. considering what fibbi said, discrimination is also stated as behavior or decisions influenced by ascriptive factors such as race or ethnicity. stereotypes and prejudices, which are mental representations that incorporate group judgments, are not the same as discrimination. thus, discrimination could be defined as treatment by a group of people who aim to possess, control, and restrict other groups. there are two types of discrimination: direct discrimination direct discrimination is the same as discrimination in its most basic form. when people or groups are mistreated because of their race, color, descent, or national or ethnic origin, this is known as discrimination. when someone makes decisions based on prejudices towards particular groups, this is also considered as restricting. indirect discrimination indirect discrimination occurs when supposedly neutral regulations and processes are used to disadvantage one group of people or groups disproportionately as compared to others. it is carried out through the establishment of policies that discourage racial or ethnic-specific individuals from associating with racial or ethnic groups on their own, as well as others in which the rules and procedures under which they live cannot contain any discrimination and result in systematic losses for the community or particular group of people. the role of power power is an ability possessed by a particular person or group that affects decisions taken in action. when power has been formed through a system, most of the people in the minority will submit and obey decisions and policies that will be of particular interest. according to (menge 2018), in social and political theory, power is commonly thought to be a critical component capable of explaining a wide range of social phenomena. he also stated that power is a unifying causal component that manifests itself in a multitude of ways and may be used to explain social phenomena in general. according to (singh, eng, and asce 2009), there are several types of power: page | 28 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 legitimate power legitimate power refers to the formal power and authority granted to a manager by the organization's peers in accordance with a charter. a written or verbal contract that specifies the manager's obligations grants this authority. because of the boss's sanctioned, authorized, and elevated status, subordinates believe the manager has the ability to direct employee conduct. employees may face retaliation if they do not comply. reward power reward power refers to a manager's capacity to give or take away rewards such as money, privileges, promotions, or prestige which, in itself, carries formal power. arbitrary reward power practices can be defused using objective reward judgments, reward plans, and other disclosed courses of action. expert power expert power refers to the ability of a manager to exert influence over others only because of his or her superior knowledge, skill, and demonstrated ability to perform. personnel will prefer to work with a knowledgeable individual to expand their range of expertise if given the opportunity. referent power referent power refers to the relationship of the less powerful person with the management provides them referent strength. shared identity, personality personification, hero-worship, shared culture, and idolization. only an alert manager may wield this kind of power if their subordinates recognize it. referent power and charismatic power are tightly related. coercive power coercive power refers to the fear that a subordinate ultimately believes he will lose something if he cannot cooperate with the superior in authority. this fear can usually be quickly taken by superiors so that subordinates cannot move up to higher positions, privileges, allowances for money, and so on. negotiation of identity identity is a part of a larger political environment in which international agreements are made. when this background is taken into account, several page | 29 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 challenges emerge that have consequences for negotiation theory. the first representation of negotiation is social identity, which must be altered by various activities (druckman 2001). human interactions, in general, are included in this process. human interaction that includes civility and politeness as a communication method is used to establish and build human relationships as suitable, as stated by (ridha and sri rahayu 2015). politeness is an expression of language used by the community to cope with social issues, the majority of which are influenced by the community's social and cultural values. the identity negotiation theory underlines the dialectical tensions and problems that immigrants and minorities face while crossing cultural boundaries from one environment to another. in individuals' numerous boundary-crossing travels, the theory emphasizes the significance of elastically negotiating sociocultural membership identity and personal identity features (ting‐toomey 2017). one concept to define negotiated identities is in and around negotiation, the interaction of needs and priorities. a negotiation process that goes toward or away from agreements that usually settle (by compromise) or resolve (by integration) the opposing parties' clashing interests influences identities, which include the level of devotion to a group and its values or ideas. identity moderates the relationship between mobilization for collective action in conflict and bargaining flexibility, which is a problem for negotiation theorists to model. on the other hand, individual identities are a part of national negotiation, which is the negotiation between identities to create a self-presentation that pleases the audiences who support both identities. external variables such as the work environment and the demands of the work andrea is doing influence this negotiation process, which will be covered in greater detail later on in how andrea goes through the process of negotiating her inner identity. according to (turner et al. 1994), self-categorization theory asserts unambiguously that there is that we need to distinguish between personal and social identity as two different levels of self-categorization that are equally valid authentic expressions of the psychological process of self. personal identity page | 30 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 personal identity refers to self-categories that define the individual as a unique person in terms of their individual differences from other (ingroup) persons. the development of somebody's self-identity throughout somebody's life. this might include things we have no control over, such as where we grew up or the color of our skin, as well as decisions we make, like how we spend our time and what we believe. we express parts of our personal identity by what we wear and how we interact with others. social identity social identity refers to social categorizations of self and others, self-categories that define the individual in terms of his or her shared similarities with members of specific social categories in contrast to other social categories. an individual's knowledge of belonging to particular social groupings, as well as some emotional and valuational value of that group membership, can be characterized as social identity. in terms of the groups they belong to, social identity describes who they are. fashion fashion is a style of dress that is worn every day by someone, whether it is in daily life at home or during particular events, with the aim of supporting appearance. fashion and clothing can be used to express a person's social identity, sexuality, class, and gender because fashion is no longer just about clothes but also about body armor. clothes can convey a person's personality in addition to being just a style. clothing and fashion are frequently used to convey social value or status, and people frequently make assumptions about other people's social values or positions based on what they are wearing (bernard, 2014, p. 105). considering what he said, in bernard's book about a particular field in fashion, he reveals that fashion will be a form of self-representation that may also be used to convey social position. the flow in the fashion world, quoted from darsono, h and sofie s in (ivana rahma and hendrawan 2018), is divided into 4, namely: classic the flow of fashion from time to time almost does not change. this fashion sometimes does not find new styles and tends to be timeless. with regard to page | 31 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 accessories, if it collaborates with existing fashion, it is usually only because it will leave items that are "out of style." for example, the traditional clothes of an area or the national clothes of a nation. traditional clothing or national clothing usually has a grip and cannot be changed at will. because in it, there are philosophies that are closely related to the region and its ancestors. new classic a level more upgraded than the previous stream, this genre tends to be slow to accept changes in fashion appearance but can slightly be adapted to existing accessories and trends. for example, the style of adult men's or women's clothing slightly adopts existing trends but is still a little stiff to be mixed and matched with the clothes around them. trend in this flow, the style of dress will be faster in responding to changes. usually, once a year, there is a change in the style of this flow of clothing. even in one genre, there are often several styles. for example, clothing in specific years that have strong characteristics such as cut bra pants, fully buttoned clothes, and oversized clothes. new waves new waves flow a high-speed flow of changes in fashion style. within a period of just once every three months, there will be significant changes. this fashion style will continuously develop depending on what trends are being discussed by the community. the trend flow and the new wave flow have similar characteristics, and therefore in this paper, the two genres are referred to as urban or contemporary fashion themes. for example, the fashion style that looks fresh, cheap, and festive is deliberately designed for teenagers and young mothers. fashion styles that are simple and neat are usually designed for me. semiotic theory the word semiotic comes from the greek word "semeîon," which means "sign." many semioticians dispute how to define semiotics, although "the study of signs" is a straightforward definition. semiotics is the study of everything that means something else, not only the signs we use in ordinary conversation. in a semiotic sense, signs can be words, pictures, sounds, gestures, and objects (sofiani zaimar page | 32 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 2017). semiotics goes beyond idealist aesthetic appeal in its search for a value-free and culturally specific description of aesthetic codes, and then to find such codes operating in discourses or media not typically associated with the category of "art": advertising copy, political slogans, graffiti, and consumer and entertainment media output. scientists describe semiotics as the study of signs, but roland barthes' semiotics is the theory that will be employed by researchers. his theory of semiotics (barthes, 1977, p. 9) creates a systematic model for analyzing the meaning of signs. he intends to develop a new semiotics philosophy that allows for the examination of sign systems in order to show how nonverbal communication can be interpreted through connotative meanings. he explained that the relationship between the signifier and the signified in a sign to external reality, or what is generally referred to as denotation, is the significance of the first stage. the term signifier refers to a physical component that is thought to be accurate and that we can see and hear. while the signifier is a part of how we react to an object and how the object reacts to the signifier, it is also a part of how the object responds to the signifier. meanwhile, if it is related to films, semiotics is a solution that should be considered based on the method of analysis. the analysis, in this case, can be based on the initial form and structure. specific codes embedded in the film are meant to represent the story's message, which is presented in several genres. in mythology, roland barthes believes that components of ordinary life that are sometimes overlooked can be replaced with meaning, and this is a character style. researchers can use semiotics to decipher every sign in the movie. in essence, scholars must become accustomed to connecting all aspects of the film in order to form conclusions about its meaning. in addition, the author will analyze the relationships between characters in the devil wears prada, particularly andrea's interaction with other characters. scenes, discussions, and signs integrated within the film will be used to communicate social and cultural meaning. cinematography cinematography is the visual storytelling art form. cinematography's innovation lies in controlling what the audience sees (or does not see) and how the page | 33 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 image is represented. anyone can mount a camera on a tripod and push records. the film is primarily a visual medium, and the best-shot films are those in which you can tell what's going on without hearing any spoken (heiderich 2012). in cinematography, a filmmaker not only records each scene but also learns how to control and change each scene, such as distance, angle height, shooting length, and so on. as a result, cinematography elements can be broken down into three categories: camera or film, frame, and picture duration. picture limits imposed by the camera, such as image area borders or frames, height distance, camera movement, and so on, are known as framing. it seeks a visual form of the film that is not monotonous in order to illustrate or explain particular objects in depth. the implementation of cinematography methods is strongly intertwined with filmmaking. the usage of cinematographic techniques impacts the final outcome of a film's production. if cinematography methods are used, the viewer will more quickly grasp the content communicated by a series of images grouped into a video clip. a technique is a manner of making or doing something that has something to do with art. cinematography is an abbreviation of the english word cinematography, which originates from the latin word kinema, which means "image." cinematography as an applied science is a branch of science concerned with the techniques for capturing images and merging them into a series of images that can express concepts. taking photos is an essential part of the video clip creation process. the photograph's shot must be able to portray the story's main idea. in other words, the photograph must be able to communicate with the audience. method semiotics is the study of everything that means something else, not only the signs we use in ordinary conversation. signs can be words, pictures, sounds, gestures, and objects (zaimar 2017). semiotics goes beyond idealist aesthetics in its attempt to find a value-free and culturally specific description of aesthetic codes and thence to find such codes operating in discourses or media not usually associated with the category 'art': advertising copy, political slogans, graffiti, and the output of consumer and entertainment media. to analyze the film the devil wears prada, page | 34 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 roland barthes' semiotics is the theory that the researcher will employ. his theory of semiotics (barthes, 1977, p. 9) creates a systematic model for analyzing the meaning of signs. this semiotic analysis is more related to analyzing symbols, messages, and meanings. this study is conducted using a qualitative methodology. the qualitative methodology was used in this study because it explores a group of persons that have distinct phenomena that are restricted in space and time (hancock 2006). the devil wears prada (2006) movie produced by wendy finerman will be used as the data source. with a literature study, researchers who have presented data in the form of a corpus can find out the meaning of the signs contained in the film understudy. the data that has been collected is examined by reading theories and comparing theories so that researchers can produce conclusions from valid research results. in this study, the process of data analysis carried out by researchers is to collect literature or data, either in the form of literature or films, which are then analyzed in accordance with theories that are under the aims and objectives of the study. this study uses script and cinematography. this analysis is taken by listening to parts of the scene in the film the devil wears prada, which shows scenes of players dressed in trendy fashion and the switch of fashion which shows the negotiation identity in the film. these scenes are then screen captured, which will make it easier for the researcher to explain how the issue of identity negotiation in fashion is depicted. it will be conducive to supporting this research. the researcher also analyzes the fashion worn by andrea sach by using the fashion theory proposed by (bernard 2014), which leads to identity negotiation, a theory by (ting‐toomey 2017). to find out and complete the analysis of this research, we would answer several research questions. the first research questions how identity negotiation is depicted through fashion, represented by andrea sach in the devil wears prada. furthermore, the second research question is, how is the impact of discrimination caused by pressure from a higher power in the devil wears prada. page | 35 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 findings and discussions direct discrimination from a higher power (legitimate power) is depicted by miranda system of differentiation (photos. the way miranda, emily, and her friend discriminate against andrea by her appearance) “you see that droopy sweater you're wearing? that blue was… that color is worth millions of dollars and many jobs.” 00:23:15 -> 00:24:28 discrimination that occurs in the workplace is no longer an open secret. this can be seen in several scenes in the film the devil wears prada, one of which is a scene performed by several workers at the office of runaway magazine, especially what miranda did to andrea. discrimination that occurs in the work environment that is carried out directly by miranda where andrea is risking her dream is a thing that seems familiar even in other cases with the same problem. in this scene, it is clear that miranda has openly discriminated against andrea for the way she dresses, which is different from all the workers at runaway magazine, where miranda's attitude shows a direct discrimination page | 36 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 pattern where miranda treats andrea differently from other workers in the office. they, as a minority, discriminate against andrea as a minority whose appearance is different from those who dress fashionable and up-to-date. what's interesting is that this system has become a part of the way people work in this office, especially miranda, as the head of the office, treats people who look different from them. in this case, it means the system of differentiation that this office has become accustomed to in recruiting or carrying out office habits. meanwhile, miranda's discrimination against andrea is proven to give her an uncomfortable feeling, and she is considered to have a bad sense of fashion. thus, the discrimination carried out in the workplace is true. the direct discrimination carried out by miranda and other workers in the office has formed a system of differentiation that causes andrea to feel uncomfortable and burdened with her fashion appearance, which is different from other colleagues in the office. this is in accordance with the theory presented by (menge 2018) regarding the power that is formed through a system. then most of the people in the minority will submit to and obey decisions and policies that will be of particular interest. pressure in the workplace (photos. the workload and demands of the runway magazine office make andrea depressed with the standards that miranda built on all of her staff) “00:25:49->00:26:25” the existence of discrimination will trigger a feeling of discomfort and a sense of burden on the conditions that occur in the work environment. this is clearly seen in andrea's attitude in the following scene. through this scene, it is clear that page | 37 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 the discomfort created by people like miranda, emily, her friends, and several other workers in the office creates mental and emotional stress within andrea. what's interesting is that if this pressure lasts for a long time, as a minority, andrea will ask herself. is there something wrong in him that needs to be changed, or is he right when he is dressed in his style, with the best version of his appearance, by not following others? on the other hand, the role of miranda, who has absolute power as the head of the company where all employees must submit and obey the rules, makes andrea's situation even more complicated. in this case, it means andrea is negotiating within herself about how she will overcome this problem. however, the encouragement from herself, her circle of friends, and the factor of the closest person, namely her lover, to the pressure in the workplace will push andrea to be more depressed about what decision she will take. thus the pressure that occurs, which is triggered by discrimination in the workplace, is accurate, that miranda as the owner of the power here, shows that she has legitimate power, where all decisions are legitimate because her powers are clear and recognized. based on his position alone, he is given the authority to direct the employee's behavior, or the employee may face punishment. this is in accordance with the theory presented by (singh et al. 2009) that it is true that legitimate power will direct andrea as a new employee and has a lower status at the magazine office to choose to stay and obey what miranda said as her leader or choose another way out from the company. that way, it can be said that the pressure at work carried out by higher power (legitimate power) will create identity negotiations within andrea as the minority. page | 38 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 the depiction of identity negotiation through fashion represented by andrea sach social identity (photos. the social influence of miranda, emily, and their co-workers in runaway magazine made andrea change her appearance) “andrea sachs? great, human resources certainly has no sense of humor” 00:03:45 -> 00:03:51 “you see that droopy sweater you're wearing? that blue was… that color is worth millions of dollars and many jobs.” 00:23:15 -> 00:24:28 the next scene shows how andrea's identity changes through social influence in runaway magazine makes her change her fashion appearance. what is interesting is that the chaos in andrea's personal identity makes her a little distracted about whether changing her appearance is the right decision or not. in this case, page | 39 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 andrea gets conflict from her closest surroundings, such as her lover and some of her friends. her lover and her friends feel that changes in appearance do not have to be so drastic just for her work. meanwhile, andrea also has to consider how she can make a living by working in her new office. in the office, she met nigel and got some recommendations for her fashion changes because he feels andrea needs some changes in her fashion appears to be taken into account by miranda. emily, who indirectly became her rival in the fight for miranda's secretary chair, was also taken into consideration. thus, the concept of social identity referring to social categorizations of self and others is true. this is indicated by differences in treatment in defining individuals both in terms of similarities to members of specific social categories. in the end, every existing category must separate itself and create distance. the choice is whether the person can accept change or stay at their level without being concerned with the changes in themselves. fashion shifting the fashion shift caused by social influence in the workplace can be said to be very widespread in the last few years. this can be seen in the fashion changes experienced by andrea in the devil wears prada film. fashion is a form of self appreciation that can be used to identify one's social status. many scenes that are closely related to fashion are shown here through scenes shot within the runaway magazine office. page | 40 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 (photos. andrea periodically changes her appearance from an ordinary appearance to a fashionable woman) “00:08:14 -> 00:09:23 00:13:02 -> 00:13:13 00:37:08 -> 00:37:30” in the scene from the film above, it is clear that andrea's fashion changes over time. what is interesting is that the changes in the way she dresses are strongly influenced by her place of work as a secretary, namely runaway magazine. in this case, andrea's overall identity negotiation can be interpreted as a distraction caused by social identity. meanwhile, personally, with her conscious mind, she is also confused about how she carries herself in the company, which, of course, is related to her own personal identity. therefore, the fashion shifting caused by social influence in the workplace and the statement about the theory of identity negotiation, which emphasizes the spatial differences between minority and majority groups that are striking, including cultural boundaries from one environment to another, is accurate. when a minority group like andrea, who has limited knowledge of fashion, and a lack of understanding of the fashion industry, causes her to change her appearance when page | 41 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 she enters the work area where the majority of people understand and know knowledge about fashion. fashionable appearance to support work (photos. the work ethic that must be displayed in andrea's persona when at work in order to meet the characteristics miranda wants) “…i recently graduated from northwestern university…” 00:08:18 -> 00:08:20 “well i think i could do a good job as your assistant” 00:08:23 -> 00:08:27 “and you have no style or sense of fashion” 00:08:54 -> 00:08:57 “i also won a nationwide competition for college journalists with my series on the janitor’s union…” 00:09:11 -> 00:09:17 in the following scene footage, it is clear how andrea's work ethic is not enough to reach the secretarial standards that miranda, her boss, wants at work. in this case, it's clear andrea is trying to set company standards by how she dresses before entering the office. what is interesting is that it is not only her intelligence in handling office work that needs to be used as a benchmark to impress miranda. previously she was described as an industrial, educated lady who is open to trying new things, is responsible, and values her work. of course, that wasn't enough to page | 42 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 fulfill miranda's secretarial characteristics. she needs a persona that shows that she is fashion literate so that later she will relate to fellow clients who must have a high fashion sense. thus, andrea needed a new fashion look to be able to make her suit the secretary criteria that miranda wanted. so, it is true that her work ethic so far is not enough. with her willingness to take responsibility for her actions, regardless of how challenging it becomes, miranda's secretary works her heart off to impress miranda, one of which is by changing her fashion appearance. until andrea eventually rose to miranda's most proper assistant position, and everyone aspired to be in her shoes. conclusions and suggestions in general, from the overall findings and discussions in this research, the following are conclusions and summaries of the study questions that are the subject of discussion. there are direct discrimination and indirect discrimination based on several types of discrimination. miranda priestly depicts direct discrimination because the discrimination he did to andrea was done openly and created a system of differentiation in the workplace. in the end, this system was implemented by miranda and by most of her employees in the office. the pressure triggered by discrimination in the workplace that miranda conducts as the owner of the power here shows that she has legitimate power, where all decisions are legitimate because her powers are clear and recognized in the runaway magazine. from the discrimination and pressure that comes at work, andrea's identity changes through social influence in runaway magazine, which makes her a little distracted about whether changing her appearance is the right decision or not. personally, with her conscious mind, she is also confused about how she carries herself in the company, which, of course, is related to her identity. the chaos in andrea's personal identity makes her shifting fashion appearance. this happened because a minority like andrea, who has limited knowledge of fashion and a lack of understanding of the fashion industry, forced her to shift her appearance to a fashionable appearance to support work when she entered the work area where the majority of people understand and have a piece of knowledge about fashion. because not only does her page | 43 annisa intan purnama let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 intelligence in handling office work that needs to be used as a benchmark to fulfill miranda's secretarial characteristics, but she needs to have a persona that shows that she is fashion literate so that later she will relate to fellow clients who must have a high fashion sense. in addition, the researcher found that there was a form of discrimination carried out by miranda, which caused andrea, the leading actor in the devil wears prada, to experience identity negotiation through fashion. references barthes, r. 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(2017). “identity negotiation theory.” pp. 1–6 in the international encyclopedia of intercultural communication, edited by k. young yun. califotnia: john wiley & sons, inc. turner, john c., penelope j. oakes, s. alexander haslam, and craig mcgarty. (1994). “self and collective: cognition and social context.” personality and social psychology bulletin 20(5):454–63. doi: 10.1177/0146167294205002. yan, liu. (2017). “an analysis on the devil wears prada from the perspective of new feminism.” in proceedings of the 2017 2nd international conference on modern management, education technology, and social science (mmetss 2017). thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||1-23||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php medical students’ evaluation of an english for specific purposes coursebook: a case in vietnam thao thanh le lethanhthao110294@gmail.com can tho university, viet nam que thi nguyet phan mail ptnquetcytag@gmail.com an giang health college, viet nam mai xuan le mail lxmai@ctu.edu.vn can tho university, viet nam article history: received: 26 august 2021 accepted: 05 november 2021 the current study investigates students’ evaluation of the english for specific purposes (esp) coursebook taught at a medical college in the mekong delta, vietnam. after using it for a year, the users, including medical students and their teachers, have given some unofficial feedback on the book. this study provided insightful official information about how its student users perceive the coursebook they were adopting. data on the evaluations of the esp coursebook were gained from questionnaires administered to 166 students majoring in nursing and pharmacy in charge of esp programs. semi-structured interviews were employed with four students to get more specific apprehension. the results of this study indicated that students were satisfied with the esp coursebook in terms of the covering of four skills, the presence of vocabulary and grammar, relevant content, understandable social and cultural context, suitability for mix-level students. in addition, participants perceived those communicative skills were not sufficiently presented, examples in grammar were not more interesting, the illustrations were not diverse and enough, and the cover was simple but not appealing. corresponding author: ptnquetcytag@gmail.com keywords: esp coursebook; medical college; coursebook evaluation; the mekong delta of vietnam; http://jurnal.uin-antasari.ac.id/index.php mailto:lethanhthao110294@gmail.com mailto:ptnquetcytag@gmail.com mailto:lxmai@ctu.edu.vn mailto:ptnquetcytag@gmail.com p a g e | 2 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 introduction starting in the early 1960s and expanding greatly between the late 1960s and early 1970s, the english for specific purposes (esp) genre met learners' particular demands in their professional work. hutchinson and waters (1987) emphasized that the acceptance of english as an international language of technology and commerce generated learners who desired to learn a language to serve their peculiar purpose. the role of esp has become more and more vital in the era of globalization and integration when english is a means of daily and social communications and a necessary tool for professional development. in vietnam, esp is still a new concept but has received much attention at colleges and universities. pham (2013) stated that esp had proved its importance in language teaching since it adapts to learners’ needs for their professional and vocational purposes. in the vietnamese context, although there is no particular regulation for esp curriculum and materials for higher education students, it is required that the program for esp is from 60 to 90 hours by the vietnamese ministry of education and training (moet) at the tertiary level. also, vietnamese students who have graduated from vocational colleges must reach level 2 equivalent to level 2 of the common european framework of reference for languages (cefr). peacock and flowerdew (2001) stressed the importance of choosing instructional materials that are both authentic and inauthentic. however, the availability of teaching resources is somewhat limited, which leads to the demand for modifying teaching and learning materials (gatehouse, 2001). therefore, the current study has brought a glimpse of hope that it will provide a general view on an esp coursebook used in a medical college in a province of southern vietnam. literature review esp textbooks according to hutchinson and waters (1987), esp is an approach concentrating on fields of language. dudley-evans and john (1998) affirmed that esp belongs to a learner-centered approach, consisting of needs analysis, material development, teaching process, etc. notably, fiorito (2005) emphasized, “esp students are usually adults who have some acquaintances with english and are p a g e | 3 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 learning the language to communicate a set of professional skills and to perform particular job-related functions.” also, cunningsworth (1995) indicated that most esp learners are adults and young adults who have a professional foundation and knowledge. dudley-evans (1997) provided absolute and variable characteristics of esp as follows: absolute characteristics • esp is defined to meet the specific needs of the learners. • esp makes use of underlying methodology and activities of the discipline it serves. • esp is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse, and genre. variable characteristics • esp may be related to or designed for specific disciplines. • esp may use, in specific teaching situations, a different methodology from that of general english. • esp is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. it could, however, be for learners at the secondary school level. • esp is generally designed for intermediate or advanced students. • most esp courses assume some basic knowledge of the language systems. textbook evaluation the term “evaluation” is defined differently under the field of its existence. lynch and baynes (1996) described evaluation as the systematic attempt to collect information to judge or decide something. evaluation determines the value of something based on evaluated information to measure its fitness in an exceptional setting. rea-dickins and germaine (1994) considered evaluation as an intrinsic part of teaching and learning. thanks to the valuable information gained from the p a g e | 4 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 evaluation process, educators can rectify and adjust the curriculum to suit learners’ needs and capacity. more importantly, hutchinson and waters (1987) emphasized that evaluation is a “matching process; matching needs to an available solution.” (p.97). students’ needs should be satisfied, or the textbooks will be adapted or replaced. checklists for evaluation the acceptance of the textbook’s value does not mean that it is perfect in every aspect. the qualifications at a reasonable rate conclude quality, usefulness, situational suitability, and learners’ needs. various authors and educators suggest checklists for textbooks’ evaluation (sheldon, 1988; cunningsworth, 1995; ur, 1996; mcdonough & shaw, 2003; litz, 2005; author, 2021). these checklists include the following criteria, language skills, grammar and vocabulary, contents, social and cultural context, layout and design, activities and exercises, teaching methods, and general appearance. related studies regarding the issues of esp, several studies have been conducted, and some focused mainly on various types of esp courses and materials. ghalandari and talebinejad (2012) evaluated the medical esp textbook in shiraz medical college. they concluded that esp textbooks in medicines were suitable for iranian physicians’ purposes of medical english. the content and needs were assumed to be compatible with students. the textbooks were satisfactory. mohebi et al. (2013) selected 175 medical students and 25 efl instructors from four universities in iran to respond to esp materials. the findings showed that the difference between efl students' and their instructors’ perceptions of their textbooks was not significant. although they agreed with the cheerful face of the textbook, most instructors needed more sources of materials for the course. in a quantitative descriptive study, nguyen and nguyen (2017) explored the perceptions of eight teachers and 150 students at a vietnamese vocational college. the results indicated that participants expressed their positive perceptions of the necessity of textbooks used for the esp course. however, students strongly p a g e | 5 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 required the improvement in esp course materials because the coursebook and their needs were not in alignment. methodology research design the current research designed as quantitative and qualitative mixed-method aims to explore the evaluation of teachers and students about esp coursebook entitled “tiếng anh chuyên ngành dùng cho sinh viên khối ngành khoa học sức khỏe” (specialized english for medical-majored students) published by vietnam education publishing house in 2010. the book consists of 19 units focusing on health sciences. there are three sections in each unit. the content of each section is as follows: section 1: reading texts and comprehension questions section 2: dialogues with structures to practice the communicative skills in health science situations section 3: grammar exercises and further reading research context located in the center of a city in the mekong delta, the research site is the only public vocational school that trains students to become doctors and nurses. therefore, students must be well educated and well trained to adapt to the demands of society. in recent years, there has been a growing demand for course design for specific needs. medical students need to be equipped with sufficient background knowledge of english to utilize it in their future careers and study. related to students’ needs, the college's teaching staff has made use of an in-house textbook. to evaluate the pros and cons of the book, the researchers administered the current study with the hope that it can provide meaningful and insightful information to improve the quality of this book. participants the sample includes 166 first-year students in the three-year course at a medical college in the mekong delta, vietnam. 72.3% of them were female, and p a g e | 6 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 27.7% were male. their majors were nursing and pharmacy. their schemata were having to accomplish three years and seven years english curriculum at public schools in vietnam. the type of training was both full-time for nursing and parttime for pharmacy. esp was a compulsory subject for the participants. four out of 166 participants, including two males and two females, were kindly invited to participate in four different semi-structured interviews. data collection instruments questionnaire the study adopts a 4-point scale questionnaire (strongly agree; agree; disagree; strongly disagree) so that the respondents must choose positive or negative answers. the questionnaires have identical properties such as including 43 items in each to measure eight clusters: (1) language skills, (2) grammar and vocabulary, (3) contents, (4) social and cultural contexts, (5) layout and design, (6) activities and exercises, (7) teaching methods, and (8) general appearance. because the participants were low in proficiency in english, bilingual versions were designed to circumvent misinterpretation so that the data obtained from the questionnaire was thoroughly reliable. moreover, the questionnaire had been sent to an unofficial teacher who also taught one class with the same level students for proofreading before piloting. the questionnaires are described in detail in table 1. table 1 questionnaires clusters items total number language skills 1-9 9 grammar and vocabulary 10-15 6 contents 16-19 4 social and cultural contexts 20-22 3 layout and design 23-32 10 activities and exercises 33-36 4 teaching methods 37-40 4 general appearance 41-43 3 total: 43 p a g e | 7 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the questionnaire was adapted and modified from previous studies by sheldon (1988), cunningsworth (1995), ur (1996), little john (1998), mcdonough and shaw (2003), litz (2005), and abdelwahab (2013). semi-structured interviews as aforementioned, interviews were used to get participants’ more insightful perceptions to reinforce the data collected from the questionnaires. they allowed researchers to gather open-ended qualitative data. for interview design, a semistructured interview was employed in the study to collect qualitative data. this genre of interview enriches the understanding of respondents’ perceptions while the researchers’ initial purposes still control the conversations. in the research, the interviews concentrated on these issues: • participants’ perceptions on esp coursebook. • the positive points of the coursebook. • the negative points of the coursebook. • recommendations to make the coursebook better. • challenges when using the coursebook. procedures the procedures were administered as follows: figure 1. procedures find the suitable framework make decisions of fundermental elements of the questionnaire compose valid items in a referent resource choose and arrange items pilot the questionnaire revise the questionnaire administer the actual questionnaire analyze the collected data from the questionnaire make interviewing questions based on the quantitative results pilot the interview questions and revise conduct the actual interviews analyze qualitative data and compare to quantitative ones p a g e | 8 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 first and foremost, the researchers found as many possible sources to compare and select the most suitable framework for the study's objectives. after that, the research team decided on the contents and quantity of items. then, the questionnaire was composed by using the modifications of previous frameworks. the piloting questionnaire aimed to check its validity and reliability. after revising the questionnaire, the actual ones were employed. after a few weeks, the data collection stopped to move on to the data analysis process. based on the results of the quantitative data, the researchers planned the questions for the interviews. the research team invited three piloting interviewees to revise the questions. there was a comparison between quantitative and qualitative results. finally, the results of the current study were displayed in this paper. results and findings a descriptive statistics test on the whole questionnaires was run to check the average mean scores of participants’ evaluation of esp course book to examine. table 2 reveals the results of the test. table 2 participants’ evaluation of the book criteria n min. max. m ean s d content 1 66 2.00 4.00 3. 25 . 43 activities and exercises 1 66 2.00 4.00 3. 21 . 42 layout and design 1 66 2.00 4.00 3. 20 . 40 general appearance 1 66 2.00 4.00 3.1 9 .4 8 grammar and vocabulary 1 66 3.00 4.00 3.1 9 .3 8 teaching methods 1 66 2.00 4.00 3.1 8 .4 1 language skills 1 66 2.00 4.00 3.1 7 .3 5 social and cultural context 1 66 2.00 4.00 3.0 9 .4 8 overall 1 66 2.00 4.00 3.1 9 .3 3 p a g e | 9 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the mean score of the questionnaire is high (m= 3.19). it can be inferred that participants highly evaluated the coursebook. in order words, students had a positive evaluation of the esp coursebook. among the eight criteria, content (m=3.25) got the highest mean score, followed by activities and exercises (m=3.21), layout and design (m=3.20), general appearance (m=3.19), grammar and vocabulary (m=3.19), teaching methods (m=3.18), language skills (m=3.17), and social and cultural context (m=3.09). in other words, content is the most appreciated criteria; on the other hand, social and cultural context is the least one. language skills participants’ evaluation of language skills designed in the coursebook were surveyed on the cover of four skills, listening, reading, speaking, and writing. the results of the frequency descriptive statistics test on the language use criteria were displayed in figure 2. figure 2. participants' evaluations of language skills as presented in figure 2, most of the items were agreed and strongly disagreed. the most approved items include “useful writing tasks for developing writing skills” and “useful activities in speaking for oral communication” (97%). as a result, the participants were appreciated with the writing tasks and the speaking activities for practising their oral communication. the most disagreed items include “appropriate length of the reading texts”, “useful listening exercises for linguistic competence”, and “useful listening tasks 8.4 10.2 10.2 3 10.2 3 4.2 9.6 3 91.6 89.8 89.8 97 89.8 97 95.8 90.4 97 0 20 40 60 80 100 120 1. adequately covering the four basic skills 2. useful listening tasks for listening comprehension skills. 3. useful listening exercises for linguistic competence 4. useful reading tasks for reading comprehension skills 5. appropriate length of the reading texts 6. useful activities in speaking for oral communication 7. sufficient material for spoken english 8. appropriate writing tasks for students’ capacity. 9. useful writing tasks for developing their writing skills strongly disagree & disagree strongly agree and agree p a g e | 10 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 for listening comprehension skills” (10.2%). it is inferred that the participants want to shorten or lengthen the reading texts and improve the quality of the listening section. in the interviews, this cluster received a high degree of unanimity from four students that the book covered all four basic skills. among four interviewees, one expressed satisfaction with how the four skills were presented. still, the rest three would instead add more communicative exercises and activities to help them deal with real-life situations. “the book has all four skills, but in my opinion, it should update more in communicative skills including listening and speaking because they are quite important in life.” (student 4; male) in sum, the participants realized how essential communication skills were in their study and future career and hence requested the modification and update on these crucial skills. grammar and vocabulary a descriptive statistics test was employed to check the participants’ evaluation of vocabulary and grammar given in the coursebook. figure 3 presents the results of the test. figure 3. participants' evaluation of vocabulary and grammar as observed in figure 3, most items got a highly positive evaluation. the most appreciated thing is the “appropriate presence of new vocabularies in each unit” (97.6%). as inferred, the book did provide appropriate new words from lowlevel to high-level talks. 6.6 12 9 7.2 3 2.4 93.4 88 91 92.8 97 97.6 0 20 40 60 80 100 120 10. the grammar rules with clear and simple explanations 11. interesting examples in grammar 12. increasing order of grammar difficulty 13. logical presence of new vocabularies levels 14. appropriate repetition of words for more vocabulary… 15. appropriate presence of new vocabularies in each unit strongly disagree & disagree strongly agree & agree p a g e | 11 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the least satisfied one is “interesting examples in grammar” (12%). in other words, the participants did not think that the examples for learning grammar are interesting or authentic; or the standards disappointed the participants. it observed the conflict about the presence of grammar and vocabulary in the book in the interviews. half of the interviewees liked the repetition of new words and grammatical points in each lesson, “i have no idea about this. they are clear and comprehensible. the vocabulary and grammar rules are repeated. it’s very good.” (student 1; male) nevertheless, the others argued that the grammar was still hard to grasp when structures and tenses were not accessible. “it’s not easy to follow the grammar in some lessons. i find it hard to understand several grammatical points. i am not in high proficiency level. i sometimes feel frustrated.” (student 2; female) this demonstrates the inequivalence in proficiency levels among student respondents. content next, a frequency descriptive statistics test was run to examine the participants’ evaluation of the content of the coursebook. figure 4 presents the results of the test. figure 4. participants' evaluations of content the criteria related to contents were observed as the most positively evaluated one among all. figure 4 also displays those results with no item under 90% strongly agree and agree responses. the highest percentage belongs to “relevant lessons 6.6 6.6 1.2 4.2 93.4 93.4 98.2 95.8 0 20 40 60 80 100 120 16. interesting topics 17. motivating topics 18. relevant lessons to major 19. up-to-date lessons and units strongly disagree & disagree strongly agree & agree p a g e | 12 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 to major” (98.2%). it can be seen as an example of an esp book that serves what medical students need for their major. the items “motivating topics” and “interesting topics” got the highest percentage of disagreement (6.6%). compared to other things in this criteria, although they got much negative feedback, it seemed acceptable that the book provides high-quality topics for the participants. all four student interviewees appreciated the topic's relevance to their major (health sciences) in the interviews. thus, they felt interested in the subject, which motivated them to get involved in the lessons. “i think that all topics can transmit useful information and essential lessons. besides, they can help me express my own ideas through the topics.” (student 3; female) this book was designed to serve medical students; therefore, the lessons concentrated on various medicines and were suitable for learners’ majors and interests. social and cultural context a frequency statistics test was run on the coursebook to evaluate the participants’ evaluation of the social and cultural context criteria. the results were manifested in figure 5. figure 5. participants' evaluation of social and cultural context figure 5 shows that the participants highly appreciated the social and cultural context when no item got many disagreement responses. two things, “inner lives of the characters’ provision” and “comprehensive social and cultural contexts”, got the same percentage of agreement (91%). it can be inferred that the participants were satisfied with the activities for practicing their inner lives and the 9 9 16.3 91 91 83.8 0 20 40 60 80 100 120 20. comprehensible social and cultural contexts 21. inner lives of the characters provision 22. positive views of ethnic origins, occupations, age… strongly disagree & disagree strongly agree & agree p a g e | 13 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 establishment of comprehensible social and cultural contexts to understand multicultural contexts. on the other hand, the participants seemed disappointed with “positive views of ethnic origins, occupations, age groups, social group and disability”. it can be concluded that the book did not provide enough views on these elements. in terms of the interviews, three out of four respondents had positive attitudes towards the social and cultural context in the book. thanks to the detailed presentation of reading texts, they are entrusted to have learned something about the characters' inner lives. “i really liked the social and cultural context presented in the book, especially in reading passages. i not only know about their surface lives but also inner lives. it’s very clear and stimulating, which cannot be found in other books.” (student 1; male) on the other hand, one respondent showed her confusion about the sympathy of disadvantaged groups in society. “i don’t think that the book does a good job in showing their positive views of different groups of people with various origins, occupations, ages, or disabilities. we just know that these people have problems. and we don’t see any possible solutions or tolerance.” (student 3; female) as observed in the quote above, the book did not provide the solutions for each problematic case. it means that the participants did not observe the solving problem skills. layout and design then, a frequency statistics test was employed to check the participants’ evaluation of the layout and design of the coursebook. figure 6 shows the results of the test. p a g e | 14 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 figure 6. participants' evaluations of layout and design figure 6 shows the participants’ highly positive evaluation of the layout and design of the book. the highest satisfied item is “appropriate titles” (98.2%). compared to that item, “appropriate layout and design” and “clear layout and design” got 97.6%, following right after that. these results mean that the participants like the titles, layout, and design of the book. the participants did not feel satisfied with the illustrations of the book throughout the results of the two items, “attractive illustrations” (13.9%) and “varied illustrations” (11.4%). as a result, illustrations of the book did not very much attract the participants. in the interviews, there was no opposite opinion in terms of design and layout from four respondents. they all agreed that they were clear and appropriate. there were a glossary and detailed table of contents as well as a helpful glossary. on the other hand, illustrations were a complaint to be not diverse and attractive. “in my opinion, the layout and design are quite good. everything is demonstrated clearly. what i don’t really like is the illustrations, you see, the pictures, graphs, etc. they are limited and boring. this should be improved.” (student 2; female) illustrations could be the least preferable in this cluster, while all interviewees endorsed other facets. 2.4 2.4 7.2 9.6 7.8 10.2 6 13.9 11.4 1.8 97.6 97.6 92.8 90.4 92.2 89.8 94 86.1 88.5 98.2 0 20 40 60 80 100 120 23. clear layout and design 24. appropriate layout and design 25. completed and detailed table of contents 26. free of spelling mistakes. 27. effective organization 28. appropriate glossary. 29. logical organization 30. attractive illustrations 31. varied illustrations 32. appropriate titles strongly disagree & disagree strongly agree & agree p a g e | 15 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 activities and exercises a frequency statistics test was run to check the participants’ evaluation of exercises and activities in the coursebook. figure 7 displays the results of the test. figure 7. participants' evaluation of exercises and activities the majority of participants approved that the designed exercises and activities in each lesson helped them foster the spirit of independent learning and carry out their communicative tasks in real life. the results of all elements related to exercises and activities given in the book, including the direction for doing exercises (97%), the number of exercises (94.6%), authenticity of exercises (94.6%), and exercises for fostering users’ independent learning (94%) were reasonable to say that the participants feel good with them. three out of four students perceived some positive points, such as transparent direction exercise and a reasonable number of practices. “exercises in the book are logical. the instructions are clear, too.” (student 1; male) only one interviewee disapproved of the sufficient number of exercises and activities. “i think exercises are rather few. we need to practice more.” (student 2; female) moreover, four had reached a consensus on the inauthenticity of the activities. one of them stressed, “particularly, activities in the book should be improved so that learners can deal flexibly with real activities in our lives.” (student 4; male) 3 5.4 6 5.4 97 94.6 94 94.6 0 20 40 60 80 100 120 33. clear direction exercises 34. reasonable and appropriate number of exercises 35. independent learning fostering exercises 36. authentic communicative exercises and activities strongly disagree & disagree strongly agree & agree p a g e | 16 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 based on the sharing from the interviewees, although the quantitative results showed the participants’ high appreciation of the exercises and activities, this criterion needs more improvements. teaching methods a frequency descriptive statistics test was run to examine the participants’ evaluations of teaching methods. the results of the test were manifested in figure 8. figure 8. participants' evaluation of teaching methods as observed in figure 8, all items got a high percentage of agreement. the results from item “self-study encouragement” show that the participants were encouraged to improve their learning using the book (97%). the least satisfied items, including “categorizing sources for mixed-classes” and “students’ talk activities provision”, got 91.6%, a high percentage. as a result, the participants still feel satisfied with these elements. the romantic point was that all four respondents recognized the studentsoriented role according to the book design. the majority (three students) accepted that the student talk time was more than teacher talk time. one student provided his perceptions about teaching methods as follows, “according to the book design, students are the center. the speaking time of students is of an excessive amount. as for students with different levels, i think it depends on the self-study time of learners because if they spend more time exploring issues in the book, even low-level one can improve their english soon. and this book can be taught in big size classes.” (student 1; male) 6 8.4 3 8.4 94 91.6 97 91.6 0 20 40 60 80 100 120 37. tasks incorporating individual, pair and group work 38. students’ talk activities provision 39. self-study encouragement 40. categorizing sources for mixed-classes strongly disagee & disagree strongly agree & agree p a g e | 17 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 one rest student was concerned about their central role manifested in the book. she said, “i think we (students) don’t have many chances to speak english in class. the class size is so big for many of us to express our ideas.” (student 2; female) in short, the participants felt that even though the book is good to use for oral communication skills, they find it challenging to maximize the book's potential due to their mixed classes. general appearance a frequency descriptive statistics test was run to check the participants’ evaluation of general appearance. the results of the test were displayed in figure 9. figure 9. participants' evaluation of general appearance figure 9 shows that the participants got no problem with the general appearance of the book. the highest agreed item was “legible font type and size” with 95.8%. it means that the participants got good feelings with the font designed in the book. however, the cover seemed not appealing when the item “appealing cover” got 88% in total. in the interviews, general appearance received similar assumptions about the simplicity but unattractiveness. all four respondents concluded that the font type and size were legible. they could easily find out the book’s name and authors. “for general appearance, the book is decorated and illustrated simply, not very impressive. but i can see the name of the book and authors with effortless. it’s a good thing.” (student 3; female) 12 4.2 6.6 88 95.8 93.4 0 20 40 60 80 100 120 41. appealing cover 42. legible font type and size 43. enough white space to achieve clarity strongly disagree & disagree strongly agree & agree p a g e | 18 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 based on the abovementioned results, the book's simplicity was highly appreciated; however, it should have some unique elements to catch the users’ eyes. summary of the findings the book is not excellent, but it is acceptable to say that it is a good esp book for medical students. among eight criteria for evaluating a book, the content of this book was most satisfying. on the other hand, social and cultural context provision should be considered to have some adjustments. regarding the language skills given in the book, the participants were satisfied with the writing tasks and speaking activities supporting their oral communication. however, the reading text, as well as the listening recordings, should be improved. besides, participants were grateful for the language skills provision of the book because it is beneficial for their careers. for the vocabulary and grammar provision, the presence of the vocabulary got high satisfaction. on the other hand, grammar examples have some shortcomings. regarding the content of the book, as known, it is used for instructing medical students. it is not surprised to indicate that most of the content is for med-content. as a result, the content of the book was highly agreed upon by the participants. related to the social and cultural context, the book did provide a broad cultural context for students to acquire the knowledge, but the provision is still limited. besides, except for the illustrations of the book, the layout and design were highly evaluated. the exercises and activities provided by the book did a good job when the participants highly agreed with the items in the questionnaire. however, the findings from the interviews showed that these elements have space to improve, especially their authenticity. in terms of teaching methods, the book was designed to help promote a student-centered approach. therefore, the participants could recognize that they have many chances to practice their self-study. p a g e | 19 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the participants highly evaluated the simplicity of the book related to its general appearance. however, they still felt it should be more well-design with some attractive graphics. discussion tomlinson (2003) suggested that textbook evaluation certifies that the coursebook is selected and evaluated reliably and validly. post-evaluation can bring the most precious data to measure its effects on learners. fortunately, the results from the questionnaires and semi-structured interviews in this study provided valuable information about the evaluations of the esp coursebook from the participants’ perceptions. the current study results align with the hypotheses proposed at the beginning of carrying out the research. in other words, the medical students had both positive and negative assessments of the textbook in eight aspects. the findings were in line with the evaluation administered by mohebi et al. (2013). the language skills in the book were positively evaluated because they help the students’ careers in the future. according to nastiti and purwanta (2019), the material components should be introduced in accordance with the knowledge of the users’ careers. the participants were satisfied with the vocabulary and grammar presented in the book. however, related to grammar examples, it needs some improvements. batstone (1994) claimed that various examples for instructing grammar are essential to help students acquire the grammar points. the content of a book used in education must be in line with the objectives of the curriculum and the expected outcomes of a program (ariew, 1982). in this case, the esp textbook used for the evaluation shows its potential in enhancing the specific needs of medical students. besides, to enhance learners’ communicative competence in english, teaching materials need to provide pragmatic content to encourage them to express their ideas (nu et al., 2020). also, the participants were highly appreciated for the exercises and activities. this criterion needs more improvements. for that, werner (2020) advised p a g e | 20 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 integrating several sources to illustrate different grammaticality in particular registers in a contextualized manner to enhance speaking. according to bao-jing et al. (2012), the aesthetic features and functional purposes enhance teaching quality and learning performance. however, the current study's book used for the medical students shows a lack of illustrations sources to help the content become more attractive. to implement the learner-centered approach, teaching materials, as well as teaching methods, play essential roles. therefore, selecting a book promoting students’ talking time classes and their engagement in in-class activities is a musthave step (sysoyev, 2000). fortunately, the evaluated book is a good choice for that. implications the evaluation contributed to the development of teaching materials for specific purposes in vietnam. based on the strengths and weaknesses explored in the study, the authors and publishers should use their creativity to improve the content and appearance of their products. based on the findings of this study, esp teachers can adapt several teaching techniques to fulfil what the textbook cannot cover. thanks to that, they also improve their profession and creativity. besides, esp teachers are recommended to be more mindful of the book and share mutual experiences about using it most effectively. additionally, the participants had an excellent chance to reflect on the materials they are learning and contribute to teaching materials adaptation in the learning institution and their learning performance. for esp learners in general, they must be trained in some strategies such as learning autonomy to become more active and independent in their learning. school administrators were provided with an opportunity to examine the extent of suitability of the books they have been applying for teaching medical students. for that, they can adjust their teaching materials. in addition, they should host some workshops, seminars, and training so that teachers can learn from each p a g e | 21 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 other and broaden their linguistic and methodology knowledge about english language course books. researchers who are interested in the field of textbook evaluation have a reliable framework to conduct their studies. limitations and suggestions firstly, the scope of the study was limited because of the time constraint. additionally, the researchers still have had some teaching and studying responsibilities, which reduced their research time. secondly, the population was not big enough to provide more information. some junior students in the school have not used the coursebook yet, so they could not participate in the study. the findings in the study cannot be generalized for other medical schools. lastly, due to time constraints, the research was lack of observation tool. questionnaires and semi-structured interviews were the sole instruments employed, so the study's validity may not be ensured. references abdelwahab, m. m. (2013). developing an english language textbook evaluative checklist. iosr journal of research & method in education, 1(3), 55-70. ariew, r. (1982) ‘the textbook as curriculum’, in t. higgs (ed.) curriculum, competence and the foreign language teacher, lincolnwood, il: national textbook co. author. (2021). bao-jing, c., yeh, w. l., & li-hua, c. (2012). applying illustrations and layout design for textbook to enhance the art of teaching: a case of social studies textbook. journal of textbook research, 5(1), 47-84. batstone, r. (1994). grammar. oxford university press. cunningsworth, a. (1995). choosing your coursebook. macmillan. dudley-evans, t. (1997). five questions for lsp teacher training. in r. howard & g. brown (eds.), teacher education for lsp (pp. 58–67). clevedon, england: multilingual matters. dudley-evans, t., & st john, m. j. (1998). developments in esp: a multidisciplinary approach. cambridge, england: cambridge university press. fiorito, l. (2005). speech acts and languages for special purposes: a speech act approach to esp. metalogicon (2005) xviii, 1, 43-60. p a g e | 22 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 gatehouse, k. (2001). key issues in english for specific purposes (esp) curriculum development. the internet tesl journal, 7(10), 1-10. ghalandari, s., & talebinejad, m. r. (2012). medical esp textbook evaluation in shiraz medical college. education research journal, 2(1), 20-29. hutchinson, t., & waters, a. (1987). english for specific purposes. cambridge university press. litz, d. r. (2005). textbook evaluation and elt management: a south korean case study. asian efl journal, 48(1), 1-53. lynch, s. r., & baynes, r. d. (1996). deliberations and evaluations of the approaches, endpoints and paradigms for iron dietary recommendations. the journal of nutrition, 126, 2404-2409. mcdonough, j., & shaw, c. (2003). materials and methods in elt. oxford: blackwell mohebi, m., hessamy, g., & karimkhanlouie, g. (2013). perceptions of medical students and efl instructors of their eap materials, challenges and implications for iranian eap instructors. journal of medical education development, 6(11), 41-49. nastiti, r. b., & purwanta, e. (2019). introducing career to kindergarten students. psychology, evaluation, and technology in educational research, 2(1), 10-21. nu, t. a. t., & murray, j. (2020). pragmatic content in efl textbooks: an investigation into vietnamese national teaching materials. teslej, 24(3), n3. nunan, d., & bailey, k. m. (2009). exploring second language classroom research: a comprehensive guide. boston, ma: heinle, cengage learning. peacock, m., & flowerdew, j. (eds.). (2001). research perspectives on english for academic purposes. cambridge university press. pham, h. q. (2013). the implementation of standards-based teacher evaluation in vietnamese secondary schools: a case study in dong thap. proquest llc. rea-dickins, p., & germaine, k. (1994). evaluation in canadlin and widdowson. oxford university press. sheldon, l. e. (1988). evaluating elt textbooks and materials. elt journal, 42(4), 237-246. sysoyev, p. v. (2000). developing an english for specific purposes course using a learner centered approach: a russian experience. the internet tesl journal, 6(3), 18-23. tomlinson, b. (ed.). (2003). developing materials for language teaching. a&c black. p a g e | 23 thao thanh le let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 ur, p. (1996). a course in language teaching: practice and theory. cambridge: cambridge university press. werner, v. (2020). tv discourse, grammaticality, and language awareness. tesl-ej, 24(3), n3. ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||144-163||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php reducing moral value in online learning system; literature review ruri supatmi rurifadli21@gmail.com nahdlatul ulama university of lampung, indonesia malyn malazarte malyn.malazarte@deped.gov.ph university of saint anthony, philippines article history: received: 16 april 2023 accepted: 15 june 2023 concepts of self, community, and "what is right and wrong" are continually evolving in our education, but online learning system changed all the concept. this makes it particularly difficult for young people to develop a sense of who they are and to pinpoint their most important values but now the students felt freer when online meeting applications included restrictions. because of this, they behaved improperly and rudely in front of professors and in online classrooms. the flexibility of online learning changed that since in traditional face-to-face classroom settings, students are under more ethical strain and consequently hesitate before engaging in inappropriate behaviours. what are the behavioural implications of online learning on students? is the issue. authors seek to ascertain the link between online education and students' conduct, particularly morality and ethics. so, in an effort to lessen the impact and even prevent unforeseen events in the future, consider a potential remedy. data were collected by the authors using a literature review and a survey, and were then analysed using descriptive and qualitative research. many data collected and described detailed by corresponding author: malyn.malazarte@deped.gov.ph keywords: moral value; online learning system; education; literature review http://jurnal.uin-antasari.ac.id/index.php mailto:rurifadli21@gmail.com mailto:malyn.malazarte@deped.gov.ph mailto:malyn.malazarte@deped.gov.ph p a g e | 145 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 the researcher. the result is students' moral values reduced in the process of online learning. introduction today education has been reduced to a nine-letter word in the dictionary as a better term. more info the system of education has transformed into a business where it is handled like any other profession. we are also part of the issue. we are the ones who create society. we can improve society if we first improve ourselves. nobody is born a criminal or spoiled individual. the environment is what keeps the youngster from following the proper path. a decent education given to the pupils by skilled instructors may effect change. education is the fusion of moral principles with literacy. students are our country's future. at home and at school, we are taught moral values like how to respect elders and love our fellow humans but online learning system changed all the concept. it makes the students face the gap between the reality and the cyberspace. online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities (adedoyin, o. b., & soykan, e, 2020). the ethical value is another aspect of society that is impacted by this online learning approach. students interact with the teacher and the school's social environment, including the classroom, in face-to-face or offline learning. in general, the school environment contains a set of laws and moral principles that govern students' conduct and attitudes there. one of them is having good manners when speaking with a teacher and sitting in class. these guidelines, however, are virtually ever applicable to online learning. this is due to the fact that online learning forbids confrontation between students and teachers, and online learning differs from offline learning in the classroom. this indicates that ethical norms are ineffectual since they cannot be actually followed. students thus seldom become p a g e | 146 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 used to using proper behaviours and abiding by social norms. one of the results was that pupils slept off while learning online (ernyta et al., 2020). online learning tools like zoom and google meet have the drawback of having a restricted capacity to see student footage, which makes it impossible to observe what the students are actually seeing. when taking classes online, this independence becomes a drawback. students took advantage of the shortcomings of online learning by engaging in behaviors that are inappropriate for offline learning as a result. if this continues, students' moral and ethical standards will eventually fall so low that they won't be able to adapt to healthy moral and ethical standards. although the impacts may not be seen right away, pupils' lower application of good ethics and moral ideals will be felt in the long run. based on the journal which has the title strategies for implementing islamic moral values to islamic education students at stai al-ishlahiyah binjai through online learning during covid-19 is a proof of how the lecturers implement islamic moral values to students of islamic education at stai alishlahiyah islamic college binjai during covid-19 through online lectures. the data were obtained through in-depth interviews with 10 islamic education lecturers. the findings in the field reveal the fact that there are many strategies used by the lecturers to implement islamic moral values to the students in online classes. the obligation to use live online media such as zoom and google meet is one of the strategies most often required by lecturers to the students in online classroom learning activities. some moral values such as the value of discipline, the value of mutual respect and respect among others, and the value of politeness are some of the values that are most often taught and applied by lecturers in online classes. the synergy among parents, lecturers, and the environment where the students live are the main and the most important factors in shaping the morals of the students (darmaida sari, junaidi junaidi, visca handayani,2022). p a g e | 147 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 research on the connection between online learning and students' eroding morals and ethics is scarce. this encourages writers to do more study regarding potential future impacts. as a result, we chose this subject for our investigation. the goal of this study is to determine the link between online learning and students' level of manners as well as any potential impacts that can arise from their lack of adherence to moral principles. additionally, they make recommendations based on the current circumstance and feasible fixes that may be applied to aid and minimize potential difficulties in the future. the authors attempt to determine the link reducing moral value in online learning system will explore online learning and ethics and moral principles based on the justifications provided above. the question of the students' ethical behaviours in society in online learning system is one that the research is supposed to address. method this study employs a qualitative methodology, namely a deductiveinductive technique using library research tools in the form of literature reviews from journals and relevant publications about the issues under discussion. another quantitative approach used in this study is an online survey created with google forms. in order to explain different features of the population afterwards, survey research involves gathering data from the sample by asking questions through questionnaires or interviews. (ahyar and others, 2020) research methods consist of collecting, classifying and analysing the information obtained and drawing conclusions from the information. if the methods used are appropriate and accurate, research will lead to valid conclusions and provide new knowledge. this survey was conducted to determine the level of implementation of local cultural values in online learning settings during several years ago. literature review is a research method that surveys and collects literature from a variety of sources, from articles to journals (rahmi et al., 2021). a literature search was performed by analysing research-related journals published between p a g e | 148 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 2019 and 2022 on the garuda ristekdikti website and airlangga university official website. the purpose of literature research is to obtain pre-prepared written evidence and opinions through research and analysis of literature and information that are positively relevant to the question under study (wira agung abrar, 2020). data collection by qualitative methods in the form of a literature survey is carried out as follows. 1. enter keywords to search for journals related to your research topic. 2. download and read journals tailored to your research topic 3. organize journals into folders for easier data analysis four. re-reading magazines as materials for writing a thesis 5. paraphrase or quote articles from magazines this quantitative method was distributed through the whatsapp platform from november 29th to december 5th, 2021 in the form of an online survey using google forms. the survey was completed by her 30 respondents of a specific age group from different cities in indonesia. data acquisition time used cross-sectional data, ie data acquisition for an instant or a single exposure. (ahyar et al., 2020). data collection is done by 1. create a list of questions related to your research topic 2. create a google form with questions 3. prevalence of google forms on social media platforms 4. collect data from respondents' responses five. editing of data and presentation in works researchers need to collect, record, interpret and present information in order to analyse data. researchers need to realize that data analysis cannot be separated from data collection and archival sources in qualitative research (fadli, 2021). the data analysis technique used is the miles and huberman model. the model reduces or simplifies the data to suit the needs of the research, presents the p a g e | 149 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 data in graphical and tabular form for easy comprehension by the reader, and provides conclusions. extracted from research done. findings and discussions findings learning online or over a network is a translation of the term "online" and means connected to a computer network. (santika, 2020). it is one of technology which is considered as material culture. culture is produced based on the producers' values, ideas, interests and knowledge in social processes in a particular institutional environment. (sampurno et al., 2020) computer-mediated communication (cmc) is an aspect that has emerged from the development of new media that virtually connect individuals or groups in computer-mediated communication. some years ago, people have created new cultures by communicating and interacting with others virtually to ensure mutual safety. (putri, 2021) the term value comes from the english "value". in philosophy, value refers to an abstract noun meaning "worth" or "goodness," while local culture is the synthesis of the development of traditional cultural values and the remnants of global culture. (sudarsih, 2019). each region's cultural values are creations of the human spirit, full of social and life values that need to be preserved, and thus have their own characteristics. (revelation, 2020) values and norms in culture are a set of ideals and aspirations expected in a community. good and bad values and what is prohibited and ordered affect their attitudes and behavior (hidayat, 2020). since the emergence of the covid-19 pandemic, there have been linguistic and cultural anomalies that have emerged as new phenomena in the study of the indonesian language. deviations in people's habits that are not in harmony with daily behavior and actions often occur as a result of the covid-19 pandemic both in the educational and social spheres. (mancar & nurfani, 2020) the impact felt by students during online learning is that students do not have enough distance learning culture before because the learning system is carried p a g e | 150 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 out face-to-face, students are accustomed to interacting with friends and teachers directly so that local cultural values continue to go hand in hand with face-to-face learning. (goddess, 2020). if our society is wrong in formulating a strategy in maintaining the existence of local culture, it can result in local culture being increasingly abandoned by people who are more inclined to foreign cultures brought about by globalization. (marhito & junior rudi, 2021). he has two basic processes in preserving local culture. one is cultural experience, a way of preserving culture by perceiving it directly as a cultural experience, exploring it, and becoming familiar with it. the other is cultural knowledge, a way of preserving culture by establishing cultural knowledge. an information center aimed at the development of education and culture itself. (budyart, 2020) data obtained from 30 respondents, including 86.7% of students and 13.3% of high school students with an average age of 19 to 20 years old in each city, was quantitatively obtained using questionnaire equipment, and 53.3 people responded. is shown. % agree with respondents' willingness to participate in online learning during the covid-19 pandemic, 36.7% agree completely, 6.7% say neither, and the rest agree did not do it. figures 1 and 3: consent use levels: 1. strongly disagree; 2. disagree; 3. neither, 4. agree, 5. completely agree. furthermore, 53.3% of respondents are accustomed to practicing local cultural values such as polite dress, polite language, and shaking hands with their parents, while 46.7% choose to do so for various reasons. unfamiliar. because virtual learning only shows your face and not your overall appearance, because you and those around you feel lazy and free to participate in online learning during the pandemic. this can lead to an increasing abandonment of local cultures by those who have an affinity for foreign cultures as a result of globalization. (marhito & junior rudi, 2021). he has two basic processes in preserving local culture. one is cultural experience, a way of preserving culture by perceiving it directly as a cultural experience, exploring it, and becoming familiar with it. the other is cultural knowledge, a way of preserving culture by establishing cultural knowledge. an p a g e | 151 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 information center aimed at the development of education and culture itself. (budyart, 2020) data obtained from 30 respondents, including 86.7% of students and 13.3% of high school students with an average age of 19 to 20 years old in each city, was quantitatively obtained using questionnaire equipment, and 53.3 people responded. is shown. 36.7% agree with respondents' willingness to participate in online learning during the covid-19 pandemic, 36.7% agree completely and 6.7% say neither. , the rest did not agree. figures 1 and 3: consent use levels: 1. i strongly disagree, 2. disagree, 3. neutral, 4. agree, 5. strongly agree. furthermore, 53.3% of respondents are accustomed to practicing local cultural values such as polite dress, polite language, and shaking hands with their parents, while 46.7% choose to do so for various reasons. unfamiliar. because virtual learning only shows your face and not your overall appearance, because you and those around you feel lazy and free to participate in online learning during the pandemic. in a survey of respondents' opinions on the need to adapt to cultural values when studying online during the covid-19 pandemic, 43.8% of respondents fully agreed, while 37.5% agreed. , indicated that 18.8% disagreed. discussions online learning system online learning requires basic knowledge of technology, independence from others, and the ability to think critically and creatively (imam, 2020). the students must have good mood and more knowledge in connecting internet. they must know more about technology. they must be up to date always if they are out of date, they will feel difficult to foloow the online learning class which has been conducted by their teachers. however, one study found that online learning reduces student productivity and creativity (robandi and mudjiran, 2020). online learning applications require students to learn too much at once, and repetitive learning makes them stressed and bored. approximately 82% of students become bored during online learning, which can impair their learning effectiveness (bambang et p a g e | 152 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 al., 2020). finally, they often do not come in online learning class. they prefer playing social media to come in the online class. this will be one of big problem in online learning system. moreover, they will get bad mood and they will have bad attitude because they seldom face-to -face with their friends and their teachers. additionally, approximately 41% of college students reported being less active (rahmawati & putri, 2020). with the above in mind, online learning demands student creativity. this means that students are expected to think actively and creatively. this also proves that there are even more conflicting conditions and requirements when it comes to online learning. online learning also has limitations in determining whether students are actually following the course (firman & rahayu, 2020). for example, when a student opens a camera, the teacher can see it. however, the teacher cannot see what is happening on the monitor. students may open another. they may look the social media, they are chatting with their friends or they may take a picture or selfie y theirselves. the fact that students get bored while learning online, which is also one of its drawbacks, lends support to this condition (fauzan, 2021). the monotonous material distribution may be the root of the boredom. learning situations should be full of motivation and character building that can be useful for students in order to prevent students from feeling bored (sister et al., 2020). long-term concentration declines in students were also observed (lina, 2020). therefore, the ideal format for minimizing the issues is quick, creative learning. style clothing can tell something about a person's lifestyle and personality. how a person's clothes determine their mood, personality, personality, and even who they are as an individual. fashion has greatly influenced people's dressing habits, while fashion weeks are feasts of fashion and gather the world's top designers and brands together. we never stop studying fashion styles. however, there are two shortcomings when we want to analyse clothing style: first, they ignore the finegrained design attributes of clothing, and second, they need a large amount of expert p a g e | 153 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 knowledge to annotate the dataset. we collect clothing images from fashion shows and propose a method for modelling the popular clothing style by combining finegrained clothing attributes and using embedded topic model. we use the resnet-50 neural network to identify the color and shape attributes of clothing, use the embedded topic model to explore the relationship between clothing styles and fashion elements, and finally use it to analyse fashion trends and calculate clothing similarity zhu, m., jiang, n., feng, x., & zhan, s, 2022).. clothing is also the easiest way to indicate your level of financial status (lestari, 2020). however, under study conditions, both schools and colleges have some dress codes. rules are in place to manage the population with certain limits. ulva et al. (2020) stated that school uniforms are part of a discipline tool. the school's dress code helped discipline the students. for example, students are required to wear clean and neat uniforms. some schools require students to wear black shoes, while others require girls to wear long hijabs that cover their breasts. colleges no longer have uniforms for students, other than compulsory attire and wearing black shoes. however, some colleges still have their own dress codes. a general dress code known to all students is to dress politely and smartly on campus. college students are usually expected to wear collared shirts. however, many students still wear t-shirts, which of course violates the dress code. one of the nations affected by the global pandemic is indonesia, which has implemented a social distance policy to reduce both social and physical distance (mansyur 2020). campus and school buildings will have to close as a result of the global pandemic in 2020. this significant shift in the educational system occurred overnight (maulyda et al., 2021). regarding this global pandemic issue, the government has released new regulations, some of which include online education. since march 2020, online learning has been in operation. hanifah and yunitasari (2020) the government said it issued the directive to prevent the spread of the new coronavirus infection. this policy is a step in support of the government's policy of breaking the chain of covid-19 by staying at home (rahman, 2020). online p a g e | 154 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 learning is an innovative educational approach that uses electronic media to deliver information (budhianto, 2020). this learning model uses various platforms such as: zoom, google meet, ms. teams, whatsapp group, google classroom, etc. (afiani et al., 2021). in addition to the aforementioned tools, good connectivity is also required to enable interaction and learning activities. the current pandemic situation calls for innovative efforts from educators to transform face-to-face classes into non-face-to-face classes (anugrahana, 2020). these new regulations have made it impossible for teachers and students to meet in person. many students prefer turning the camera off rather than on (rachmaniar et al. 2021). as a result, in online learning situations, instructors cannot see how their students are dressed. many students feel more comfortable not being seen. as a result, students no longer dress appropriately when learning online. language language plays an important role in human life. speech is a means of communication produced by human spoken or written language and used to interact with other parties (kartikasari et al., 2021). humans use language as an important means of communication in social life. communicating through language allows people to adapt to the customs of the place where they live. in social life, language plays an important role as a form of ethics and as a determinant of social class. let's take javanese as an example. javanese culture has her four levels of language. ngoko lug, ngoko ars, kurama madhya, kurama inggil. the use of javanese is influenced by many factors, including: age, class and social status (chotimah et al., 2019). students should respect teachers and lecturers. speaking politely is one of her things students can do to show respect to their teachers. during this pandemic, learning is happening online through digital platforms. most students turn off their cameras when studying online (sa'diyah, 2021). as a result, teachers could no longer see the positions and activities of their students. if the teacher is blind, the only option for the student is to speak politely. according to a study by rachmania p a g e | 155 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 et al. (2021), most students know when to mute and unmute in online learning situations. emotional experiences of learners learning languages in the emergency remote learning context has found a variety of emotions associated with online learning, of which boredom seems to be the most examined in both cross-sectional and longitudinal studies. studies analyse sources of boredom and language learners' coping strategies) or track the causal mechanisms of boredom and its impact on language learners. students and teachers reveals that both groups consider online classes more boring than offline classes, and that students found content-based courses more boredom-inducing than skills-based courses. students report having limited strategies to cope with boredom in online learning, with some simply resorting to debilitative strategies such as skipping classes. study uses a processtracing approach to analyse a semester-long account of one l3 learner's experiences. the analysis reveals changing levels of boredom across the semester, with the peak occurring in the initial stage. the researchers further note that the l3 learner's boredom may be primarily explained by under-stimulation, low perceived control over tasks, insufficient attention, and user-unfriendly technology. this study helps us understand what makes online language learning boring, and thus invites us to explore how language learners can overcome boredom. despite their potential to induce boredom, online classes were also shown to benefit learners' emotional states by reducing the negative emotions common in offline classrooms. learners indicates that they experienced more language learning enjoyment and lower anxiety in online classes. moreover, those who enjoy language classes, regardless of the learning modality, are more likely to be learners with higher levels of learner autonomy and emotional intelligence. given that teaching fully online is new to the majority of language teachers, research has investigated language teachers' use of technology as a crucial component of their first-time online teaching experiences. studies in this area often start with general questions regarding language teachers' perceptions of the advantages and disadvantages of online teaching . the most frequently highlighted https://www.sciencedirect.com/topics/social-sciences/longitudinal-analysis https://www.sciencedirect.com/topics/social-sciences/learner-autonomy p a g e | 156 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 disadvantages include limited student engagement, uncertainty about students' understanding of the learning content, technical problems, and a lack of technological skills. case study of a secondary esl teacher in hong kong reveals that language teachers' use of technology is mediated not only by their technological competence but also by their pedagogical beliefs (i.e., form-focused and examoriented). large-scale survey of chinese as foreign language (cfl) teachers in the united states explores the important role of self-confidence and the perceived value of online teaching in language teachers' use of technology. while teachers take primary responsibility for adapting to online instruction, external support is crucial and thus studies such as these argue for the need to provide hands-on and languagespecific professional support through language teachers' professional communities. online teaching has a significant impact on language teachers' emotional experience, identity change, and pedagogical competence. for example, when language teachers do not find their imagined identity (e.g., an entertaining, interesting, and uplifting teacher) to be feasible in the virtual space, they necessarily take on a pragmatic identity, shifting attention to examinations and course quality. in a similar argue that teachers’ pedagogical beliefs about teacher roles (i.e. a coach, a guide, or a caring example) have a long-lasting impact on their agentive adoption of online teaching activities, which is sustained in offline class when they resume. while language teachers feel obliged to facilitate student engagement and channel positive emotions through building teacher-student connections, the newly built connections may oblige language teachers to take on unwanted emotional labour and prompt them to seek collegial support in the negotiation of emotional rules. even with this support, class interaction emerges as a highly demanding task that requires language teachers to enhance their pedagogical competence in multiple aspects, including technological competencies, online environment management competencies, and online teacher interactional competencies given the fact that online teaching creates an additional workload for language teachers, a few studies have examined language teacher retention, exploring why https://www.sciencedirect.com/topics/social-sciences/pragmatics p a g e | 157 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 language teachers have left or stayed in the profession after experiencing the emergence of online teaching during the pandemic. for example, profile three types of teachers – stayers, leavers, and conditional stayers – characterizing each group in terms of their differing levels of human, social, structural, and psychological capital. language teachers felt untrained, marginalized, and emotionally overworked. in their online teaching during the pandemic; thus, it is necessary to include online teaching pedagogy in language teacher education and build professional networks to support language teachers’ ongoing professional development. teachers' perceptions of the factors that have made online teaching more or less stressful during the crisis, including health, freedom, work/life balance, job security, and uncertainty about the future. the findings suggest that language teachers should not only address student wellbeing, especially their socio-emotional needs, but should also attend to their own wellbeing strategically to remain resilient for online teaching. it is noteworthy that these studies move beyond the scope of online teaching and take a whole-person view of language teachers( jian tao, andy gao, 2022) online language learning experiences have focused on their perceptions and practices, especially in the context of online pedagogical innovations such as taskbased design or authentic language learning. although learners perceive online language classes as less effective concludes that purposefully designing online courses can enhance learner satisfaction, and that students particularly appreciate prompt feedback from instructors, peer interaction, and effective task design. meanwhile the experience of authentic language learning opportunities in online classes has a positive impact on students' self-efficacy, particularly through collaborative task design. students doing a group presentation and project were found to have created and sustained a virtual communicative space in which they could articulate and negotiate meanings in addition to being polite when studying online, certain ethical principles are also required when communicating with teachers and faculty through messages. according to wartoyo (2019), student-teacher communication requires proper https://www.sciencedirect.com/topics/social-sciences/professional-development https://www.sciencedirect.com/topics/social-sciences/professional-development https://www.sciencedirect.com/topics/social-sciences/peer-interaction p a g e | 158 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 word placement to establish effective communication. the value of politeness is very necessary for building relationships between people and respecting each other (faiz et al., 2020). using the right language greatly improves communication between faculty and students. things that are often overlooked, such as selfintroductions, are very important for instructors to recognize students who contact them. attitude vandana singh & alexander thurman (2019) states that teachers usually do not consider how students behave when learning online. these sets of rules are usually presented at the beginning of the course. we may also provide instructions on how to contact and respond to teachers. but thanks to the freedom of online learning applications, students have more freedom to act when faced with unexpected behaviours. some students were rude to their teachers (fauziyyah, 2019). some dared to avoid classes and write letters of apology (sabilla, 2021). online learning can cause students to be more defiant and ruder to teachers (harri, 2021). our research shows that students who don't wear polite jackets are more cumbersome to wear polite clothes, see only their faces and heads on camera, and generally feel freer and he said he didn't even turn it on (bers 2001) . this indicates that students feel freer due to the online learning situation. students should dress carefully when studying online so that moral ethics can be built (nurul, 2021). however, due to the loose state during online learning, the students felt they could ignore it. based on this, online learning can potentially lead to students' inability to understand the value of social life in society (rizka, 2021). ethics play an important role in our daily lives and help us understand others better. a study found that students scored poorly on responsibility and scored 'fairly' (2.74 out of 5) on self-control (dede et al., 2020). this is further evidence that students are likely to resist online learning because of the high degree of freedom. conclusions and suggestions p a g e | 159 ruri supatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 in the context of this global era, governments have taken several steps to increase national education. one of the measures implemented by the government is online learning. online learning is education that takes place without face-to-face communication to increase timing for studying. effective from march 2020, the policy will have a major impact on reducing the use of cultural values in formal learning. from the research conducted, it can be concluded that many students are no longer following cultural values and rules when studying online. for example: dress politely, sit politely, speak politely, etc. many participants felt unsupervised and felt they could do whatever they wanted. based on the above research, the authors suggest that educators continue to provide moral education to their students through online learning system. this can be achieved, for example, by giving children tasks related to moral values through various social media applications. children were asked to pray and report on video. the video was then shared with teachers. encourage students to dress modestly when attending zoom meetings during 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(2022). style analysis of clothing from fashion shows based on deep learning. in 2022 5th international conference on data science and information technology, dsit 2022 proceedings. institute of electrical and electronics engineers inc. https://doi.org/10.1109/dsit55514.2022.9943872 https://doi.org/10.1109/dsit55514.2022.9943872 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||125-144||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the profile of professional identity of english course teachers in yogyakarta maria dewi rosari mariadewirosari@gmail.com sekolah tinggi bahasa asing jiu, indonesia article history: received: 25 september 2021 accepted: 15 december 2021 the research horizon of teacher professional identity has been focusing a lot on formal education and emphasizing non-formal one less, although it plays an important role in fulfilling life-long education, as the indonesian government has stated. teacher candidates pursuing their bachelor study in english education also need to be equipped with in-depth insights on teacher interaction in english course setting as they may also work in this nonformal education field as stated by the learning outcome goal of the association of indonesian english education major. this research aims to find out what profiles of professional identity english course teachers in yogyakarta had. an open-ended questionnaire elaborating the elements influencing teachers’ professional identity was distributed to 35 english course teachers in yogyakarta. the results show the english course teachers possessed positive professional identity depicted by their high job satisfaction, occupational commitment, work motivation, and selfefficacy. self-efficacy was founded as the strongest element and occupational commitment as the weakest element constructing the profile. factors influencing the strength and the weakness of the elements of professional identity were elaborated to provide more thorough insight on how to provide working environment in which english course teachers could work at their best and finally to retain them. keywords: teacher professional identity; english course teachers; nonformal school teachers; http://jurnal.uin-antasari.ac.id/index.php mailto:mariadewirosari@gmail.com p a g e | 126 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 introduction the research horizon on teacher professional identity has received an extensive interest from researchers from all over the world within the past 10 years (e.g. beauchamp & thomas, 2009, 2011; lee, 2013; trent, 2013; tsui, 2007). this research topic has been considered as an important analytic tool because it explains a thorough understanding of the professional development of teachers (beauchamp and thomas 2011; varghese et al. 2005) and it can increase the enhancement of teacher education programs (beauchamp & thomas (2009) as cited by xu (2012)). furthermore, even noted that attaining a more in-depth understanding about identity in general and teacher professional identity in particular could increase the enhancement of teacher education programs. amongst its popularity, however, this research topic is still limited in its variety of research settings. research in this topic mostly involves teachers from secondary schools (e.g. hall, johnson, juzwik, wortham, & mosley, 2010; ruohotie-lyhty, 2011, 2013; trent, 2013) and university settings (e.g. cheung, said, & park, 2014), meaning that researchers studying this research topic put major emphasis on formal education and less emphasis on the non-formal one. this emphasis could be explained by the fact that most of teacher professional identity researchers are usually affiliated with formal schools such as universities and the researchers are more likely to deal with their familiar working environment in conducting their researches (cheung et al. 2014). realizing the importance of broadening the research horizon of teacher professional identity, the researcher was intrigued to fill in the gap of the research by conducting research on professional identity of teachers working in non-formal education by involving non-formal education teachers who teach in english courses. although this education categorization is not considered a mandatory and hence a supplemental type of education (indonesian law no 20 year 2003; brennan, 1997; hoppers, 2006; rogers, 2004), non-formal education plays a crucial role in the fulfillment of education needs as it satisfies unfulfilled provision by its education counterpart (yasunaga 2014). furtherly elaborated in article 20 p a g e | 127 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 paragraph (1), non-formal education serves as a substitute, supplementary, and complementary formal education in supporting lifelong education. non-formal education, therefore, can increase access to education for people who do not have the opportunity to get education through formal channels and thus contribute more to the development of the nation (indonesian law no 20 year 2003). the education in non-formal schools like the one in english courses deserve an equal attention as education in formal schools because non-formal education has been mushrooming in indonesia. as quoted from the 2016 economical census data from central bureau of statistics, there were 619,947 educational businesses or companies in indonesia which accounts for 2.32 percent of the total number of businesses / companies in indonesia. from this number, until 2017, the number of institute of courses and training reached the number of 29,283. this number experienced a significant increase in the results of the previous census in 2011 which was only 16,353. in other words, this growth reached 10.2 percent from 2011 to 2017. considering these data, there are indications that english language skills are the mainstay of the community, especially school students in supporting their formal education needs. given the increasing number of english courses in indonesia, it can be inferred that there is a growing need of english education in indonesian society. conducting research on this topic, therefore, becomes important because the research results can provide suggestions on what and how to improve the quality of the education which in turn will have an impact on increasing the fulfillment of english education of indonesian people and fulfillment of life-long education, in general. it is also important to study the identity of teachers in non-formal education environment because it is included as one of the graduate profiles of english education department. conducting research by involving non-formal education like english courses could support the attainment of graduate profiles and learning outcomes of english education study program set by the association of english education department of indonesia in 2018. the association stated that one of the graduate profiles and learning outcomes of english education department is to p a g e | 128 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 equip english teacher candidates with knowledge and skills to be an entrepreneur in education sector. running an english course is one of the examples of being an entrepreneur in education sector. the results of this research, therefore, could provide english teacher candidates with the knowledge of teacher interaction in an english course setting, how teacher professional identity along with its elements are formed through the interaction, and finally how those elements of teacher professional identity can be encouraged to retain qualified teachers in the accomplishment of institution goals. the problem in this current research, therefore, is formulated as what kind of profiles of professional identity profiles that english course teachers have. teacher professional identity relates to how someone perceives themselves as teachers by considering their interpretation of interactions happening at work (beijaard, meijer, and verloop 2004; clouder 2003; mcsweeney 2012). the interactions, furthermore, result in a particular sociological component in which the teachers define themselves. teacher professional identity is a continuous process that keeps developing as teachers interact with their working environment (beijaard et al. 2004; berger and luckmann 1991; gee 2001; mead 1934). the elements of teacher professional identity are deemed the interpretation of interaction teachers experience in their workplaces. the interaction, according to canrinus et al. (2011), firestone (1996), watt & richardson (2008), could be interpreted as the demonstration of the teachers’ job satisfaction, occupational commitment, work motivation, and self-efficacy. locke (1969) as also elaborated by eslami & gharakhan (2012), in his definition of job satisfaction, statrf that job satisfaction is an emotional state that is positive. this emotional feeling was said to be the result of worker’s evaluation toward their job experience by making comparison between what they expect from their job and what they actually receive from the job. occupational commitment deals with a psychological link between someone and their occupation that is established by an affective reaction to the occupation (lee et al., 2000). furtherly explained by meyer and allen, as cited in eslami & gharakhani (2012), occupational commitment carries three components p a g e | 129 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 that could differentiate one’s affective attachment to an organization to another’s: affective commitment, normative commitment, and continuance commitment. work motivation is defined as what make workers initiate, stain, and eventually concentrate their work behaviors (sinclair et al., 2006). in similar vein, dörnyei & ushioda (2011) define work motivation as the reason to why a worker decides to do a work, how long he is willing to do the work, and to what extent he wants to pursue to success of the work. self-efficacy also constructs teacher professional identity. zimmerman & cleary (2006) defines self-efficacy as one’s belief about what he can do and how excellent he can carry out a job (see also bong & skaalvik, 2003; skaalvik, 1997). referring to this definition, teacher self-efficacy is a teachers’ belief about their capabilities to deliver expected learning outcomes such as student learning and engagement, including the ones coming from a class of low and unmotivated students (skaalvik and skaalvik 2016). as the manifestation of teacher identity, these four constructs are often stated as being essential to the behavior of teachers (cf. ashton & webb, 1986; firestone, 1996; watt & richardson, 2008b) and deemed able to express the teachers’ perspective on how they define themselves as professionals at work. in order to address the first research question, namely, the profiles of professional identity of teachers working in english courses, the researcher utilized this theory of elements of teacher professional identity which was translated into blueprints of the questionnaire statements and written interview in order to gather necessary data from the selected participants. method in this research, the researcher focused on teachers working in english courses in yogyakarta province and the regency of sleman. the researcher involved different types of english courses in order to obtain better representation of the data. all english courses both in yogyakarta city and the regency of sleman could be categorized into three groups, namely big, medium, and small english courses. big english courses referred to those which are not only known and present in yogyakarta province but also in other provinces. in other words, the “big” p a g e | 130 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 categorization here means english courses that have branches in other cities or provinces in indonesia. there were two english courses involved in this researcher that were included in this categorization, one of the english courses was located in yogyakarta city while the other one was in sleman. they were known to have school branches in, for example, central java, jakarta, and bandung. meanwhile, the medium english course categorization referred to those english courses who have school branches, but they are only in different locations in yogyakarta. there were two english courses included in this research that were known to have two or more school branches located in different areas which are the regency of sleman or the regency of bantul. the two medium english courses involved in this study were from sleman and yogyakarta city. lastly, the small english course referred to those who only had one school branch only. to put it another way, english courses involved in this research that fell into this category were those who do not open any other school branches either in yogyakarta province or in other provinces in indonesia. there were two english courses involved in this research that fell into this category. one of them was located in yogyakarta city while the other was located in the sleman. the categorization of the english courses was needed to enable the researcher in involving more various types of participants. the categorizations of english courses above implicitly described the size of the english course and how big their impact in the society was. by involving english courses with different sizes, it was expected that the result of this research would be more representative. the researcher distributed an online questionnaire via survey monkey® to all respondents from february 18th, 2020 up to march 10th, 2020. in selecting the sample of the research, the researcher utilized stratified sampling method in which the researcher used a number of strata or subgroups that differed in their characteristics (ary et al. 2010). in this research, the researcher used three subgroups namely size of english course, gender, and length of teaching experience in current institutions. the researcher decided not to include educational background and salary as the subgroups of the participants as they were sensitive and personal p a g e | 131 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 information. the selection of those subgroups was done by identifying characteristics that appeared in the wider english course teacher population that also had to appear in the sample (cohen, manion, and morrison 2017). after selecting the subgroups, as suggested by (cohen et al. 2017), the researcher randomly sampled within these groups and determined the size of each subgroup. sub-diving the participants into a number of subgroups was carried out by taking into account similar characteristics the members of every subgroup had in common (cohen et al. 2017). during the distribution of the online questionnaire, the researcher successfully collected responses from 40 respondents. the researcher, however, had to give up 5 respondents as they only completed the questionnaire partially and thus ended up with 35 respondents. the researcher actually tried to collect more participants but regrettably the researcher failed to obtain permission from directors of some english courses in yogyakarta city and the regency of sleman to conduct a researcher in their institutions. the researcher, nevertheless, had fulfilled the minimum number of participants required in a research whose population was unknown, namely more than 30 participants and less than 500 participants which were appropriate for most researches (hair et al. 1998; roscoe 1975). to collect the data, the researcher utilized questionnaire as the main research instrument. this questionnaire was in the form of electronic one, meaning that this questionnaire was filled in using mobile phone or laptop or similar devices, not using paper and pencil. although electronic questionnaire seems to be easier to administer, it carries some challenges. the first challenge deals with the low return rate (ary et al. 2010). it is because laying the questionnaire aside and forgetting the questionnaire would be easy for participants. to overcome this, the researcher conducted directly-administered questionnaire whenever needed by visiting the english courses during the working hours of the target respondents to meet the teachers in person. directly-administered questionnaire is a kind of questionnaire given to a particular group of people who are assembled at a certain time and place to carry out a certain purpose (ary et al. 2010). p a g e | 132 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the questionnaire itself was designed to cover the four fundamental elements of teacher professional identity namely teachers’ job satisfaction, occupational commitment, work motivation, and self-efficacy as quoted from the theories founded by canrinus et al. (2011), firestone (1996), watt & richardson (2008). in filling in the questionnaire, the respondents were asked to fill the likert’s scale from the scale of 1 to 4. the likert’s scale, named after its founder, rensis likert (1932), as explained by ary et al. (2010), is a measurement scale that was designed with a series of statements. in this study, the researcher selected four categories of responses for rating a given statement or question. the strongly agree choice scored 4, the agree scored 3, the disagree scored 2, and the strongly disagree scored 1. this likert’s scale was a useful device for the researcher because it helped the researcher record the sensitivity and differentiation degree of the respondents’ responses while at the same time allowed the researcher to generate numbers (cohen et al. 2017). this study was a quantitative study whose data were analysed by referring to the theory of descriptive statistics. cohen et al. (2017) explain that descriptive statistics does exactly what the data say, meaning that descriptive statistics enable researchers to describe and present the data they obtain. similarly, ary et al. (2010) explain descriptive statistics as a way for researchers to organize, make a summary, and describe observations they collect. the presentation of the data could include, such as, mode, median, and mean. in presenting the data, cohen et al. (2017) further explain, researchers could utilize graphs, tables, charts, histograms, and other similar visualizations to help researchers present the data easier. in this study, the researcher presented data using the mean of the data. the calculation of the mean was used to find out the average of the positive and negative responses of the research participants on the 4-point likert’s scale in the close-ended questions in an online questionnaire. next, the researcher converted the data into charts and/or graphs to be able to present the respondents’ beliefs, opinions, and preferences regarding their teacher professional identity. after presenting the numerical data, the researcher will report raw scores and the percentages and finally provide commentaries to the graph, charts, and the calculation. p a g e | 133 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 findings and discussions the professional identity of english course teachers can be interpreted, according to canrinus, helms‐lorenz, beijaard (2011, firestone (1996), watt & richardson (2008), to the four elements constructing it: job satisfaction, occupational commitment, work motivation, and self-efficacy. in this part, the researcher presents the analysis of the profiles of each of the aforementioned elements of teacher professional identity in form of descriptive statistics. in the next four figures, positive responses cover the responses of “agree” and “strongly agree” in the questionnaire, while the negative one means the responses of “disagree” and “strongly disagree”. the profile of english course teachers’ job satisfaction job satisfaction is a positive affective reaction toward a job one has (eslami and gharakhani 2012; locke 1969). although it is a positive reaction, one teacher may have different intensity on how positive their positive reaction is, including the 35 teachers involved as the respondents of this research. in gathering the research data to obtain the profile of job satisfaction of the professional identity of the english course teachers, the researcher used six statements that had to be responded in a 4point likert’s scale. the six statements were identified as item 9 – 14 that came after items 1 – 8 used to gather the respondents’ personal data. the results on those six statements are as follow: p a g e | 134 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 from figure 1, it could be seen that the majority of the respondents (83%) had high job satisfaction as english teachers in non-formal schools, which in this case were english courses. the percentage was obtained by calculating the mean of the positive response percentage of each of the items listed in figure 1. the factors ranked from the most to the least influential to the high job satisfaction of the respondents were happy feeling with what they offered to their institutions and students (agreed by all the respondents / 100%), the way their institutions accommodated their work values (agreed by 88.6% of the respondents), work appreciation given by their directors (agreed by 85.7% of the respondents), a positive emotional state when working in the current institution (agreed by 71.4% of the respondents), and their teaching duties which almost never made them frustrated (agreed by 60% of the respondents). it could be seen that happy feeling with what they offered to their institutions played a big role to the teachers’ job satisfaction and the factor of their frustrating teaching duties became the biggest factor influencing the teachers’ job satisfaction. regardless, all of these factors behind the high job satisfaction led the teachers to have a positive general feeling about their current work as agreed by 91.4% of the respondents (item 14). these factors were in accordance to the researches by locke (1969), eslami & gharakhan (2012), and schwepker jr (2001) that explains that appraisal of one’s work could lead the attainment of work values and thus job satisfaction. the acquirement of appreciation 91.4% 60.0% 88.6% 71.4% 100.0% 85.7% 8.6% 40.0% 11.4% 28.6% 0.0% 14.3% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% item 14: having positive general feeling about current work item 13: never getting frustrated with current teaching duties regardless of its challenges and… item 12: work value(s) being accomodated by current work item 11: having a positive emotional state whenever working in current institution, item 10: feeling happy with what to give to students and institutions. item 9: feeling appreciated by my directors. figure 1 the profile of english course teachers' job satisfaction negative response positive response p a g e | 135 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 from the teachers’ directors influenced how they felt about their job in their own english courses and finally led them into emotional state that was positive (locke 1969). the profile of english course teachers’ occupational commitment occupational commitment refers to the psychological link that is present between a worker and his/her occupation and it deals with one’s affective reaction to their occupation (lee et al., 2000). in this study, the researcher found out that the english course teachers had a positive psychological link to their current work in non-formal schools or in the english courses they worked in. the respondents involved in this study worked in their current job with a high commitment. in discovering the profile of professional identity of english course teachers based on their occupational commitment, the researcher utilized six statements that the respondents had to respond in 4-point likert’s scale. the analysis of the respondents’ answers on those six statements is presented in figure 2. the positive responses represent the agree and strongly agree responses on the questionnaire, while the negative responses represent the disagree and strongly disagree ones. it could be seen that the english course teachers participating in this study had a positive psychological link or a high occupational commitment to their current work. it was obvious from the percentage of the positive responses for item 18 that 14.3% 8.6% 5.7% 68.6% 91.4% 100.0% 85.7% 91.4% 94.3% 31.4% 8.6% 0.0% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% item 23: not willing to leave current job because of the unability to pay the financial penalty and… item 22: choosing to stay in current work because of no other career choices. item 21: choosing to stay in current work because of negative judgement from surroundings when… item 20: still working in current work/institutions due to emotional attachment to it. item 19: feeling involved in current teaching work/institution. item 18: liking the work a lot. figure 2 the profile of course teachers' occupational commitment negative response positive response p a g e | 136 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 reached 100%. this percentage shows that all the respondents were able to demonstrate an affective reaction to their occupation (lee et al., 2000) and thus enjoyed their teaching work. the respondents’ high occupational commitment was attributable, for instance, to how the teachers’ workplace involved them in their work or in the institution activities and hence established a psychological link between the teachers and their occupation (lee et al., 2000). the teachers’ high occupational commitment, furthermore, was also confirmed by the teachers’ responses on the items asking about affective commitment, normative commitment, and continuance commitment, all of which were in accordance with the theory of types of occupational commitment by meyer & allen (1997) and eslami & gharakhan (2012). it could be seen in a questionnaire item asking about the teachers’ affective commitment that most of the respondents (68.6%) that stated the type of psychological link they had between them and their occupation was based on emotional attachment. in other words, the teachers’ willingness to work and stay in their current work was due to emotional bond with their current work and therefore their occupational commitment type was affective commitment (eslami and gharakhani 2012; meyer and allen 1997). the type of the respondents’ occupational commitment above was confirmed by the respondents’ responses on the questionnaire items asking about affective, normative, and continuance commitment. there was an item in the questionnaire asking the respondents whether their willingness to work and stay in their current work was only to avoid any negative or inappropriate judgments from surroundings or in other words it was only to follow social norms. this statement was responded negatively (i.e. disagree and strongly disagree) by 94.3% of the respondents. it could be inferred that the respondents’ occupational commitment was not the normative one (eslami and gharakhani 2012; meyer and allen 1997). in addition, most of the respondents of this study also negatively responded two items in the questionnaire asking whether their occupational commitment was the continuance one, namely 91.4% (item no 22) and 85.6% (item 23). teachers are said to have continuance occupational commitment when their willingness to work and stay in their current p a g e | 137 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 work because they feel stuck with their career choice, they do not have any other working choice, or they cannot afford the penalty if they leave their current work (eslami and gharakhani 2012; meyer and allen 1997). the profile of english course teachers’ work motivation work motivation is the third element of teacher professional identity defined as something that determines why someone is willing to start their work, how far one can sustain their effort in accomplishing the work, and to what extent they want to put high level effort into the work (e.g. sinclair, dowson, & mcinerney, 2006). the researcher discovered that the english course teachers carried out their teaching job in their current workplace with a high motivation. in discovering the profile of professional identity of english course teachers based on their work motivation, the researcher used five statements, each of which had to be responded in 4-point likert’s scale. how high their work motivation was can be seen in figure 3. similar to what is stated in the previous sections; the positive responses summarize the agree and strongly agree responses on the questionnaire, while the negative responses summarize the disagree and strongly disagree ones. from figure 3, it could be seen that the english course teachers had a very high work motivation as shown by almost all the questionnaire items reaching the percentage of 100%. out of the five items, there were two items whose percentage 100.0% 100.0% 94.3% 99.7% 100.0% 0.0% 0.0% 5.7% 0.0% 0.0% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% item 30: always willing to give the best in carrying out teaching duties. item 29: having the ability to sustain energy and effort in accomplishing teaching duties. item 28: feeling energized when starting to teach. item 27: willing to take the extra miles to help students master their learning materials better. item 26: feeling happy to give more effort to help institutions and students achieve their… figure 3 the profile english course teachers' work motivation negative response positive response p a g e | 138 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 was slightly below 100%. the first item shows that it is obvious that there were very few respondents who gave negative responses to the item or disagreed with the statement, while in the other item, there was one respondent who did not provide any response to it. while these percentages show that the english course teachers were highly motivated in teaching, according to more & miller (2014) and fuller et al. (2017), they also demonstrated that the teachers had high energy in initiating their actions regarding their work, were willing to dedicate high level of effort in accomplishing their predetermined organizational goals, and had high intensity in sustaining their effort to achieve a certain goal. (more and miller 2014) explain that work motivation is something that energizes individuals to start an action at work. from the analysis of the teachers’ responses, it could be seen that 94.3% respondents agreed that they felt excited when they were about to start an action which in this case was teaching. in addition, not only did almost all of the teachers feel energized when teaching, they also had the willingness to provide additional effort and or extra miles to help struggling students and assist their workplace to accomplish institutional goals, all of which were the components of high work motivation (saraswathi, 2011). what is more, the high work motivation that could also be seen from how ones are willing to sustain their effort to accomplish a certain goal (fuller et al. 2017) and show their best performance at work (e.g. conway & briner, 2002; coyle‐shapiro, 2002) was evidenced by the perfect percentage on the related items. those two items asked whether the teachers were able to keep up their energy and effort in accomplishing their teaching duties and whether they were willing to dedicate their best at work. the profile of english course teachers’ self-efficacy the last element of teacher professional identity is self-efficacy. the researcher used five statements in the questionnaire that asked the english course teachers’ self-efficacy in order to figure out their professional identity profile as teachers. self-efficacy was included in the research instrument because it constructed the english course teachers’ professional identity (zimmerman and cleary 2006). the five statements regarding teachers’ self-efficacy required the p a g e | 139 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 respondents to respond through the 4-point likert’s scale. after collecting and analyzing the data, the researcher came up with the following figure revealing the english course teachers’ strong self-efficacy. the positive responses in figure 4 summarize the agree and strongly agree responses on the questionnaire, while the negative responses summarize the disagree and strongly disagree ones. from figure 4, it could be concluded that 99.4% of the english course teachers had a strong belief about what they could do and how excellent they could carry out their job. in other words, it could be said that 99.4% of the respondents had strong self-efficacy (bong and skaalvik 2003; skaalvik 1997; zimmerman and cleary 2006). the percentage was obtained by calculating the mean of the positive response percentage of each of the items listen in the figure above. out of the five items regarding self-efficacy, there was only one statement who was not 100% agreed by the participants. the percentage of the item, however, was just slightly below 100%, meaning that this item too still represents a high self-efficacy of the respondents. the strong self-efficacy of the english course teachers could be seen from the teachers’ belief in their ability in delivering materials in class, engaging their students in classes well, and in their quality in accomplishing most of the learning goals assigned to them, all of which were responded positively by all of the 100.0% 97.1% 100.0% 100.0% 100.0% 0.0% 2.9% 0.0% 0.0% 0.0% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% item 38: having belief on the ability to plan, organize, and execute teaching and learning… item 37: having belief on the ability to help students learn, be it in slow and fast learning… item 36: having positive belief on the ability to accomplish most of the expected learning… item 35: having positive belief on the ability to build a good student engagement in classes. item 34: having positive belief on the ability to deliver materials in classes well. figure 4 the profile of english course teachers' self-efficacy negative response positive response p a g e | 140 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 respondents (100%). this self-belief, referring to skaalvik & skaalvik (2016), is the teacher self-efficacy as it reveals the teachers’ confidence in delivering expected learning outcomes. what is more, 97.3% of the english course teachers positively responded the item asking whether they could still keep up their self-efficacy and thus believe in their teaching capabilities even when the class condition was challenging such as in low and unmotivated students, as the theory of self-efficacy by skaalvik & skaalvik (2016) explained. in addition, when the researcher reconfirmed their belief in their teaching abilities and tried to seek for more detailed explanation of their self-efficacy by asking their preference in the following item, all of the respondents (100%) agreed that they were able to plan, organize, and execute their teaching and learning activities well. conclusions and suggestions based on the analysis on the professional identity and retention rate of the english course teachers, it could be concluded that the teachers had high rate of job satisfaction, occupational commitment, work motivation, and self-efficacy. 91.4% of the teachers stated they were satisfied with their current teaching job, 88.6% of the teachers had affective commitment toward their teaching job, 98.8% of the teachers were motivated doing their teaching job, and 99.4% of the teachers had high self-efficacy. these percentages show that self-efficacy was the strongest element constructing the professional identity of the english course teachers, while job satisfaction was the weakest element constructing it. analysing the factors affecting each element of teacher professional identity further, the researcher found out it was feeling happy with what to give to students and institutions that became the strongest factor constructing teachers’ job satisfaction and feeling frustrated with current teaching duties became the one lowering the teachers’ job satisfaction the most. from the teachers’ responses on the occupational commitment statements, the researcher found out that the teachers had affective emotional attachment to their current work and institution because they liked their work a lot. it was the statement agreed by 100% of the respondents. from the analysis of the teachers’ work motivation, it could be seen that the factor that p a g e | 141 maria dewi rosari let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 might decrease the teachers’ motivation was finding out the way to feel energized when they started to teach. this can be one of the concerns of english courses to support their teachers at work. lastly, the weakest factor of teachers’ self-efficacy was found out to be the teachers’ belief on their ability to help students to learn (both fast and slot learners). this can also be another institution concern in providing the best support to teachers. finally, future researchers may also conduct similar 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out-of-school children and adolescents.” fixing the broken promise of education for all: findings from the global initiative on out-of-school children (may):26. zimmerman, barry j., and timothy j. cleary. 2006. “adolescents’ development of personal agency: the role of self-efficacy beliefs and self-regulatory skill.” self-efficacy beliefs of adolescents 5:45–69. ieee paper template in a4 (v1) rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||85-104||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php teachers’ teaching reflection: english teachers’ challenges in rural areas of indonesia rahmi fadilah rahmifadilah@fpp.unp.ac.id honesty yonanda ayudhia honestyonandaa@fbs.unp.ac.id vischa mansyera pratama vischamansyera@fpp.unp.ac.id violintikha harmawan violinharmawan@fpp.unp.ac.id padang state university, indonesia article history: received: 14 march 2023 accepted: 15 june 2023 issues about education in urban areas and rural areas are crucial in the indonesian context. the reason is the differentiation of the quality of indonesian education across the country because of those areas. during their practice, english teachers in that area face many limitations that hinder the process of teaching and learning. this case study aimed to explore two english teachers’ challenges in teaching in rural areas of indonesia and how they overcome those challenges to maximize their role as a teacher through their teaching reflection on interview and document analysis. the result showed that english teachers tried to deal with their own teaching condition and institution, their students, and socio-cultural conditions around them. as the solution, teachers overcome those problems by strengthening their roles as a teacher and understanding social pedagogy. however, there is still a need for english teachers to get more training related to their job in teaching english in rural areas. corresponding author: rahmifadilah@fpp.unp.ac.id keywords: rural area education; elt; teachers’ challenges; indonesia http://jurnal.uin-antasari.ac.id/index.php mailto:mugahedabdu@gmail.com mailto:honestyonandaa@fbs.unp.ac.id mailto:vischamansyera@fpp.unp.ac.id mailto:violinharmawan@fpp.unp.ac.id mailto:honestyonandaa@fbs.unp.ac.id p a g e | 86 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 introduction the terms urban and rural areas are not only about the geographical condition but also it is about the educational condition. as the stereotype, education in the rural areas seem to be lower than urban area because of many limitations. it also becomes the major concern of every country to solve the problem of education in the rural area because there is a different setting in the rural and urban area regarding educational system (mccracken & miller, 1988). in indonesia context, issues about education in rural areas also become the concern of the government. in the law of indonesia, every single citizen has to get a good and same quality of education. according to the document from ministry of education in 2012, there are several issues about education in the rural areas. first, it is the condition of the teacher. there is a limitation in the number of teachers; it can be seen through the unbalance distribution of teachers in every school in the rural areas. also, many teachers are having low competencies in their subject which make them face many difficulties in teaching and learning process. furthermore, they are allowed to teach the subject that is not suitable with their competencies based on needs because of teachers’ shortage. the second issue is about the students’ condition, they do not have much motivation to learn, so the number of school dropout rates is higher day by day. the third issue is the participation from the society, which includes parents, is very low. they do not really care about the schools’ condition where their children learn; instead, they focus on their own job to support their own lives. the last issue is about facilities; there are not enough facilities for teaching and learning in order to access better education in the rural area. in addition, on the students’ side, many of them do not have good motivation to learn english, because they think english is difficult and not really important for their life. moreover, the family matter, socio-economic factor, facilities, low competencies teacher, and the book availability also become the challenges of teaching english in the rural areas (hossain, 2016). several researchers concern with the issues of teaching english in rural areas. first, milon (2016) was doing a research entitled “challenges at teaching english at rural area primary school of bangladesh”. this research presented the p a g e | 87 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 current condition of teaching english in the rural area primary school of bangladesh when there is an exact curriculum for teaching english at primary school but the curriculum does not apply accurately at rural areas. the data were collected through interview, questionnaire, and class observation. the study indicated that most of the rural schools’ students are weak in english due to lack of skilled and trained teachers, proper teacher training, using proper teaching methods and materials, limited contact hours, class size, inadequate knowledge on pedagogy and so on. second, a research entitled “difficulties of teaching english at primary level in rural area of pakistan”, this research was conducted by behraam, ulhassan, perveen, and nadeem (2015) where there is a condition like the student family background is anti-english. in addition, in pakistan rural areas, the students first learn punjabi or some other local languages as their mother tongue. in schools, they learn urdu as a national language, and after that english is taught. the data were collected by using questionnaire from 90 primary teachers. this study concluded that primary teachers face numbers of difficulties while teaching english at primary level in rural areas. the teachers described their difficulties related to grammar, pronunciation, vocabulary, and linguistic devices that students’ have (behraam, perveen, nadeem, & ul hasan, 2015). in indonesian context, there is a research conducted by rahayu (2016). the aim of this study was to investigate the challenges encountered by english teachers in teaching english for young learners in rural public primary schools in salatiga, central java. the data were collected from eight participants by using the semi-structured interview. the research found three challenges. first, there is no specific curriculum for teaching english at primary school. second, the educational background of the teachers is mostly not from english education. third, students’ achievement and motivation are really influenced by parents’ socioeconomic status (rahayu, 2016). reflecting on the previous elaboration, the studies about teaching english in the rural areas were only focusing on primary education. in the context of this research, this study aimed at exploring teachers’ challenges in teaching english at p a g e | 88 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 secondary school located in rural areas and the way to solve those challenges through their own reflection. the significance of the research is for giving the teachers’ view on facing the challenges in every condition of teaching english and for giving a picture to the government about the real condition of teaching english in the rural areas. the purpose of the study is to know english teachers’ difficulties during their practice in rural areas of indonesia and how they overcome those difficulties encountered in their teaching. indonesia teachers and socio-cultural conditions in indonesia context, about teaching profession is mainly organized by the indonesia law number 14 in 2005 about teachers and lecturers. in this law, teachers are professional educators with the main task to educate, teach, guide, direct, train, assess, and evaluate learners in early childhood formal education path, primary education, and secondary education (government of indonesia, 2005). here, the teaching profession has led by the government to have specific tasks to guide the teachers to do their job. besides the task, teachers have specific roles to help teachers in teaching and learning process. littlewood in milon (2016) mentions teachers’ role as the facilitators of learning, it means they facilitate the process of teaching and learning to achieve the objectives of the lesson. in addition, harmer (2007) mentions that teachers have five roles, they are controllers to control the activity in the classroom, they are prompters to remind students’ to stay on the track in the learning process, they are resources in the learning process, and they are also the tutors to help students in the learning process. in addition, brown (2001) mentions teachers as the controllers, directors, managers, facilitators, and resources. as a controller, the teacher chooses the students’ activity, the time and language that will be used. as a director, the teacher has to control the learning process become smooth, effective, and efficient. as a manager, the teacher has to plan the lesson, modules, and courses. as a facilitator, the teacher has to guide the students through the process learning to be an independent learner. the last, as resources means the teacher has to have much knowledge related to the subject. p a g e | 89 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 gebhard (2000) also mentions teachers as assessors, text adapters, classroom managers, and entertainers. being assessors mean teachers need to assess students’ condition. being text adapters mean teachers should engage with the learning material and creates an appropriate activity based on that learning material. being classroom managers mean teachers have to manage the classroom situation well. being entertainers mean teachers should teach students in an entertaining way, such as role-play, song, playing games, and so on. beside teachers’ tasks and roles, another side that can be seen in the context of teaching english in the rural area is about the socio-cultural condition. that because the teacher should deal with that condition along with their tasks and roles. the most popular theory about socio-cultural is proposed by lev vygotsky. it is about the role of society to develop the individual. this theory considers the relationship between the development of individual and the culture around them. in the context of learning, this theory believes that cultural and attitude will influence the learning process (cletus, njok, & edinyang, 2014). it is actually clear that it is important for the teacher to pay attention to the socio-cultural condition. moreover, from the sociolinguistic perspective, there are five elements in a socio-cultural view of teaching english in rural areas. first, the economic situation, it deals with the way of society in one culture for making money to support their life. second, the formal and functional constructs, they deal with the level formality and the function of that language involves in the specific environment. third, social needs and class, it is about the priority of each culture. fourth, social relationships and behaviors, it is about the social roles that are accepted in that society and how the society interacts through appropriate behaviors such as politeness, confidence, insecurity, and so on. fifth, cultural and historical heritage, it is about tradition, ritual, and the value of each culture that influences their life (medina, 2013). the understanding of this element will help teacher deals with that socio-cultural condition. in order to solve the problem in the socio-cultural condition, teachers’ social pedagogy becomes important. several countries have different ways to p a g e | 90 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 define social pedagogy, for example, germany defines social pedagogy as an area that is independent. it has a function to deal with the social sides that are not covered by the school, family and social security (peukert in lukesova & martincová, 2015). the adaptive model is seen as the best way to deal with the socio-cultural condition, it is about the way teachers to build a relationship with the society. the mobilization model is seen as the most radical model in sweden which directly targeted to the society through specific action to solve the problem in sociocultural condition. the last, the democratic model is seen as less radical than mobilization model which deals with individual beliefs through democratic dialogue that can change human understanding in socio-cultural condition (kornback and jensen in lukesova & martincová, 2015). in the context of indonesia, the two concepts from germany and sweden can be adapted as the way to solve the socio-cultural condition in the society around the rural area. to sum up, in the context of teaching english at rural areas, the analysis of teachers’ task, teachers’ roles and their relationship with the socio-cultural condition is actually needed to help the teacher dealing with specific issues at rural education. education in rural areas and challenges in elt rural is an appropriate word for saying everything that not urban or metropolitan (monk, 2007). these rural areas have specific characteristics because of their location, they are typically remote and underdeveloped (plessis, 2014). because of that profile, there will be many problems that will be faced by teachers in the rural areas. one of them is the quality of education. as plessis (2014) mentions that many negative factors that influence the quality of education in the rural areas. these kind issues have already become the concern of the government and teacher to find the best way to solve that negative factors. according to wallin and reimer (in plessis, 2014), rural schools have several characteristics in the educational problem. first, rural schools are far from the urban area to get services. second, rural schools are difficult to access the quality staff, service from university, and the development for the teachers. third, the number of teachers is not suitable for students and subjects. the last, the p a g e | 91 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 school budgeting is not enough to provide good facilities for learning. the problems above, of course, make the teachers face many difficulties and limitation in teaching english in the rural areas. to be specified, in the context of learning english, also there will be many challenges. first, in the environment and schools’ side, the rural schools get many disadvantages because of the infrastructures such as the condition of the roads, the bridges to the school, the sanitations, and also the schools’ facilities. it will obviously influence the process of learning english. rural areas educational institutions do not have enough logistic support such as facilities and resources of learning that will contribute to the improvement to learn english (hossain, 2016; plessis, 2014). it will be a challenge for english teachers to be more creative on avoiding the limitation of the environment and school condition. second, in the students’ side, students in the rural area seem to be lack motivation because of the family factor and financial condition of the students. according to hossain (2016), children performance on learning something will be influenced by the family factor. students in rural areas have low performance in learning english compared to students in urban areas because it is related to their parents’ education. mostly their parents do not really care about their children education because of the lack of knowledge about it. he adds the socio-economic factor of their family also one of the factors that affect their performance in learning english. it is about the access to get enough educational resources which high cost for the learning process. third, in the teacher side, in the rural area, there are several less qualified teachers and teachers have to teach many subjects based on needs. also, teachers need to deal with the socio-cultural condition in those rural areas. proper teaching technique and strong pedagogical models are all the things that english teachers must have to solve that problem (holguin & morales, 2016). as the summary, theory mentions that teacher in rural education face many challenges related to the environments, students, and teachers. there is a need for them to deal with that condition carefully to achieve the goal of education. p a g e | 92 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 method this is a case study in the form of descriptive qualitative. the subjects of this research were chosen purposively. it is considered to be typical or representative of that which is being studied. there were two english teachers in rural area that are being participants in this research. the reason of the researcher chose this participant are those teachers have at least one-year experiences in rural areas of indonesia, they have the same educational background, and they have experiences in both rural and urban area. instrument the data were collected by using the semi-structured interview and document. in this study, the use of semi-structured interview is because all questions used flexibly, there is a chance to follow up the answer of the participants (merriam, 2009). it is used for knowing the challenging that the teacher gets during their practice in rural area. in addition, documents in the form of teachers’ journals were used as data to confirm teachers’ statements on the interview and knowing the depth and detail data about teacher experiences in rural area. data analysis after collecting the data, the researcher analyzed the collected data by using qualitative data analysis. that will follow these steps: first, the researchers transcribe the data from the interview recorded and teachers journal, then the researchers give a code of the participant on alphabetical order of their names, after that the researchers give read again whole part of transcription. then, the researchers were taking a note about preliminary themes that participants talk about. after that, the researchers categorized the data based on potentially relevant for answering research questions, then, the researchers sorted the data based on need and naming them, the last, the researchers write the data descriptively and looking back to the theoretical review (merriam, 2009; burhan-horasanli & ortaçtepe, 2016 ; patton in burhan-horasanli & ortactepe, 2016). p a g e | 93 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 finding and discussion the english teachers in rural area and their teaching condition and institution schools’ facilities, condition, and learning resources as mention by plessis in 2014, rural areas have special characteristics because of the location. it also happens in rural areas of indonesia, they are typically remote and underdeveloped. however, rural education in indonesia seems more complex than rural education abroad due to their extreme condition. based on interview and document analysis concerning the teachers’ teaching condition and institution, the school condition and facilities become the first challenge faced by english teachers in rural area. two english teachers, shanum and nay that involve in this research mentioned the same thing, the conditions of the schools are not good and the facilities do not complete to support teaching and learning process. shanum mentioned that: “my school condition is not really good, the building is old enough, and there is no renovation at all, if the day was raining, the school will be flooded and there is no access to go to the school. moreover, there is no electricity at the certain time and the internet signal is limited based on the weather condition.” actually, shanum and nay are not frustrated about that condition, since they have already been given the training and knowledge about the location that they will face. however, in the context of teaching english, it becomes the problem for both of them, since teaching english means teaching all of the skills; listening, reading, writing, and speaking. for example, due to electricity, they cannot use ict to teach listening, they just teach it orally, and somehow it is difficult to introduce the target language well to the students. it is clear in the context of education, as the part of learning process, the facilities and school condition are important in the process of teaching and learning. these circumstances become the barriers of the teachers to teach english in their school. moreover, another condition, shanum also mentioned about the limitation on learning resources: “there is only one book that teacher has, no one has a book to learn, so i have to write everything in the blackboard because if i want to copy it, i have to go to the urban area that is quite far from that school.” p a g e | 94 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 nay and shanum have the similar problem with the sources of learning that students have to use in the classroom situation. it becomes more challenging since the book is only provided for the teachers or if the schools have the book; it is not enough for all students. wellin and reimer (in plessis, 2014) mention that rural schools have decreased the funding because of the number of the students. it is in line with hawanti (in rahayu, 2016) says lack of resources in the school actually really influenced by the school budgeting. many rural areas schools cannot buy the learning media such as book, picture, notebook, and so on due to the budget shortage. in the context of teaching english, it is a must for the teacher to provide enough learning sources because english is not students’ own language. the biggest problem about learning resources, especially textbooks used, is the teacher really depending on those textbooks to teach english (rahayu, 2016). however, it will be difficult in the condition of rural area education if teacher depends on the textbook only. as a way of solution, they have to be creative to solve that problem. nay, the second respondent of this research mentioned that: “i ask the students to borrow the notes from another class in order to maximize my teaching time due to books’ limitation. also, i search in the library all books related to my subject, and use it in the group to make every student can use the book.” another way to solve the limitation, according to shanum, is by using realia to teach: “i use the real object to teach english, for example, i use one of my students when teaching descriptive text and the students can see directly what is going to be described.” the use of group work as mentioned by nay is really helpful to help the limitation in the rural education. by using group work, students can share the book and idea about what they are going to learn. another way, such as what has been done by shanum, using real world is somehow also helpful rather than the picture in the book or notebook. the students can learn directly from something they are familiar with, so the learning process will be easier. in order to deal with the problems above, based on the interview and document analysis, the two english teachers tried to strengthen their roles as the resources of learning. according to brown (2001), being resources means p a g e | 95 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 teachers should know what students’ need and should enrich their knowledge to be able to answer every question to be the sources of learning, since the learning resources is not enough for the students in rural areas, teachers have to be the first resource of learning for students in rural areas, means teachers have to master the subject well. in addition, harmer (2007a) mentions that even the teachers are the resources in the learning process; they also have to make sure that students are independent to learn many things; though they only have limited resources. nay and shanum actually tried to maximize their role as the resources, they tried to make the learning process become smoothly by using their own knowledge and creativity, even though the condition and facilities are limited. curriculum implementation second, it is about the implementation of the curriculum; both of schools that appear in this research use the latest of curriculum. the curriculum is same as the urban areas; even their condition is different due to students’ level. in the case of nay, she tried to make her own version of lesson plan and syllabus that are suitable with students’ need, because there is no example from the previous teachers about the lesson plan for their students at rural areas. in addition, shanum mentioned the problem of implementation of curriculum is in the part of the learning material. due to students’ level, she has to make the material as easy as possible, since the students are lack of knowledge about english. it is difficult for her to achieve the goal of the curriculum. wallin and reimer (in plessis, 2014) mention that the rural school is actually lack of qualified staff, development, and university service which can be the cause why the implementation of the curriculum is not really maximum in the rural areas. nay and shanum agreed that they lack training about curriculum and their development during their practice in the rural areas. in order to solve those challenges, both of them tried to adapt the curriculum and make them suitable for students’ condition. in this case, of course, shanum and nay need to be able to be an adapter, it means that they can make the curriculum objectives are achieved and they should know about the best material and activity that they can use in the classroom situation. gebhard (2000) mentions p a g e | 96 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 one role of teachers is being text adapter, it means that teacher should acknowledge herself with the learning material and arranging the activities that are needed based on the material. it is about the english learning material that teachers should consider for making the curriculum implementation become maximum. in addition, nay and shanum also tried to do their role as manager. as managers mean teachers need to plan everything that will happen in the classroom situation in the context of the curriculum implementation, it includes lesson, modules, and courses; to make the curriculum fits well with students’ condition and need (brown, 2001). schools’ leadership the third condition is about the leadership condition of the school. it is about the important role of headmaster in the rural area school. nay mentioned that: “i have a class after dzuhur prayer, that class is always dismissed if there is no headmaster at school due to his duty to the ministry of education office in the city. so, in that school, if there is no headmaster, the students will come home earlier. in the normal situation, they will go back to their home at 02.00 p.m, however, if there is no headmaster, they will come home at 12.00 p.m. i am really disturbed because of that condition.” shanum also mentioned the similar things: “the headmaster is often going to the city due to his job for several days, it is about six hours from the rural area, the school situation will be better if there is a headmaster standby in the school.” schools’ leader in all setting of education is actually really important. sahenk (2010) mentions that one function of headmaster in a school is to make sure that the learning process is running well. however, the roles of headmasters in the rural areas are more difficult than in urban areas because of its different characteristics. nay and shanum tried to communicate with their headmasters about their problem. however, they did not find any concrete solution since the headmasters are also busy with their job. to solve the problem regarding the schedule in the school, they used any empty time if other teachers are not coming to one class for maximizing the teaching process. p a g e | 97 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 the english teachers in rural area and their students motivation and students’ levels in the rural area hossain (2016) mentions that students in the rural areas are having low achievement rather than students in the urban areas because of their motivation. this statement is proven by shanum, she mentioned: “in my place, i found that actually students’ have good motivation to learn. for example, i ever offer them to go to my house after the school time, many of them come. however, their motivation cannot support their own condition; they have to go to work and do not have a dream to go to higher education. of course, that made many of them low achiever rather than students’ in the urban areas.” nay also mentioned: “students here are actually same like the urban areas, there are students which low and high achiever, and however, they do not have good motivation to continue their education due to their economic situation.” from two statements, we can see that they have the same problem with motivation and students’ achievement. lee (in rahayu, 2016) mentions that english subject for students is not as a reasonable lesson that they can master. lee’s statement is supported by shanum and nay, they mentioned about english as an alien subject for the students, students think it is difficult to learn. the reason, maybe, as ho in rahayu (2016) mentions, because they never see and meet the real condition of using english, such as meeting the foreigners, that make them interest to learn and communicate in english. as the solution to these challenges, nay and shanum taught english as simple and easy as possible. they tried first to be an assessor and director in order to assess students’ level and need to make an appropriate lesson for them. also, they tried to strengthen their role as the participant and tutor in the learning process. harmer (2007a) mentions that the teacher as a participant and a tutor means that teacher should be able to participate in students’ activity proportionally and guide the students to achieve the learning objective. in addition, they also tried to be an entertainer for making the learning environment become enjoyable to increase the motivation level of the students (gebhard, 2000). p a g e | 98 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 students’ passive learning and their l1 students’ passiveness in learning a language can be the biggest barrier to teach english, especially in teaching and learning in the 21st century where students as the center of the learning process. in the context of teaching english in rural areas, nay and shanum mentioned similar things; the students tend to be passive. the reason that they mentioned related to their l1, shanum mentioned that: “if i speak bahasa, many of them do not really understand what i am saying, so i try to learn their mother language, even just a little. because of that condition, they are really passive in the learning process.” in addition, nay mentioned that: “i have one student that cannot speak bahasa even a little, and the rest of them have different dialect to pronounce a word in english. so, they choose to be passive in the classroom because they are afraid their dialect will make everybody in the classroom laugh.” it can be seen that teachers deal with students’ passiveness due to their own l1 and dialect which is different english teachers’ l1. harmer (2007b) says the first thing that needs to be remembered is that students are going to translate what is happening into their l1 whether teachers want it or not. it is a natural process of learning a foreign language. however, about students’ l1 in the rural areas, they use their mother tongue, but english teacher cannot understand that language fully. nay and shanum have the same experience; they have students that cannot speak bahasa for communicating with other, it makes english teachers are difficult to deliver the material in the classroom. it is in line with a study from behraam et al. (2015) which mentions rural students is difficult in the grammar, pronunciation, vocabulary due to their l1 and dialect (behraam et al., 2015). it becomes the major cause why they are low achievement and they are really passive in the learning process. both of them tried to learn the students’ l1 even still a little. besides becoming teachers, rural area english teachers also become learners in order to be successful in teaching english. harmer (2007b) mentions an english language classroom needs an english environment in the room, where p a g e | 99 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 english is heard and used as much as possible. in teaching english in the rural area, it is not really possible to use much english due to students’ l1. in addition, shanum and nay tried to maximize their role as controller, manager, participant and prompter in order to make students active in the learning process. being controller and manager mean the teacher has to manage and control the learning process; it will be helpful for accommodating the students’ condition and learning process. being participant is really helpful for students’ passiveness; the teacher can participate first in the learning process and lead the students to be independent learners. being prompter means the teacher should make the learning process is on the track, so the students will learn a lot from the specific part of the subject (harmer 2007a; brown 2001; gebhard, 2000) the english teachers in rural area and the socio-cultural condition students and parents’ conditions previous study generally found that students’ social-economic status has influenced the students’ achievement and development in learning english at school context (rahayu, 2016). shanum mentioned that: “the relationship between teachers and parents is actually good, but if it is about the money condition, they will come to the school to protest if the students have to buy a book” from shanum’s statement, it is about the parents’ condition, such as parental income, educational background, and job that actually will affect the process of learning english. church, elliot, and gabble (2001) mention that the economic situation such as the rich and poor family, will influence students’ scores in schools, college enrolment, and graduation rates. it seems that students come from the poor family are having lower achievement than students from the rich family. in the rural area as mentioned by shanum and nay, the students are mostly from poor family. according to shanum, the condition is like this: “many of my students do not come to school or get permission in the middle of the learning process because they have to help their parents especially in friday due to market day in that region.” also, nay mentioned that: p a g e | 100 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 “there is no opportunity to give them homework because of they have to work after school to help their parents.” from what shanum and nay said, sometimes, it can be seen that the learning process is not really effective due to the duty of the students to help their parents for making money because of their economic condition. the english learning process in the rural area is not optimal due to economic condition that requires students to get permission from the school where they have to learn english and another subject. in addition, hossain (2016) mentions that the parent education also influences the students’ performance in learning. however, in this research, shanum and nay mentioned economical problem is a bigger problem rather than parents’ education. in addition, a study conducted by rahayu (2016) mentions the same things that socioeconomic status from parents plays a big role in students’ motivation and achievement in learning english. moreover, from the sociolinguistic perspective, the economic situation consider as one of the problem in the socio-cultural condition in teaching english in the rural areas (medina, 2013). to solve the problem related with parents’ condition, there is nothing that nay could do; she only could maximize the process of learning when the students in the classroom, but shanum tried to give free courses in her house after students’ help their parents to make them learn better. shanum tried to be the facilitator of students’ learning. littlewood in milon (2016) mentions that teachers as facilitator of learning process will help the students to learn not only in the school condition but also in the outside of the classroom. students’ and teachers’ culture and society vygotsky mentions that the society and culture play the important role for students to learning something (cletus et al., 2014). this research found that the english teachers in rural area found several difficulties regarding culture and society; first, it is about the close-minded society and teacher. in this case, there is a strength ownership of the school from the society. shanum mentioned that: “the school actually needs some renovations; however, the society around that school is really sensitive if the resources of the renovation p a g e | 101 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 come from the urban area. they will block the street to go the school once there is a resource from the city which comes to the school.” moreover, nay mentioned that teacher is also close-minded to face problematic students: “the teachers are difficult to accept the new thing, for example, if i try to make the students in the same level, there are no naughty students in my view, but other teachers cannot accept that due to their belief that naughty student cannot change their behavior at all.” it can be seen that the closed-minded society and teacher influence english learning process from the socio-cultural perspectives. here, social relation and behavior can be the barriers of teachers to teach english in rural areas (medina, 2013). nay and shanum tried hard to deal with this problem; they did such a kind of democratic way. the democratic model deals with individuals’ belief through dialogue that can change human understanding in socio-cultural condition (kornback & jensen in lucesova & martincofa, 2014). nay and shanum did such a kind of dialogue with the teacher, headmaster, and society to make them become open-minded. however, the result is not really significant, since it is difficult to change someone perspectives in the short time. second, from cultural side, in these two rural areas, there is a culture that alcohol and cigarette is not something which is really forbidden, it is like the culture of society around that rural areas. shanum and nay mentioned similar things, alcohol and cigarette become the cultural problem in rural areas. shanum mentioned: “there is no strict rule if students come to school after drinking alcohol or smoking; it is something which is common there. as long as they do not do those things in the school area.” nay also mentioned: “it is really common on our table if there is a teacher meeting; there is a bottle of alcohol there. i can’t stand with that condition.” both nay and shanum tried to deal with this problem also in the democratic way, they try to do dialogue and do the mini-seminar on the disadvantages of cigarette and alcohol. however changing the culture of the p a g e | 102 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 society is not easy; they said that dealing with the socio-cultural condition is somehow confusing because according to medina (2013), culture is something about tradition that strongly influences the society. it can be seen that nay and shanum tried to maximize their role as the facilitator of learning. littlewood in millon (2016) mention teachers’ role as the facilitator of learning means they facilitate the process teaching and learning in the context of the socio-cultural condition. conclusions and suggestions the english teachers are having many challenges in teaching english in the rural areas. the problems come from their teaching condition and the institution, their students’ condition, and the socio-cultural condition around them. all of that challenges influence the english teaching and learning process. in order to face that challenges, the english teacher in rural area tried to maximize their role as a teacher. they solve that problem by doing their roles as the facilitator of learning, text adapter, participant, resource, controller, assessor, manager, entertainer, and director. also, they have to strengthen their social pedagogy knowledge to solve the problems of socio-cultural condition. however, they still have to find the best solution on dealing with teaching english in the rural area. as the recommendation, first, it is better for the english teachers in rural area to get special training from the government related to socio-cultural and mother language of the students before teaching in the rural area. it seems that students’ socio-cultural and mother language become the biggest problem that the english teachers tried to deal with. second, there is a need for teachers to be more reflective in their teaching. in the context of rural area education, there are many challenges that need their better qualifications and competencies. this kind of challenges can be solved if there is an awareness of teachers to reflect their own teaching in order to improve their professional development and the quality of students’ learning by evaluating their teaching process consciously. third, for further researchers, classroom observation about what the english teachers in p a g e | 103 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 rural area doing in the classroom will actually give more accurate data to get the new perspective on the field of teaching english at rural area education. references behraam, s., perveen, s., nadeem, m., & ul hasan, m. (2015). difficulties of teaching english at primary level in rural areas of pakistan. issn: 2349-9141 international journal of information research and review, 2(4), 646–648. retrieved from http://www.ijirr.com brown, h. d. (2001). teaching by principles. an interactive approach to language pedagogy. englewood cliffs: prentice hall. burhan-horasanli, e., & ortaçtepe, d. (2016). reflective practice-oriented online discussions : a study on efl teachers ’ reflection-on , in and for-action. teaching and teacher education, 59, 372–382. https://doi.org/10.1016/j.tate.2016.07.002 church, m. a., elliot, a. j., & gabble, s. l. (2001). perception of classroom environment, achievement goals, and achievement outcomes. journal of educational psychology, 93(1), 43–54. https://doi.org/10.1037//00220663.93.1.43 cletus, p., njok, & edinyang, s. d. (2014). socio-cultural factors affecting the teaching and learning of social studies in nigeria. journal of education and practice, 5(24), 153–159. retrieved from http://www.iiste.org/journals/index.php/jep/article/viewfile/15271/15637 creswell, j. w. (2012). educational research, planning, conducting, and evaluating quantitative and qualitative research. boston: pearson education. franenkel, j. r., norman, e. w., & helen, h. h. (2012). how to design and evaluate research in education. new york: mcgraww-hills. gebhard, j. g. (2000). teaching english as a foreign or second language. usa: the university of michigan press. government of indonesia. (2005). undang-undang nomor 14 tahun 2005 tentang guru dan dosen. jakarta: depdiknas. harmer, j. (2007). how to teach english. china: pearson education limited. harmer, j. (2007). the practice of english language teaching. malaysia: pearson education limited. holguin, b. r., & morales, j. a. (2016). english language teaching in rural areas : a new challenge for english language teachers in colombia. cuadernos de lingüística hispánica, 27, 209–222. retrieved from http://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/421 7 hossain, m. m. (2016). english language teaching in rural areas : a scenario and problems and prospects in context of bangladesh. advances in p a g e | 104 rahmi fadilah let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 language and literary studies, 7(3). https://doi.org/10.7575/aiac.alls.v.7n.3p.1 litchtman, m. (2006). qualitative research in education: a user guide. california: sage publication. lukesova, m., & martincová, j. (2015). the definition of social pedagogy in the context of socio-cultural diversity. procedia social and behavioral sciences, 171, 1265–1272. https://doi.org/10.1016/j.sbspro.2015.01.240 mccracken, d. j., & miller, c. (1988). rural teachers’ perceptions of their schools and communities. research in rural education, 5(2), 23–26. retrieved from jrre.vmhost.psu.edu/wp-content/uploads/2014/02/52_3.pdf medina, s. x. b. (2013). sociocultural factors involved in the teaching of english as foreign language in rural areas of colombia: an analysis of the impact on teachers’ professional development. research in teacher education, 3(2), 28–33. retrieved from https://www.uel.ac.uk/~/media/main/images/cass/rite/article-4.ashx merriam, s. b. (2009). qualitative research: a guide to design and implementation. san fransisco: jhon wiley & sons, inc. milon, r. k. (2016). challenges of teaching english at the rural primary schools in bangladesh : some recommendations. elk asia pacific journal of social sciences, 2(3). https://doi.org/10.16962/eapjss/issn.2394-9392/2014 monk, d. h. (2007). recruiting and retaining high-quality teachers in rural areas. the future of children, 17(1). retrieved from https://files.eric.ed.gov/fulltext/ej795884.pdf plessis, p. du. (2014). problems and complexities in rural schools : challenges of education and social development. mediterranean journal of social sciences, 5(20), 1109–1117. https://doi.org/10.5901/mjss.2014.v5n20p1109 rahayu, v. w. t. (2016). teachers’ challenges in teaching english to young learners in rural public primary schools in salatiga. satya wacana christian university. retrieved from http://repository.uksw.edu/handle/123456789/9473 sahenk, s. s. (2010). characteristics of the headmasters , teachers and students in an effective school. procedia social and behavioral sciences, 2, 4298– 4304. https://doi.org/10.1016/j.sbspro.2010.03.682 1 main principles for developing reading skills in esl/fl classrooms nani hizriani a lecturer of english department at faculty of tarbiyah and teachers training iain antasari banjarmasin abstract reading is an essential skill for esl/fl learners because it is a readily available way to expose to language learners’ target language. the ability to read in a foreign language is needed as the learners have specific needs for information and pleasure, for their career and for study purposes. good reading texts provide a number of educational objectives and can bring in interesting topics, stimulate discussion, debate and motivate imaginative responses and can be the springboard for fascinating lessons. this study provides a framework for a series of key principles for developing reading skills and explain how these principles can be applied in the esl/fl classroom. key words: reading skill and the principles for developing reading it is believed that reading is a highly effective process to gain information and widen knowledge. reading plays even more important roles in a second or foreign language than in the first language since it is a readily available way to expose to the second language learners’ target language. many esl/fl learners want to acquire the ability to read in a foreign language as they have specific needs for information and pleasure, for their career and for study purposes. moreover, reading texts provide a number of educational objectives. besides offering opportunities to learn language, vocabulary, grammar, punctuation and the way we construct sentences and paragraphs, texts also serve as good models for english writing. good reading texts can bring in interesting topics, stimulate discussion, debate and motivate imaginative responses and can be the springboard for fascinating lessons. according to nuttal (2005, p.31), “reading has general aims to enable students to enjoy (or at least feel comfortable with) reading in the foreign language, and to read without help unfamiliar authentic texts, at appropriate speed, silently and with adequate understanding”. this implies that there are some aspects which influence students’ proficiency in reading; this also indicates some implications about what should be done in the classroom. based on the goals presented, this provides a framework for a series of useful principles which can develop reading skills among the students. this essay will discuss key principles for developing reading skills and explain how these principles can be applied in the esl/fl classroom. a number of studies have been done by hood, solomon and burns (1996), harmer (1998), and brown (2001) to identify some principles in teaching reading. related to their findings, the writer considers that there are five key principles for developing reading skills. they can be classified as follows: determine the profile of the learners firstly, it is very important for teachers to know the profile of their students, in terms of their cultural background, age, and level of competency in l2/fl reading because the differences among learners can affect learning processes and teaching procedures. this principle is supported by hedge (2000, p.16) who states that teachers need to keep a sense of their pupils 2 as individuals when making decisions about course content and methodology. according to bernhardt (1991 cited in urquhart and weir 1998, p.7), second language readers are not a homogeneous group: there are some variables that influence their understanding in reading texts including culture, age, and language levels. in culture, for instance, readers of english as a second language from western europe are likely easy to share knowledge to english text than readers from other cultures. while it is true that reading may present new worlds and new culture to readers, teachers still need to select materials that deal with students’ cultural knowledge. there is also a difference between children and adult readers. it is believed that children are in a critical period when they can acquire language more easily. however, davies (1995, pp 80-81) argues that although adult readers have limited linguistic knowledge of english, they have well-establish schemata for reading a wide range of texts. since people of different ages have certain needs, competences, and cognitive skills, considering age is important for teachers. the most important thing is that teachers should know students’ level of reading ability in english. although it is clear that there is a progression of reading abilities for language students from a beginner level to an advanced level, teachers should take into account some other aspects to determine the level of students’ proficiency (hood, solomon, and burns, 1996, p.30). sometimes it is found that students have difficulties in reading a short personal note which is regarded as a beginner level text, but they understand a technical manual in their workplace easily which is thought suitable for a much higher level. therefore , by considering the characteristics of the learners, teachers can select appropriate approaches, suitable texts and activities for their students. determine clear objectives of the reading classroom the second principle, teachers should determine clear objectives of reading classroom. reading is an activity with a purpose. it is important to know the reader’s purpose because it will help students to understand the text and gain satisfactory results in reading. students want to improve their reading skills for many different important reasons. their goals may be related to their further education which is involved reading textbooks and lecture notes, or they want to improve their employments prospects, for enjoyment or for other practical purposes. the purposes for reading guide the teachers to select the right materials. this also determines the appropriate approach to reading comprehension. according to hood, et al. (1996 p. 24) and hedge (2000, p.205), there are a set of general learning objectives for reading as follows; 1. readers need to be able to read a range of texts in english and have a critical point of view to the content of the texts 2. readers need to build schematic knowledge, understand the purposes and roles of the text as well as to process and comprehend its meaning. 3. readers need to encourage their knowledge of language and develop their awareness how language works as a system, including the different linguistics features of spoken and written language. 4. readers need to adapt reading style with a number of skills and strategies and apply them appropriately. these involve drawing on social and cultural knowledge, knowledge of the language of the text, and strategies for accessing meaning such as predicting, sampling, or skimming for the gist of the meaning. davies (1995, p. 132) adds that there is a close relationship between reading purposes and text; reading for pleasure typically requires narrative or literary style, while reading for 3 learning is predominantly informative texts. therefore, efficient reading requires clearly identifying the purpose in reading. recognize the role of the teacher and the students in the classroom thirdly, teachers and students should recognize their roles in the classroom. teachers are the most important elements in a reading class, they play essential roles since their attitude may influence students and their performance. harmer (2001, p.213) explains that in order to encourage students to read enthusiastically in class, teachers have five main roles. as organizers, tell students exactly what their reading purpose is and give them clear instructions about how to achieve it: observers, observe students progress to know how well they are doing individually and cooperatively; feedback organizers, organize feedback sessions after reading to check that they have completed the task successfully in order to sustain students motivation; as prompters, prompt students to notice language features in the text, and as controllers, direct them to certain features of text construction, clarify in ambiguities, and making them aware of issues of text structure which they had not come across previously. moreover, nuttal (2005, p.32) mentions that teachers have responsibilities dealing with helping students to get pleasure from their reading, choosing suitable texts and tasks to practice, making sure that everyone works productively and apply their full potential to interpret the text themselves, and monitoring students progress according to their capacity. as good language teachers, they should prepare their students with a sense of what successful language learners do to achieve success in developing reading skills. students are supposed to know their roles to attain the goals (nuttal, 2005, p.33). it is expected that students take an active part in learning, so they need to understand how texts work and what do they do when they read. as freebody and luke (1990, cited in hood, et al 1996, p.46) explain, readers may have roles as code breakers who decode the graphic representation of language on the page into recognized words; text user who understand the meaning of the text in order to carry out some task; and as text analyst who is concerned to read behind the text for implicit meaning and assumptions. furthermore, students should monitor their own comprehension whether they understand a text. so both students and teachers have responsibilities in reading classrooms. use different reading strategies and techniques another principle is that teachers should use different reading strategies and techniques in the classroom. it is essential for the teachers to make use of various strategies and techniques in teaching reading so the students can adjust their reading style to deal with different situations and goals. reading strategies can be described as “ plans for solving problems encountered in constructing meaning” ( duffy, 1993 cited in janzen, 2002, p. 287). more competent readers apply a wide variety of strategies (brown, 2001). when reading strategies are used by language learners, they can manage their reading experience, and they gain confidence in their ability to read the language. according to keatley and kennedy (1998), there are some strategies which can help students read more quickly and effectively, they include previewing, predicting, skimming and scanning, guessing from context, and paraphrasing. previewing before reading is one of strategies that can make a big difference in how well students understand what they read. the aims of previewing is to find out what students are going to read before actually reading. 4 in previewing strategy, teachers get learners to engage with the text by reviewing titles, section heading, and caption pictures. by using this strategy, students preview to get an idea of what they will find in the text, then they try to make connections, they become acquainted with what they want to learn so their comprehension will be faster and better. the second strategy is prediction; based on students’ prior knowledge of the topic and the idea in the text, they can predict some vocabularies that they think will arise and what shorts of things they suppose the text will say. related to prediction strategy, students can work out the meaning of unfamiliar words by guessing from context. this encourages students to keep on reading without over dependence on dictionary. the next strategy is skimming; high speed reading that can save the time and help the readers get through lots of material quickly for its gist. skimming gives readers the benefits of being able to predict the purpose of the passage, the main topic, or message, and possibly some of the supporting ideas. another strategy is scanning; very high-speed reading that readers do when they are looking for a specific piece of information in a text. scanning exercises may ask students to look for names or dates, to find a definition of a key concept, or to list a certain number of supporting details. it has the objective to extract specific information without reading through the whole text. in other words both scanning and skimming are very effective ways to enable students to pick significant parts of texts. the last strategy is paraphrasing, in paraphrasing strategy, students check their comprehension by restating the information the information and ideas in the text. these strategies encourage students become strategic and independence learners. in order to ensure the development of strategic reading skills, keatley and kennedy (1998) recommend that teachers are supposed to assist the students learn when and how to use reading strategies, in several ways: 1. teachers should represent the strategies through the processes of previewing, predicting, skimming and scanning, and paraphrasing. they become models to show students how the strategies work and how much they can know about a text before they begin to read word by word. 2. teachers allocate time in class for group and individual previewing and predicting activities as preparation for reading. allowing time to these activities indicates their importance and value. 3. teachers provide exercises to review vocabulary items. this helps students learn to guess meaning from context. 4. teachers should encourage students to talk about what strategies they think will help them proceed reading tasks. this helps students develop flexibility in their choice of strategies. in implementing these strategies, brown( 2001, p. 314) suggests that teachers should include bottom up and top-down techniques. in line with this, murcia and olshtain (2000, p.119) consider that top-down and bottom-up processing happen simultaneously. this means students need to draw on their intelligence and experience based on their schemata to understand the text and get a general view of reading through top-down processing. at the same time, they use bottom-up processing to build up a meaning and decode the written text by recognizing letters and words, working out sentence structure. students bring their prior knowledge and experience to the reading process and all at once interact effectively with the text by using their linguistics knowledge and individual reading strategies. students may adopt top down approach to predict the probable meaning and use the bottom up approach to 5 check whether that it is really what the writer says ( nuttal, 2005, p.17). the combination of top-down and bottom-up techniques leads to good and effective reading. brown also suggests that teachers are supposed to use techniques that are intrinsically motivating (2001, p.313). students may be asked to create their own material for reading and are given choice in selecting reading material. interesting materials based on students’ point of view will motivate students to adapt reading activities and help them to be independent and effective readers. in addition, brown says that it is necessary to subdivide the techniques into prereading, during reading, after reading phases (2001, p.315). this means in pre-reading teachers should introduce a topic, encourage skimming, scanning, predicting and activate students’ schemata. students can bring the best of their knowledge and skills to the text when they have given a chance to ‘ease into' the passage. students should be given a sense of purpose for reading by taking note while they read. in post reading, students can do comprehension questions, vocabulary study, identify the author’s purpose, or examine grammatical structures. in addition, nunan (2003) provides some useful techniques in teaching reading. the first technique is an anticipation guide, it is used to activate students' prior knowledge by learning what they already know about the topic of the reading. this activity is important to engage the readers in an activity that gets them thinking about the topic. teachers can ask five questions about the content of the reading passage based on the reading skill they want to develop. for example, when teachers want to focus on developing students' ability in making inferences, they prepare five inference questions. the second technique is word webs, it is a good activity to cultivate students' vocabulary skills. teachers start this technique by writing a key concept in the middle of whiteboard. then, students may work individually or in a small groups in building from the center of the word web by adding other vocabulary which is related to the key word. the third technique is making inferences while reading. instead of asking the students comprehension questions after reading a passage, a teacher can model with the class how comprehension is reached. teachers teach for comprehension by asking the class reads together and discusses how they are understanding what is written. the class works together at making inferences while reading. the next technique is repeated reading, this activity helps students to increase their reading rate. students are required to read a short passage over and over again until they achieve criterion levels of reading rate and comprehension. the next technique is verify reading strategies. teachers ask students to identify the strategies that they use while reading. students can work together to response the questions and share with each other a wide range of strategies available for comprehending reading material. the last technique is reading journal to evaluate reading progress. students make a journal entry each day. they respond to different questions based on different areas of focus they are working on in class. this activity helps students to see the progress they are making in class. those are some strategies and techniques that can be applied by the teachers in teaching reading. using various strategies and techniques in teaching reading in the classroom will be beneficial for the students, so they can adjust their reading style to deal with different situations and goals. use authentic and variety materials 6 finally, teachers should use authentic and variety materials. in selecting materials, teachers should take into account some aspects related to their students. nuttal (2005) offers three criteria for choosing reading text for students: (1) suitability of content: material that students will find interesting, enjoyable, challenging, and appropriate for the goals of learning; (2) exploitability: a text that facilitates the achievement of certain language and content goals and integrated with other skills; (3). readability; a text with lexical and structural difficulty that will challenge students without overwhelming them. many teachers like to use authentic texts, texts written for use by the foreign language community, not for language learners. these texts are used not only because they may be motivating but also because they have characteristics of true discourse, being coherent and clearly organized. however, the use of authentic materials is still debatable because linguistically difficult texts are unlikely to be suitable for developing most reading skills, especially if they result in the use of translation, or any kind of substantial intervention from the teacher. if the text seems too difficult, teachers can exploit it by means of tasks which do not demand detailed understanding but make more use of top-down strategies. according to ur penny (1996, p.150), teachers may use simplified texts for less proficient learners in order to make them appropriate to student level. authentic material is ideal since teachers want their students to be able to cope with the same kind of reading that encountered by native speakers of target language, but if we cannot find enough at the right level, we can simplify or specially rewrite it. however good simplification is, a something is always lost, that is why some teachers refuse to use simplified versions. a wide variety of authentic (near authentic) materials is also needed to stimulate some activities in the classroom. students who are exposed to all the kinds of texts will be motivated to learn language. to summarize, it is clear that by recognizing the profiles of the learners, the roles of teachers and students, having clear objectives and purposes, using authentic and variety material with various strategies and approaches, teachers can facilitate the students to improve their reading skills. based on my experience, those principles are very essential for developing reading skills. in indonesian schools, the objectives of the efl reading classroom have been determined by the curriculum to expand student knowledge and prepare them for higher level of education. hence the topics and the materials have been established. however, it is often found that the students who are generally from the same culture and in the same age, have different level of reading in the classroom. considering the fact, the teachers have to be careful in selecting appropriate methods and different strategies deal with students reading ability and style. moreover, the teachers should choose suitable materials and activities for their students. therefore, the implications of these principles will influence student proficiency in reading. references brown, h.d. .(2nd.ed).(2001). teaching by principles an interactive approach to language pedagogy. new york: longman brown, h.d. .(3nd.ed).(2007). teaching by principles an interactive approach to language pedagogy. new york: longman celce-murcia, m.,& olshtain, e. (2000). discourse and context in language teaching : a guide for language teachers. cambridge, uk ; new york : cambridge university press. 7 celce-murcia, m. (2001). teaching english as a second or foreign language 3rd edition. the united states of america: heinle & heinle thomson learning. davies, f. (1995). introducing reading. england: penguin english applied linguistics. harmer, j. (1998). how to teach english : an introduction to the practice of english language teaching. harlow : longman. harmer, j. (3rd ed).(2001).the practice of english language teaching. harlow : longman. harmer, j. (4rd ed).(2007). the practice of english language teaching. harlow : longman. harmer, j. (2012). essential teacher knowledge: core concept in english language teaching. harlow : pearson. hedge, t. (2000).teaching and learning in the language classroom. oxford : oxford university press. hood, s., solomon, n. & bur. a. (1996). focus on reading. sydney : national centre for english language teaching and research. janzen, j. (2002). teaching strategic reading in richards, in j.c & renandya, w.a (ed) (2002). methodology in language teaching an anthology of current practice. us: cambridge university press. keatley. c & kennedy, d. (1998). the essentials of language teaching, the national capital language resource center (nclrc). . retrieved 1 may 2013 from http://www.nclrc.org/essentials/index.htm mikulecky, b.s & linda jeffries. (2004). more reading power. newyork: pearson education nunan, d. (2003). practical english language teaching. singapore: mc graw hill nuttal, c. (2005).teaching reading skills in a foreign language. oxford : macmillan. ur, penny. (1996). a course in language teaching : practice and theory. cambridge: cambridge university press. ur, penny. (2012). a course in english language teaching. cambridge: cambridge university press. urquhart, a.h & weir, c.j. (1998). reading in a second language : process, product, and practice. london ; new york : longman. http://www.nclrc.org/essentials/index.htm 1 an analysis of students’ ability in using conditional sentences of the sixth semester students in english department of tarbiyah faculty iain antasari saadillah a lecturer of english department at faculty of tarbiyah and teachers training, iain antasari banjarmasin herlena an alumni of english department at faculty of tarbiyah and teachers training, iain antasari banjarmasin abstract this research describes the ability in using conditional sentences of the sixth semester students in english department of iain antasari academic year 2011/2012. the problems in this research are: 1) how is students’ ability in using conditional sentences? 2) what is the most students’ common error in using conditional sentences? this study are supposed to know the students’ ability in using conditional sentences and the most students’ common errors in using conditional sentences. the subjects in this research are 69 of 79 students in the english department of iain antasari in academic year 2011/2012. the objects of this research are the ability in using conditional sentences of the sixth semester students in the english department of iain antasari academic year 2011/2012 and the most students’ common errors in using conditional sentences. the data are collected by using some techniques. they are: written test, observation, interview and documentary. data processing in this research is divided into four stages, they are checking, scoring, tabulating and interpreting. then all data are analyzed descriptively and use inductive method to make conclusion. the result of the research denoted that the level of students’ ability in using conditional sentences is in fair category. it is based on calculation it is mean that is 64, 8. after analyzing each type of test, the writer found that the most students’ common errors is in type iii (41,6%). it can be concluded that mistakes happened because the students do not understand well about tenses that is used in conditional sentences. for example, type i we use simple present tense, type ii we have to use simple past tense, and for type iii we need know well about past perfect tense. the writer also concludes, the mistakes that the students have done because inappropriate in choosing modal. the students have to choose which appropriate modal should be attached to the sentence. key words: analysis, ability, conditional sentences in this modern era, people are demanded to have more than one language. language does far more than just enable people to communicate with each other but also language is used to show their thought and feeling, wish and activities and to influence others and also mirrors one’s identity and is an integral part of culture. put differently a person’s language is a vehicle of their particular culture. mumpande contends (2012) that “this is clearly shown in proverbs and riddles. the former, for example, have dual meanings: a literal meaning and a metaphoric or cultural significance. when literally translated into another language, a 2 proverb frequently loses its meaning and flavor”. he further graphically argues that a community without a language is like a person without a soul. most people know instinctively how to deal with other people of their culture and in their native language. when speaking another language, though, especially in a different culture, one should be aware of the differences. there are various levels of politeness. this may be expressed in the type of words or vocabulary that one uses, or it may also be an integral part of a language's grammar. it becomes a reason why we should learn language deeply. alexander (1972, p. viii) said that the student must be trained adequately in all four basic skills; listening, speaking, reading, and writing. in many classroom courses the emphasis is wholly in the written language. the student is trained to use his eyes instead of his ears and his inability to achieve anything like correct pronunciation, stress and intonation must be attributed largely to the tyranny of the printed word. if the teacher is to train his students in all four basic skills, he must make efficient use of the time at his disposal. efficiency presupposes the adoption of classroom procedures which will yield the best results in the quickest possible time. the following order of presentation must be taken as axiomatic: nothing should be spoken before it has been heard nothing should be read before it has been spoken nothing should be written before it has been read speaking and writing are the most important of these skills, since to some extent they presuppose the two others. but just know about the words and how to pronounce it does not enough. in mastering the language we have to know the fundamental grammatical patterns of a language. in collins cobuild english language dictionary (1987, p. 632) grammar is the rule of a language, concerning the way in which you can put words together in order to make sentences. such as thomas pyles pointed out in his book english an introduction to language (1970, p. 133), words alone do not make a language. a person can memorize all the morphemes, words and idioms in a dictionary with their pronunciation, meaning, parts of speech and other information given for them, and yet be unable to speak or write even one sentence of the language. beyond knowing vocabulary, it is necessary also to know grammar.1 the function of grammar according to the noel burton is, the function of the grammar of a language is to specify which word sequences are and which are not, in the infinite set of its sentences. talking about grammar, it is considered that conditional sentences play an important role. conditional sentences; the modal will, would, can and could often appear in conditional sentences. usually conditional sentences contain the word if . there are two types of conditionals: the real (factual and habitual) and the unreal (contrary to fact or hypothetical). the real, or “future possible” as it is sometimes called, is used when the speaker expresses an action or situation which usually occurs if the circumstances in the main clause are met. the writer has been facing conditional since in junior high school untill university level and when the writer took itp toefl there were so many questions in conditional sentence form. it means, really necessary to gain knowledge deeply about conditional sentences. knowledge about conditional clauses and their use in sentences comes in handy while solving the sentence completion, sentence correction, reading comprehension. basically, a conditional 3 form an important part of the english language and gives so much importance in verbal ability. the writer is corious about the students’ ability in using conditional sentences because in writer experience there are some students in english departmen of iain antasari are still confused about that term because there are three types and have different formula for each type. english department of iain antasari is chossen because it is going to make a higher acreditation to be a, so the writer has a high desire to know how well the students understand about the conditional sentences which become a part of gammar and what are the common errors. so, the writer can give a suggestion about teaching method to make english department of iain antasari can be better. the writer tried to interview some the sixth semester students of english department at iain antasari which they must be mastered in using conditional sentences because they have taken structure a, b, c and d. most of them still confused about it, especially in type 2 and 3. the students confused when they have to use past tense and past perfect tense. whereas, conditional sentences are materials that taught in senior high school and these term usually use in our daily activities. realizing that the sixth semester students’ of english department almost graduate and they will become as english teachers, they are expected to have good english and capable of proficiently using each of the four language skills so they can give a big contribution for education in indonesia as a professional teacher. to support all skills, grammar must be mastered by the students of english department. because of it the writer interested to find out the sixth semester students’ ability in using conditional sentences and what the most common error is. conditional sentence is a part of grammar according watson (2000, p. 6), a language consists of sentences. a sentence is a complete written or spoken thought. to express a complete thought, a sentence must have two parts. one part is the subject. it tells who or what the sentence is about. the other part is the predicate. it says something about the subject. to produce the right sentences we are really need grammar. grammar is not the most important thing in the world, but if we make a lot of mistakes we may be more difficult to understand and some kinds of people may look down on us or not take us seriously. hardly nobody speaks or writes a foreign language perfectly, but we can communicate more successfully if we can make our english reasonable correct and without any doubt we will teach our students easily. in line thornury also stated (1999, p. 1), grammar is partly the study of what forms (or structures) are possible in a language. traditionally, has been concerned almost exclusively with analysis at the level of the sentences. thus a grammar is a description of the rules that govern how a language’s sentences are formed and conditional sentence is a two-clause sentence which has its formed or structure. so, if we want to learn conditional sentences we have to know the grammar well. simply sargean (2007, p. 124) says a sentence with if is called conditional sentence. in conditional sentences, the first clause states a supposition or hypothesis and the second clause states the results if that condition is met. the hypothetical clause which states the condition ("if this...") is termed the protasis and the conclusion clause is called the apodosis (". . . then this."). smyth explains it this way (1920, p. 512): 4 a condition is a supposition on which a statement is based. a conditional sentence commonly consists of two clauses: the protasis: the conditional, or subordinate, clause, expressing a supposed or assumed case (if). the apodosis: the conclusion, or principal, clause, expressing what follows if the condition is realized. the truth or fulfillment of the conclusion depends on the truth or fulfillment of the conditional clause. there are three types of conditional centences they are, conditional sentences type i, ii, and iii. finding students’ ability in using conditional sentences to know about students’ ability in using conditional sentences, the writer conducted a test on march 13th-14th 2011 at pbi room 9 and 10 through 60 minutes for 50 questions. from the total of the sixth semester students of english department, just 69 students enrolled the test and there are 10 students did not come to the class to enroll the test at the time. based on the result of conditional sentences test of the sixth semester students in the english department of iain antasari academic year 20011/2012, it is found the data that the highest score is 83 and the lowest score is 7,5. the accumulated score is 4473,5. the test result can be seen in this following table: table 4. 5. the students’ test result in using conditional sentences subject number score 1. 82 2. 61 3. 63 4. 78 5. 80,5 6. 55,5 7. 75 8. 72 9. 40 10. 78,5 11. 75 12. 69,5 13. 70 14. 79 15. 78 16. 78 17. 75 18. 75,5 19. 64, 20. 68,5 21. 83 22. 80 23. 69 5 24. 59 continuing of table 4. 5. the students’ test result in using conditional sentences 25. 63,5 26. 73,5 27. 78 28. 78,5 30. 75 31. 77 32. 78,5 33. 47 34. 78,5 35. 72 36. 60,5 37. 80 38. 63,5 39. 45 40. 45 41. 83 42. 7,5 43. 48 44. 29 45. 76,5 46. 81 47. 67,5 48. 73 49. 69,5 50. 66 51. 78,5 52. 28,5 53. 68 54. 69 55. 61 56. 72 57. 77,5 58. 76,5 59. 74,5 60. 76 61. 77,5 62. 71 63. 64,5 64. 44 65. 73 66. 82,5 67. 49 6 68. 56,5 69. 76,5 table 4.7. the frequency distribution of the students’ test result and the classification no. score f % category 1. 0–49 10 students 14,4% very low 2. 50–59 3 students 4,3% low 3. 60–69 19 students 27,5% fair 4. 70–79 30 students 43,7% good 5. 80–100 7 students 10,1% excellent total 69 students 100% from the table above, it shows that the students’ ability in using conditional sentences based on its categories there are 10 students in poor category which the percentage is 14,4%, 3 students (4,3%) get the score 50-59 (low category), 19 students (27,5%) who get the score 60-69 (fair category), 30 students (43,7%) who get the score 70-79 (good category) and there are 7 students (10,1%) who get the score 80-100 (excellent category). to know the students’ ability in using conditional sentences of the sixth semester students in the english department of tarbiyah faculty academic year 2010/2011, the writer uses the mean as follows: m = σx n m = 4473,5 69 m = 64.8 based on the data above, the total score is 4473,5 of 69 students. the mean score is 64.8 shows that the students’ ability in using conditional sentences of the sixth semester students in the english department of tarbiyah faculty of iain antasari academic year 2011/2012 is categories into fair category. students’ most common errors in using conditional sentences to know about the most students’ common errors in using conditional sentences, the writer presented the data based on the test result by writing all most students’ common errors of each type of the test. the data is shown on the following table: table 4. 8. students’ common errors for multiple choices test no number of test f answer key type i ii iii 1. 6 10 (a) were having x 2. 8 35 (d) had not come x 3. 13 18 (c) can x 7 4. 15 20 (d) would he have resigned x total 1 1 2 on the table above, the writer presented data about students’ most common errors for multiple choice test. the writer had the students to choose words with their correct meaning. there are 4 numbers of students’ most common errors in using conditional sentences of 20 questions are given. they are 10 students made error for question number 6 and the correct answer is type in ii, 35 students made error for question number 8 and the correct answer is in type iii and 18 students made error for question number 13 with the correct answer is in type i and the last there are 20 students made error for question number 15 which the correct answer is type iii. the total of students’ common errors for the multiple choice of the test are 1 error for type i, 1 type ii and 2 error for type 3. question number 8 is the most difficult one with 35 students could not answer the question with their correct meanings. table 4. 8. students’ common errors for short answer no. number of test f answer key type i ii iii 1. 6 48 would stopped x 2. 13 39 spends x 3. 18 51 studied x total 1 2 on the table above, it is the data about students’ common errors short answer test. there are 20 questions with 3 numbers of the questions are the most students’ common errors they are question number 6 is made by 48 students and the correct answer is in type ii. question number 13 with 39 students and the most difficult one, number 18 with 51 students and the correct answer is type ii. the total of students’ common errors for completion test are no error in type iii, 2 errors in type i and 1 errors in conditional sentence type i. table 4. 9. students’ common errors for change the sentence test no. number of test f answer key type i ii iii 1. 2 25 she would have sold her car if she had found the right buyer. x 2. 3 17 if he did not speak so quickly, you could hear him. x 3. 5 38 if we had not lost our way, we would have arrived sooner. x 4. 6 49 we will have plenty of time to finish the project before dinner if it is only ten o’clock. x 5. 10 68 if the fireman had not arrived when they did, they could not have saved the house. x total 1 1 3 8 on the table above, that is the data about students’ common errors for change the sentence test. there are 5 numbers of students’ most common errors of 10 questions are given. they are question number 2 are made by 25 students with the correct answer is in type iii, question number 3 with 17 students and the correct answer is in type ii, question number 6 with 49 students and the correct answer is in type i, question number 5 with 38 students and the correct answer is in type iii and there are 68 students made mistakes when answered the question number 10 which the correct answer is in type iii, it means just one student could pass the question number 10. the total students’ errors such type test are 1 in type i , 1 in type ii and 3 in type iii. table 4. 11. the frequency of students’ common errors in using conditional sentences no. types of students’ common errors f % 1. error in type i 3 25% 2. errors in type ii 4 33,3% 3. error in type iii 5 41,6% total 12 100% based on the table above are taken from each type of the conditional sentences test, the writer concludes that the most students’ common errors are in type ii and type iii, it is shown by the frequency of errors for each table with the following number of students’ errors: 3 : number of item test’s error in type i 4 : number of item test’s errors in type ii 5 : number of item test’s errors in type iii n : 12 3 x 100% = 25% (errors in type i) 12 4 x 100% = 33,3% (errors in type ii) 12 5 x 100% = 41,6% (errors in type iii) 12 discussion the findings show that there are 10 students in poor category which the percentage is 14,4%, 3 students (4,3%) get the score 50-59 (low category), 19 students (27,5%) who get the score 60-69 (fair category), 30 students (43,7%) who get the score 70-79 (good category) and there are 7 students (10,1%) who get the score 80-100 (excellent category) with the total score is 4473,5 of 69 students. the mean score is 64.8 shows that the students’ ability in using conditional sentences of the sixth semester students in the english department of tarbiyah faculty of iain antasari academic year 2011/2012 is categories into fair category. the writer also found that the most students’ common errors are in type ii and type iii, it is shown based on the percentages for every kind of students’ most common errors which the 9 total of errors are 12, that is 3 numbers of students’ common errors in type i (25%), 4 numbers of students’ common errors in type ii (33,3%) and 5 numbers of students’ common errors of type iii (41,6%). the writer concludes that the students’ ability in conditional sentences is in fair category based on the calculation mean that is 65,4. after analyzing each type of test, the writer found that the most students’ common errors is in type ii (33,3%) and type iii (41,6%), those are more difficult than type i which percentage of students’ common errors is 25% but the most students; common errors is in type iii which takes 41,6%. in type i there were 3 numbers of test that the students’ did not do well and the most students’ common error in type i is number 6 in change the sentence section. there were 49 students false in answering the question. several of they forgot to put will and several others forgot to put have. they just wrote; we will plenty of time to finish the project before dinner if it is only ten o’clock or we have plenty of time to finish the project before dinner if it is only ten o’clock. the answer should be, we will have plenty of time to finish the project before dinner if it is only ten o’clock. in type ii there were 4 numbers of tests that students made mistakes. from the data which have checked, there were 48 students made mistake when answering number 6 of short answer section. almost of them did not put modal would before past tense verb. according to the formula past real fact type ii is modal + past tense….. + past tense. the answer must be, i wish them would stop making so much noise so that i could concentrate. the most students’ common error in using conditional sentences of the sixth semester in english department is in type iii. there were five questions which almost students could not answer well and from my research, the question number 10 of changing the sentence section is the hardest one for the students. just one student from the total number of subject in this research answered correctly. it means there were 68 students could not answer the question truly. all of the students forgot change the infinitive verb to the past tense verb. it can be concluded, the mistakes happened because the students do not understand well about tenses that is used in conditional sentences. for example, type i we use simple present tense, type ii we have to use simple past tense, and for type iii we need know well about past perfect tense. the writer also concludes, mistakes that the students have done because inappropriate in choosing modal. the students have to choose which appropriate modal should be attached to the sentence. conclusion based on the research result it can be concluded that: 1. the students’ ability in conditional sentences of the sixth semester students in the english department of tarbiyah faculty of iain antasari academic year 2011/2012 is in fair category, it is based on the calculation mean of students’ score 65,4. 2. the most students’ common errors in using conditional sentences based on the test result is type iii. it is known that the most students’ common errors come to the type iii (41,6%) with the number of errors are 5 and type ii (33,3%) with 4 numbers of errors while students’ errors in type i is about 25% with the number of errors are 3 and the total of all students’ common errors are 12 of 3 types of the test. 10 references alexander, l. g. 1972. practice and progress an integrated course for pre intermediate students. london: longman group ltd. bulton, noel. and robert. 1998. analyzing sentence an introduction to english syntax. england: pearson education limited. pyles, thomas., and jhon alseo. 1970. english an introduction to language. england: harcout, brace & world,inc. sargean, howard. 2007. basic english grammar. united states of america: saddleback educational. sinclair, john., dkk. 1987. collins cobuild english language dictionarry. london: collins elt. smyth, herbert weir. 1920. greek grammar for colleges.new york: american book company. thornury scott. 1999. how to teach grammar. england: blueston press. watson, three.2006. grammar and uses. saddleback educational. mumpande, isaac. 2012. silent voices: indigenous languages in zimbabwe. 11 ashleigh sayer’s method of communicative language teaching in psycholinguistics class to sixth semester english department students at iain antasari banjarmasin academic year 2009/2010 abdu subhan, s.pd guru bahasa inggris mtsn di tanjung abstract this study describes ashleigh sayer‘s method of communicative language teaching in psycholinguistics class to sixth semester english department students at iain antasari banjarmasin academic year 2009/2010. the result of the research denoted that ashleigh sayer used communicative language teaching method and applied some techniques which are adopted from communicative method it self. some techniques that ashleigh sayer used in her class including: pair-work, group-work, learning by teaching, writing logs, english communication, informal greeting, showing agenda, independent participant, circle setting, authentic material, media, ignoring errors of grammar, reading activity and questions and answers. the response of the students regarding her method and techniques is classified into high category. it is based on the numbers of students who like her method and techniques very much is 43 students, 14 students who quite like, 5 students less like and no student dislike her class. it can be concluded so because when ashleigh sayer was teaching in her psycholinguistics class to the students, she teaches in a very good way which the approach is communicative approach. communicative method lets the students practice more their language and the teacher always makes the students able to enjoy and less shy in the class which will help the teacher to teach all the material. keywords: language teaching, communicative method, psycholinguistics in terms of the teaching and learning process, a reformation of approach and particular methods are very important. they must be suitable with the demands for the earliest curriculum. it is intended to solve the problems which are faced in teaching and learning process and to improve the quality of teaching english itself. since english teachers today tend to apply communicative method in teaching language, therefore communicative method is needed to be explained about the importance. communicative method actually was introduced in 1972 by dell hymes, which he said as communicative approach in his article on communicative competence. he said that ―the communicative competence is the nature of native speaker to use and understand the language appropriately in communication and interaction process with others, and in relationship with social context.”( littlewood, 1981:17). furthermore, he introduced the communicative approach to english teaching and learning syllabus and curriculum to reach a certain communicative competence. the communicative approach (ca) was developed by robert langs md, in the early 1970's. it is a new theory or paradigm of emotional life and psychoanalysis that is centered on human adaptations to emotionally-charged events-with full appreciation that such adaptations take place both within awareness (consciously) and outside of awareness (unconsciously). the importance of communicative method is that communicative method let the teacher facilitating students to practice the target language in teaching in learning process. this is a big point, because acquiring a foreign language will be easy by practicing in social everyday-life. as communicative method is popular in teaching method today, many teachers apply that to get better acquisition of language of students. native english teachers tend to do so. it is because communicative method as the newest method of teaching second language to students has covered almost the characteristics of previous teaching methods. ashleigh sayer is a native english speaking teacher from america. she teaches english to the students in iain antasari banjarmasin at tarbiyah faculty english department. based on the writer‘s free observation and experience when having a course with her, the writer found that the way, approach, technique and method that she uses is very interesting. students enjoy her class and have a lot of fun in the learning process. it is a key point in writer‘s mind that teaching language acquisition, especially english, is hard for some students so it must be engaging and interesting and ashleigh sayer applies such a teaching method. the writer wants to describe in detail the method of teaching language acquisition especially english used by ashleigh sayer because it will be very useful for indonesian teachers to study and then apply the way they teach english to their own students. definition of the communicative method communicative method is the latest method which covered almost the procedures, principles and goals even techniques in teaching second languages. therefore, teachers in nowadays tend to use communicative method for teaching second language. communicative method is also known as communicative language teaching (clt) – emphasizes learning a language through genuine communication. learning a new language is easier and more enjoyable when it is truly meaningful. communicative teaching is based on the work of sociolinguists who theorized that an effective knowledge of a language is more than merely knowing vocabulary and rules of grammar and pronunciation. learners need to be able to use the language appropriately in any business or social context (smith, 2007). while according to lindsey layne: communicative method is a language teaching method focuses on language as a medium of communication. it recognizes that communication has a social purpose: the language learner has something to say or find out. in this method, interactive classroom activities maximize opportunities for learners to use target language in a communicative way for meaningful activities. but in other literature, the communicative method is also known as the communicative approach or communicative language teaching. this method emphasizes on students‘ competence in communication according to the context in which it is needed. from the definitions above it is clear the communicative method is a method of english teaching that is meaningful and functional and has functional relevance in communication. in the concept of the communicative method, the materials are arranged and based on language function, rule of grammar and students‘ need. the material then presented by considering helping students enrich vocabularies, better pronouncing, and understand social context where the language will be used appropriately. all those are needed in communicative method in order to reach the goals of its method, it was communicative competence. through understanding the explanation above, then teachers can apply communicative method properly to make students able to use the language to communicate in authentic situations that hold an actual purpose. the goals of the communicative method the communicative method was originally developed by tracy terrell and stephen krashen. this acquisition-focused method sees communicative competence progressing through three stages: (a) aural comprehension, (b) early speech production, and (c) speech activities. it refers to both processes and the goals in classroom learning. the central theoretical concept in communicative language teaching is communicative competence. communicative competence includes the following aspects of language knowledge:  knowing how to use language for a range of different purposes and functions  knowing how to vary our use of language according to the setting and the participants.  knowing how to use produce and understand different types of texts.  knowing how to maintain communication despite having limitations in one‘s language knowledge (richard, 2007:2-3) savigon and berns provide a useful summary of the eight principles of communicative method, as follows: 1. language teaching is based on a view of language as communication. that is, language is seen as a social tool that speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing. 2. diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users. 3. a learner‘s competence is considered in relative, not in absolute, terms. 4. more than one variety of a language is recognized as a viable model for learning and teaching. 5. culture is recognized as instrumental in shaping speakers‘ communicative competence, in both their first and subsequent languages. 6. no single methodology or fixed set of techniques is prescribed. 7. language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners‘ competence in each. 8. it is essential that learners be engaged in doing things with language—that is, that they use language for a variety of purposes in all phases of learning. the communicative approach or communicative language teaching aims broadly to apply the theoretical perspective of the communicative approach it self by making communicative competence the goal of language teaching and by acknowledging the interdependence of language and communication. what this looks like in the classroom may depend on how the tenets are interpreted and applied. nevertheless, we will follow our usual way of understanding the theory and associated practices by visiting a class in which a form of communicative language teaching is being practiced. (freeman, 2006:121). the role of the teacher in the communicative approach is to facilitate communication and only correct errors. as a secondary step to the teaching process, the teacher is the facilitator of his or her students‘ learning. as such as he or she has many roles to fulfill. he or she is a manager of classroom activities. in this role, one of his or her major responsibilities is to establish situation likely to promote communication. during the activities, he or she acts as an advisor, answering students‘ questions and monitoring their performances. at the other times he or she might be a co-communicator engaging in the communicative activity along with the students. the students‘ native language has no particular role in the communicative approach. the target language should be used not only during communicative activities, but also for examples, in explaining the activities to the students or in assigning homework. a teacher evaluates not only his or her students‘ accuracy, but also their fluency. a teacher can informally evaluate his or her students‘ performance in his or her role as an advisor or co-communicator. errors of for are tolerated and seen as a natural outcome of the development of communication skills. the communicative approach includes these principles: 1. the goal of teacher using the communicative approach 2. the role of teacher 3. the characteristics of the teaching and learning process 4. the nature of student-teacher interaction and student-student interaction 5. the enjoyment of the students in the teaching and process 6. the view of language and culture 7. the area and skills of language which are emphasized 8. the role students native language 9. teacher‘s response to students‘ errors (larsen, 2001:42-45). classroom principles of the communicative method the communicative approach or communicative language teaching is the name which was given to a set of beliefs which included not only a re-examination of what aspects of language to teach, but also a shift in emphasis in how to teach. the ‗what to teach‘ aspect of the communicative approach stressed the significance of language functions rather than focusing solely on grammar and vocabulary. a guiding principle was to train students to use these language forms appropriately in a variety of contexts and for a variety of purposes the ‗how to teach‘ of the communicative approach is closely related to the idea that language learning will take care of itself, and that plenty full exposure to language in use and plenty of opportunities to use it are vitally important for a student‘s development of knowledge and skills. activities in the communicative approach typically involve students in real or realistic communication, where the accuracy of the language they use is less important than successful achievement of the communicative task they are performing (harmer, 2001:85). the range of exercise types and activities compatible with a communicative approach is unlimited, provided that such exercises enable learners to attain the communicative objectives of the curriculum, engage learners in communication, and require the use of such communicative processes as information sharing, negotiation of meaning and interaction. classroom activities are often designed to focus on completing tasks that are mediated through language or involve negotiation of information and information sharing (richard, 2001:165). in another literature mentioned the principles of communicative method, including: 1. learners learn a language through using it to communicate. 2. authentic and meaningful communication should be the goal of classroom activities. 3. fluency is an important dimension of communication. 4. communications involve the integration of different language skills. 5. learning is a process of creative construction and involves trial and error. the communicative approach to esl is an approach to language learning that emerged in the 1970s and 1980s as the emphasis shifted from knowledge of language forms, meanings and functions to the use of language, the ability to apply the knowledge acquired. the principles and the application must match to achieve the goals of working on this communicative method. table 2. 1. the principle and application of communicative method principle application authentic materials are used teacher uses newspaper columns, job advertisements, weather reports, menus, catalogues… one function can have many different forms students can communicate for a specific purpose in many ways students need to learn cohesion and coherence teacher uses activities such as scrambled sentences students should be given the opportunity to express their opinions games are useful as are activities where students must communicate and receive feedback (did the listener/reader understand?) errors are tolerated to a certain extent other students and teacher ignore errors encourage cooperative relationships among students; opportunity to negotiate meaning teacher uses strip stories; students work together to predict next picture the social context of the communicative is essential teacher uses role-plays learning to use language forms appropriately is important teacher reminds student of the role they are playing or the particular situation they are in and how that impacts on the communication; teacher encourages students to develop independent learning skills teacher acts as advisor/facilitator teacher moves from group to group, offering advice and answering questions; teacher collaborates with students to select goals, content and processes speakers have choices in communication of what to say and how to say it students and teacher suggest alternative forms that could be used students should be given opportunities to develop strategies for interpreting language as it is actually used by native speakers for homework, students are asked to listen to a debate on the radio or watch one on television the most obvious characteristic of the communicative approach is that almost everything is done with a communicative intent. another characteristic of the communicative approach is to give students opportunity to develop strategies for understanding language as it is actually used by a native speaker, such as role-play, pairwork, interviews, etc. the use of the communicative method in teaching english communicative principles can be applied to the teaching of any skill and at any level. the wide variety of classroom activities and exercise types discussed in the literature on communicative language teaching includes the principles of communicative method. regarding the procedure in teaching language based on the communicative method, finochiaro and brumfit offered the sequence of language teaching activities consisting of sub-activities, including: 1. presentation of a brief dialog or several mini dialogs. 2. oral practice of each utterance of the dialog segment to be presented. 3. questions and answers based on the dialog topic and situation itself. 4. questions and answers related to the students‘ experience. 5. oral practice of concluding the topic. 6. interpretative activities. 7. oral production activities – free communication activities. 8. sampling of the written homework assignment. 9. evaluation of learning (oral only). according to the above procedure, certain activities are intended to develop speaking skills, such as presentation of a brief dialogue, application of questions and answers, application of interpretative activities, the presentation of investigation activities and presentation orally evaluation. the application of the teaching procedures used in some of the above activities then becomes the indicator of the application of the communicative method in teaching language, especially speaking skills. some techniques in communicative method the communicative approach (communicative language technique or clt) emphasizes communication as the means and goal of foreign language learning. the communicative approach aims to help students use the target language in a variety of contexts. its primary focus is to help learners create meaning rather than help them develop perfect grammar or acquire native-like pronunciation. this means that successfully learning a foreign language is assessed in terms of how learners have developed their communicative competence. under this definition, any teaching practice that helps students develop their communicative competence in an authentic context is deemed an acceptable and beneficial form of instruction. therefore, in the classroom the communicative approach often takes the form of pair work and group work requiring negotiation and cooperation between learners, fluency based activities that encourage learners to develop their confidence, role plays in which students practice and develop language functions, as well as discreet use of grammar and pronunciation activities. 1. listening comprehension exercises quickly finding out how well students understand what teachers say is very useful because teachers need to know whether they will understand explanations and classroom instructions. a simple way to do this is an activity in which students take notes while the teacher orally introduce himself briefly of tell a brief story. after the presentation, ask the students to write as detailed a summary of what you said as possible. as formal test, this exercise is problematic because it relies on both listening comprehension and writing skills, but if the exercise is used as a quick probe, it dual listening-writing nature actually becomes an advantage, allowing the teacher to quickly get a rough sense of students‘ listening, writing, grammar, and vocabulary skills (snow, 2006:30). 2. information-gap an information gap activity is an activity in which that learners are missing the information they need to complete a task and need to talk to each other to find it. for example, learner a has a biography of a famous person with all the place names missing, while learner b has the same text with all the dates missing. together they can complete the text by asking each other question. in the classroom, information gap activities are useful for various reasons. they provide an opportunity for extended speaking practice, they represent real communication, motivation can be high, and they require sub-skills such as clarifying meaning and rephrasing. typical types of information gap activities you might find include; describe and draw, spot the difference, jigsaw readings and listening and split dictations. 3. collaborative activity collaborative activity involves learners working together in order to complete a task. collaboration increases the opportunities a student has to use the target language, and thereby develop their skills in it. for example, the task-based learning approach requires learners to work on collaborative activities. in the classroom, learners can benefit from collaboration in a variety of activities, including writing tasks, projects and inductive approaches. 4. pair work pair work is learners working together in pairs. one of the main motivations to encourage pair work in the english language classroom is to increase the opportunities for learners to use english in the class. for example, the learners are answering comprehension questions in pairs after reading a text. this allows them to compare answers, and clarify problems together using english. in the classroom, teachers can evaluate the impact and effectiveness of pair work on their learners by using action research tools such as asking the learners how they feel about working like this or by actually participating in an activity in a pair and evaluating this experience afterwards. 5. writing exercises one of the main advantages of doing a writing exercise early in the course is that, in addition to giving teachers some idea of students‘ writing skill, it is an opportunity for you to learn other kinds of information. rather than having students write about ―my best holliday,‖ better to ask them to write about something related to english learning or their education in general. here are some topic ideas to start:  why i am taking this course (if the students have a choice)  how i learned english  my best (past) english teacher  my experience with foreigners  why english study is/isn‘t useful, etc. 6. group work small group work by students is a cornerstone of classroom practice. on a typical day, students will engage in group activities in a majority of their classes. group work is a critical instructional strategy for providing rigorous learning experiences to a wide range of students – many of whom struggled in their previous schooling and some of whom are new to the english language. the emphasis on group work and the school‘s culture of collective accountability for student success are mutually reinforcing. when teachers use group work, more students are engaged in learning for more time. everyone is actively participating at all times and students have little opportunity to disengage. through discussion with peers, students are forced to communicate and, thereby, clarify their own thinking. they also must listen to others, becoming familiar with multiple ways of thinking about complex problems or ideas. engaging in multiple understandings requires students to think beyond their initial response and understand the content in a richer, more connected, way. then when students work in groups, they have access to many supportive teachers — their classmates. peers can quickly, and effectively, remediate each other‘s weaknesses or misunderstandings (and, in teaching each other, solidify their own learning). the teacher, then, is more available to provide intensive instruction to the most struggling students and push the thinking of everyone. 7. language exchanges language exchange is a method of language learning based on mutual language practicing by learning partners who are speakers of different languages. language exchange is sometimes called tandem language learning. in modern contexts, "language exchange" most often refers to mutual teaching of partners' first languages. language exchanges are generally considered helpful for developing language proficiency, especially in speaking fluency and listening comprehension. language exchanges that take place through writing or text chats, also improve reading comprehension and writing ability. given that language exchanges generally take place between native speakers of different languages, there is also the side benefit of improving cross-cultural communication. language exchanges have also been viewed as a helpful tool to aid language learning at language schools. language exchanges tend to benefit oral proficiency, fluency, colloquial vocabulary acquisition, and vernacular usage. however, there are also concerns that language exchanges cannot be used as a substitute for formal language education, given the difficulty of using language exchanges in learning formal grammar and writing skills. 8. individual interviews individual interviews allow the teachers to get a very clear sense of students‘ oral skills as well as learn more about the students and begin to establish some rapport with them. for this reason, interviewing deserves serious consideration as an activity for the first week or so of class (snow, 2006:31). 9. role-play role-playing is getting together with some friends to write a story. it‘s joining around a campfire or a dining room to spin some tall tales. role-playing is being creative and having fun with friends. role-playing games are stories. you create one of the main characters, and you create a story around your character. the rest of the players also create stories around their characters. and there‘s an editor who brings those stories together. in most role-playing games, one person plays the ―referee,‖ who can be thought of as the ―editor‖ of the story. the editor will, with input from you if you desire to give any, describe a world or setting. you and your friends, as players, will take a character and protagonist in this world. you will guide your character through the story that you and http://en.wikipedia.org/wiki/language_learning http://en.wikipedia.org/wiki/tandem_language_learning http://en.wikipedia.org/wiki/first_language http://en.wikipedia.org/wiki/language_proficiency http://en.wikipedia.org/wiki/language_proficiency http://en.wikipedia.org/wiki/language_school your friends are creating. each player takes a different character, and each character interacts with each other character. role-playing, in this sense, is very much play-acting in the mind. you imagine what the editor describes. then, you imagine your character‘s response to this situation, and describe that to the editor and the other players. they, in turn, each do the same with their characters. 10. learning by teaching in professional education, learning by teaching (german: lernen durch lehren) designates currently the method by jean-pol martin that allows pupils and students to prepare and to teach lessons, or parts of lessons. learning by teaching should not be confused with presentations or lectures by students, as students not only convey certain content, but also choose their own methods and didactic approaches in teaching classmates that subject. neither should it be confused with tutoring, because the teacher has intensive control of, and gives support for, the learning process in learning by teaching as against other methods. 11. authentic material authentic texts have been defined as real-life texts, not written for pedagogic purposes. they are therefore written for native speakers and contain ―real‖ language. they are materials that have been produced to fulfill some social purpose in the language community. in contrast to non-authentic texts that is especially designed for language learning purposes. the language in non-authentic texts is artificial and unvaried, concentrating on something that has to be taught and often containing a series of “false-text indicators” that include: perfectly formed sentences (all the time); a question using a grammatical structure gets a full answer; repetition of structures; very often does not ―read‖ well. the artificial nature of the language and structures used, make them very unlike anything that the learner will encounter in the real world and very often they do not reflect how the language is really used. they are useful for teaching structures but are not very good for improving reading skills (for the simple fact that they read unnaturally). they can be useful for preparing the learner for the eventual reading of ―real‖ texts. the sources of authentic materials that can be used in the classroom are infinite, but the most common are newspapers, magazines, tv programs, movies, songs and literature. one of the most useful is the internet. whereas newspapers and any other printed material date very quickly, the internet is continuously updated, more visually stimulating as well as being interactive. methods subject of this research is one native english teacher and all the sixth semester students of english department iain antasari banjarmasin academic year 2009/2010. there are 62 students, which consist of 37 males and 25 females. object of the research is the communicative language teaching method and techniques used by ashleigh sayer to teach psycholinguistics to sixth semester english department students at iain antasari banjarmasin academic year 2009/2010. there are some techniques that are applied in this research, they are: 1) observation http://en.wikipedia.org/wiki/education http://de.wikipedia.org/wiki/lernen_durch_lehren http://en.wikipedia.org/wiki/jean-pol_martin http://en.wikipedia.org/wiki/lesson http://en.wikipedia.org/wiki/tutor this is a technique which the writer comes to the sixth semester english department class and observes the process of teaching ang learning of them. 2) interview in this way the writer hold a number of interviews with related people, such as the students, the native english teacher and administrative staff english department tarbiyah faculty iain antasari banjarmasin. 3) documentary this technique is aimed at looking for all written reports or documents that perhaps keep any detailed documents, primary data or secondary data. 4) questionnaire this technique is conducted to collect and enrich the data from the native english teacher and the students in addition to observation and interviews. finding and discussion the best method of teaching language according to ashleigh sayer is one in which the students are given opportunities to use the language communicatively, rather than simply focusing on grammar exercises and stuff out of workbooks. to an extent, learning grammar is important, but it should not be the sole focus of language learning and teaching, because it often leads students to feel frustrated and discouraged. taking trips or spending time together outside of class, and doing a variety of activities help the students feel more inspired to try and use the language without feeling nervous about making mistakes. in her class, she tries to be as communicative as possible in her teaching methods-this always improves as she gets to know her students and their life experiences better. she can better plan classes that relate to their backgrounds and interests and can ask for their feedback. her believe about being a teacher is very strong and it is shown in her answer when the writer interview her. she said ―education is not the filling of a pail, but the lighting of a fire‖-william butler yeats. students need inspiration to learn and to live whatever life they ultimately choose. ―lighting a fire‖ means helping them get inspired and excited about something. when ashleigh sayer teaches language, one of the biggest issues she faces is to try to help students feel less shy and nervous in class. it‘s extremely difficult to effectively use a foreign language if students are worried about how they look in front of thier friends and teacher. after years of learning that students must act and behave a certain way in school, language learning can come as an uncomfortable shock. she tries to break down that nervousness barrier, but it takes time and patience. she tries to solve the above problem by getting to know her students as well as possible and spending time with them in circumstances outside of the classroom. for example, last year she taught junior high school students and she wasn‘t allowed to have them come to her home after school. therefore, she ran an after-school homework club-it was a time for them to get together, eat snacks, get homework done and just generally hang out. it helped the students so much in getting to know both her and each other. in class, they became more and more comfortable speaking even though many of them were still very shy and new to the united states. to cover the material, she makes sure that she has a lesson plan before class, and tries to make sure that the topic she wants to cover will be done in that period of time, usually with a follow-up assignment or discussion so that she feels the students understood what she covered. if they cannot finish everything in class, she likes to meet with students in small groups outside of class to check their understanding and complete the activity/material. the goals of her class (in general) are that wherever students begin (in terms of their skill level in that particular subject) that by the end of class they have progressed and learned a lot. she doesn‘t care who the smartest or least active student in the class is; she has no interest in comparing students to one another. she would rather just see students work individually to improve their methods of learning, raise their overall motivation and leave the class feeling like it was worth their time. (it’s written based on the result of interview with ms. ashleigh sayer, m.a) to know the method used by ashleigh sayer in teaching language acquisition in psycholinguistics class to sixth semester english department students at iain antasari banjarmasin, the writer observes the teaching and learning process in fourteen class meetings for class a and b. a) informal greeting to teach language acquisition effectively to the students, the teacher uses this procedures 14 times in fourteen-class meetings. through this technique the teacher wants to make the students comport and enjoy, then they will learn english happily. b) showing agenda this application is used by the teacher 14 times in ten class meetings. ashleigh sayer always uses this technique in her class. since the function of this technique is as guidance of teaching and learning process, then the class meeting became structured and proper time used, because the agenda always guide the activities. c) reading activity this technique of teaching language teaching is also used by the teacher. it‘s known from the fourteen-class meetings observations. reading activity means to increase the students‘ ability about receptive language trough reading. in the class, ashleigh sayer asked her students to read the materials, or even sometimes let one or two students to read aloud for their friends. d) writing activity from the result of observation, the teacher usually uses this technique; it was 6 times in fourteen-class meetings. writing activity means to know better about the students‘ strangeness and weaknesses then the teacher could know what the students‘ needs. trough this technique the teacher also can easily understand the students background of interest, then the teacher can provide better approach of getting closing to the students and teaches then based on the method which the students like. e) english conversation from the result of observation, the teacher uses this procedure 14 times in ten class meetings. since learning language needs much practice, to use the target language as practicing is much helping the students‘ fluency and understanding. this technique is a reflection of one of the communicative principles; using target language. f) pair-work from the result of observation, ashleigh sayer usually uses this technique which is also one technique in communicative method; the teacher uses this procedure 8 times in fourteen-class meetings. this technique is aimed to increase the opportunities for learners to use english in the class with their friends and or even to the teacher. g) group-work from the result of observation, the teacher uses this procedure 6 times in fourteen-class meetings. having this technique, every student are actively participating at all times and students have little opportunity to disengage. even though pair-work is applied too in her class, but the harder discuss would be done by this technique. h) question and answer from the result of observation, the teacher uses this procedure 6 times in fourteen-class meetings. the teacher used this technique to make the student aware of their job in the class that they must pay attention to the subject and understand. it also lets the students practice more their target language. i) being independent participant from the result of observation, the teacher uses this procedure 10 times in fourteen-class meetings. the student will be a little nervous and shy if the teacher focuses on him or her all the time, so that the teacher should be independent participant and became advisor for them. she came up to one group and advice them as their needs, then moves to another groups. j) circle setting from the result of observation, the teacher uses this procedure 12 times in fourteen-class meetings. the point of this technique is to make the students accustomed not to be shy in practicing language. by this technique the teacher can see all the students and gives her attention to every student in her class. by applying this technique, no one from the students could hide from the teacher. this setting seat, help her asking some questions to the students directly and knows if the students didn‘t have good preparation and attention to the teacher. k) learning by teaching from the result of observation, the teacher often uses this procedure; she used 10 times in fourteen-class meetings of her class. learning by teaching allows pupils and students to prepare and to teach lessons, or parts of lessons so that they understand better the lesson and help their friends to understand too. in this part, she asked one or two students to re-explain the lesson to their friends using their own words. in another change, she also asked her students to have five friends group and study hard about one topic then explain it to the class. http://en.wikipedia.org/wiki/lesson l) ignoring grammatical errors from the result of observation, the teacher often uses this procedure; it was 10 times in fourteen-class meetings. although grammar is very important, but the teacher doesn‘t need to check the students‘ grammar since it will make students shy to practice their language because they are afraid of making mistakes. in another times she came to the class with cheat sheet. the cheat sheet contains the errors of using grammar by the students, and then she gave the example for the right one. m) authentic material from the result of observation, the teacher usually uses this technique; it was 7 times in fourteen-class meetings. the point of authentic material is to fulfill some social purpose in the language community. the use of authentic material also provides the students good and proper sample of the use of language. the teacher used movie, song and some texts from native writers. in many times ashleigh sayer took the text from internet, so then text in kind of real communication used by native speakers. n) media from the result of observation, the teacher uses this procedure 10 times in fourteen-class meetings. the teacher used hand-out and computer. this two medias help her very much, because the materials then could be fun and interesting if they were presented trough appropriate media. after conducting the research and analyzing all the data, the writer would like to conclude all the result of study as follows: ashleigh sayer used communicative language teaching method to teach psycholinguistics to sixth semester english department students at iain antasari banjarmasin academic year 2009/2010 and applied some techniques in her classroom activities including pair-work, group-work, learning by teaching, writing logs, english communication, informal greeting, etc. which are dialed with the principle of communicative method. the method and techniques used by ashleigh sayer in teaching language acquisition in psycholinguistics class to sixth semester english department students academic year 2009/2010 are a lots of interesting then the students could love the class and enjoyed learning with her. the student‘s response regarding ashleigh sayer‘s method and techniques of teaching language acquisition in psycholinguistics class to sixth semester english department students in at iain antasari banjarmasin academic year 2009/2010 is categorized high category. by applying the communicative method in teaching english, ashleigh sayer helps the students to better understand in understanding psycholinguistics which according to the writer is a hard subject to study. applying communicative method with various of techniques makes the students feel enjoy with the language. it is known that the students like her class during the process of teaching and learning in the class. through this method the students are also motivated to better communicatively competent in english. it is very important for teachers today for any subjects to invite students to love something from class. there must be at least one thing from a class that students love, and then it will motivate students to always come to a class and enjoy learning process. a good teacher will serve his or her students by good method, but if the students do not like the method, invite them to love the subject, if not, let them love the teacher. conclusion and suggestion after conducting the research and analyzing all the data, the writer would like to conclude all the result of study as follows: 1. ashleigh sayer used communicative language teaching method to teach psycholinguistics to sixth semester english department students at iain antasari banjarmasin academic year 2009/2010 and applied some techniques in her classroom activities including pair-work, group-work, learning by teaching, writing logs, english communication, informal greeting, etc. which are dialed with the principle of communicative method. 2. the method and techniques used by ashleigh sayer in teaching language acquisition in psycholinguistics class to sixth semester english department students academic year 2009/2010 are a lots of interesting then the students could love the class and enjoyed learning with her. 3. the student‘s response regarding ashleigh sayer‘s method and techniques of teaching language acquisition in psycholinguistics class to sixth semester english department students in at iain antasari banjarmasin academic year 2009/2010 is categorized high category. 4. by applying the communicative method in teaching english, ashleigh sayer helps the students to better understand in understanding psycholinguistics which according to the writer is a hard subject to study. applying communicative method with various of techniques makes the students feel enjoy with the language. it is known that the students like her class during the process of teaching and learning in the class. through this method the students are also motivated to better communicatively competent in english. 5. it is very important for teachers today for any subjects to invite students to love something from class. there must be at least one thing from a class that students love, and then it will motivate students to always come to a class and enjoy learning process. a good teacher will serve his or her students by good method, but if the students do not like the method, invite them to love the subject, if not, let them love the teacher. based on observation, the writer gives some suggestions as follows: 1. the chief of english department tarbiyah faculty at iain antasari banjarmasin had better to invite every year a native english teacher in order to provide students real speaking english teacher to communicate and understand english language culture which is we cannot get from indonesian teachers. 2. the english teachers should create comfortable situation in teaching and learning process, so the students will be enjoyable in learning english. in addition, the teachers should apply various techniques and many kinds procedure of communicative method, use effectively the teaching media, and always motivate the students to communicate in target language the students could be better communicatively competence in english. 3. the english teachers shouldn‘t teach students by just sitting behind the table, but better if the teachers move and get closer to the students and make the students feel enjoy to practice language and also feel like they get special attention from their teachers. 4. for the students, especially the sixth semester english department students to use the opportunity to learn english from the real native speaking teacher as wise as possible. the students also should practice their english more and more in order to better communicatively competent in english since according to the writer the best way to learn language is by practicing. references alexander, l. g. practice and progress and integrated course for intermediate student. yogyakarta: kanisius. 1975. asher, james j. learning second language through action. california: accuprint. 2001. carrol, brendan j. testing communicative performance. san francisco: pergamon press. 1983. curran, charles. counseling-learning in second languages. apple river: apple river press. 1976 finocchiaro & brumfit c. the functional methods in language teaching. new york: oxford university press. 2000. gattegno, caleb. teaching foreign language in schools: silent way. new york city: educational solution press. 1999. harmer, jeremy. the practice of english language teaching. new york: longman. , 2001. larsen, diane & freeman. techniques and principles in language teaching. walton street: oxpord university press. 2006. larsen, diane –freeman. techniques and principles in language teaching, 2 nd ed. new york: oxford university press. 2000. lindsay, cora & paul knight. learning and teaching english. new york: oxford university press. 2006. littlewood. language teaching an introduction. cambridge: cambridge university press. 1981. richard, jack c. and theodore s. rodgers. approaches and methods in language teaching; a description and analysis. new york: cambridge university press. 2001. snow, don. more than a native speaker (an introduction to teaching english abroad). virginia: kirby lithographic company. 2006. giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||105-127||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php onomatopoeia found in tintin comics giyatmi giyami85jimmy@gmail.com sihindun arumi sihindunarumi1@gmail.com ratih wijayava ratihwijayava@gmail.com veteran bangun nusantara university, indonesia article history: received: 04 april 2023 accepted: 15 june 2023 this research focuses on the use of onomatopoeia in the tintin comic. this study aims at describing the types of onomatopoeia in tintin comic. this is a descriptive qualitative research. the data of this research are onomatopoeic forms found in tintin comics. the data sources of this research are 3 tintin comics, namely tintin in the tibet, tintin and the alphart, and tintin and picaros. to collect the data, the writers use documentation (tintin comic) and content analysis. data analysis in this study consists of three stages such as data reduction, data display, and conclusion. there are 51 data of onomatopoeia. the writers find there are 3 types of onomatopoeia; phonomime onomatopoeia (29), phenomim onomatopoeia (12), and psychomime onomatopoeia (10). the phonomime onomatopoeia is the most dominant onomatopoeia found. corresponding author: sihindunarumi1@gmail.com keywords: onomatopoeia; comic; speech act http://jurnal.uin-antasari.ac.id/index.php mailto:giyami85jimmy@gmail.com mailto:sihindunarumi1@gmail.com mailto:ratihwijayava@gmail.com mailto:sihindunarumi1@gmail.com page | 106 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 introduction om telolet om… maybe some of us still remember that expression. the phrase that appeared at the end of 2016 and early 2017 were very familiar and even became viral in cyberspace and among the public, especially those who claim to be the bis mania community, even this phenomenon has reached foreign countries. om telolet om started from the habit of children around the jepara-kudus highway asking the bus driver they call om to sound the bus horn, and it turns out that the horn sound is not just a "tin-tin" but sounds like a telolet sound. actually, the children initially mentioned om klakson om so that the driver sounded the horn and coincidentally the sound of the bus usually resembled the sound of telolet so they replaced it with the word telolet. there are interesting things about what the children have done in terms of language knowledge. the children analogized the sound of telolet with the sound of a horn. these children substitute indirectly showing one of the characteristics of language, namely onomatopoeia. in simple terms, onomatopoeia is a word or group of words imitating the sound associated with what is described. the sounds that are imitated are not only animal sounds, nature sounds, but also human voices. in everyday life, there are many words that imitate the sound produced by an object in real life. for example, the sound of the telephone ringing, the sound of the horn (tin-tin, din din). in addition, there are also sounds that are imitated by animal sounds such as the sound of dogs (woof), the sound of the cat (meow) and so on are known as onomatopoeia (chang, 2018). the use of onomatopoeia is often found in comics instead of other media. in comics, onomatopoeia represents sound effects (chang, 2018). it means that the widely used of onomatopoeia in comics and magazines because of its effectiveness in creating good sound effects in these media. page | 107 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 1. sleepy donald duck figure 1 shows how the sleepy donald duck who tried to grab the phone ringing is. there are 3 onomatopoeias found in figure 1 such as rrrrrring, grummel, and suefz. rrringgg is an imitation of the sound of a telephone. the use of rrrriingg as onomatopoeia is to give the readers imagination of the sound of the telephone ringing. meanwhile grummel and suefz possibly refer to a grumbling sound. those onomatopoeias describe donald duck’s feeling when he answers the phone during his bed time. there are several definitions that relate to onomatopoeia. etymologically, onomatopoeia derives from the greek words namely onoma (name) and poeieo (to make) so onomatopoeia means name making. in general, the usage of a term that phonetically mimics, looks like, or refers to the sound that it describes is known as onomatopoeia. onomatopoeia refers to the words made by imitating the sound and name of an object or action by imitating the sound of the object associated with the object (chang, 2018). in addition, dofs in (rauf, 2016) defines onomatopoeia as a type of sound that is designated by its object and reproduces a natural sound. additionally, ogata in (rauf, 2016) mentions that a sound-imitated description of animals and phenomena in nature called onomatopoeia. tiwiyanti also writes that onomatopoeia is a word that has the similar sound with the sound that describes certain objects (tiwiyanti, 2016). meanwhile, gasser in (eliza, 2013) mentions onomatopoeia as naming of objects that imitate the sound produced by that objects and the form of onomatopoeia can be the sound of certain object, animal, and actions. along with the previous definition, assaneo in (muliawati & yusnida, 2019) explains that page | 108 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 onomatopoeia is defined as an imitative-driven transformation of natural sounds into a word. furthermore, onomatopoeia according to pierce in antila in (chang, 2018) is a word that duplicates nature sounds that are frequently natively considered to be entirely distinctive as it is exact duplicates of the original sounds they refer to such as the sound of a quack imitating the sound of a duck in english, and wek wek in indonesia. fromkin, rodman, and hyams in (alameer, 2019) see onomatopoeia as words in which their pronunciation defines their meaning, for example, meow (cat), buzz (insect). assaneo writes that onomatopoeia is a unique language condition because it instinctively imitate sounds to establish a connection with the objects they resemble (muliawati & yusnida, 2019). in addition, the widely recognized crosslanguage phenomenon known as onomatopoeia happens when a linguistic component is phonetically influenced by the sound of the reality it transmits (kirtchuk, 2011). seyyedi argues that onomatopoeia, the making of words imitating natural sounds, is a common phenomenon found in all languages of the world (seyyedi & akhlaghi, 2013). meanwhile, according to kambara onomatopoeia words serve to give words more life by representing states, actions, sentiments, and feelings (rauf, 2016). from several definitions related to onomatopoeia, it can be concluded that onomatopoeia is related to the process of sound or action imitation to certain object such as human, animal, and natural phenomena. onomatopoeia with sound imitation includes bang bang (sound of weapon), riinngg (sound of phone ringing), whoooo whooo (sound of an owl), whizz (sound of the wind). afterward, onomatopoeia that relates to action imitation can be like glug glug (drinking), zzzz (sleeping), chomp chomp (eating), smack (kissing), and scratch (tearing up). in addition, onomatopoeia also can represent action, sentiments, and feelings. dealing with feeling and sentiments, onomatopoeia includes argh (annoyed), aaaahh (pain). finally, onomatopoeia classifies as a unique and cross-language phenomena since it can be found in all languages around the world such as knocking the door; knock page | 109 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 knock (english), tok tok (indonesia), toc toc (mexico/spanish), puk puk (polish), the barking dog; woof woof (english), gav gav and tyav tyav (russia), ouaf ouaf (french). there are many linguists explaining the types of onomatopoeia. ullamn in (eliza, 2013) classifies onomatopoeia into two, namely primary onomatopoeia and secondary onomatopoeia. primary onomatopoeia occurs due to imitating sound with the sound produced by the object itself. meanwhile, according to alexander in (alameer, 2019) primary onomatopoeia occurs in words and sound that refers to the certain object. in this case onomatopoeia belongs to a word that is produced by imitating the sound produced by the object itself such as buzz (bee), growl (bear), hum (human), plop (mud puddle), roar (lion), squeak (pig), whizz (wind) and the sound of objects such as bell (ding ding), car beeping (horn), phone (riiingg). secondary onomatopoeia occurs due to the relationship between the sound of an object and its action. alexander in (alameer, 2019) states that the secondary onomatopoeia is the imitation of the sound due to the certain action. this onomatopoeia is a combination between the sound of an object and its action, for example, chopm chomp refers to eating, gulp gulp refers to drinking, thum/thud refers to colliding. on the other hand, bredin in dofs in (rauf, 2016) divides onomatopoeia into three: direct onomatopoeia, associative onomatopoeia, and exemplary onomatopoeia. direct onomatopoeia refers to the original sound of the object being referred to such as buzz (bee), hiss (snake), moo (cow). associative onomatopoeia refers to the sound imitation due to its similarity of the object and the word denoted such as cukooo (bird), bubble, whip, scratch, splatter, cackle, cough, whisper. exemplary onomatopoeia refers to the sound imitation based on the quantity and physical work of the speaker in pronouncing it such as nimble, dart, slothful, sluggish, mumble. thomas in (chang, 2018) mention that there are four types of onomatopoeia, namely calls of animals (animal sounds), sounds of nature (natural sounds), sounds made by human (human sound) and other sounds. meanwhile, page | 110 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 shibatani and martin in (hasada, 1994) distinguish onomatopoeia into (1) phonomime onomatopoeia which imitates the type of sound produced by nature such as the sound of animals, objects and humans, (2) phenomime onomatopoeia which describes the action, the nature, appearance, circumstances, situations, and conditions of the world outside, (3) psychomime onomatopoeia which symbolizes psychological states, body feelings, and inner feelings. contrary to phonomimes, which are known as (sound-) onomatopoeia, phenomimes and psychomimes are frequently referred to as mimetic words. simpson in (al-zubbaidi, 2014) mentions that lexical onomatopoeia refers to words recognized in the language system as words such as thud, crack, slurp and buzz, whose symbolic pronunciation becomes their reference outside the language. non-lexical onomatopoeia, on the other hand, refers to a group of sounds that echo the world without the mediation of linguistic structures such as vroom vroom or brrrmmmm brrrmmmm. a comic is invented by a rudolphe topfer, a swiss cartoonist in 1873 (firdaus et al., 2021). etymologically, the word comic is taken from greek term, komikos, meaning humor. wigans states comics as a type of graphic art that frequently use the sequential arrangement of images and text to communicate a story, idea, or piece of information. they may occasionally lack words and depict speech instead using conventions and symbolism, such as word balloons (putri et al., 2017). comics are a medium for expressing ideas in images combined with text or visual information. suwastomo concludes that a comic is a piece of art that tells a series of stories in image form about characters and incidents that can be hilarious, puzzling, etc (suwastomo, 2016). along with the previous definition, firdaus et al define a comic as a narratively organized collection of images that includes dialogue (firdaus et al., 2021). experts argue that the two most common forms of comics are comic book and comic strips. a comic book is a novel or a collection of stories expressed in pictures, text, and other visual information on the other hand comic strips having page | 111 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 similar components when compared to comic books; only they are shorter. strip comics are continual comics that are printed in newspapers (suwastomo, 2016). comic elements include panels, letters, balloons, captions, and borders. panels are the most basic element in a comic strip. panels can be square, round, or triangular. the panel is the place where all the other elements are delivered. the images represent the character's appearance, actions, and facial expressions, whereas letters are any text on a comic page that is used to emphasize important words. balloons are for text, usually include a pointed end that connects the balloon to the character speaking or thinking of the words written in the text. speech balloons are usually straight-edged balloons, while thought balloons are usually bubble-eyed. text is used for narration or transition text. borders are lines that enclose panels, balloons, and captions. together, they tell the story in several well-ordered panels. comics become interesting because they do not only contain images but also language expressions, one of which is onomatopoeia. onomatopoeia is widely used in comics and poetry. onomatopoeia is a part of linguistics that describes events and fantasies. guynes in (chang, 2018) states that onomatopoeia in comics is a representation of sound effect that is manifested in graphic/written form. onomatopoeia is usually called sound effect. sasamoto and jackson in (sunarya & sutono, 2021) state that onomatopea is a communication phenomenon. sangoi in (alameer, 2019) relates onomatopoeia between comic books, magazines and stories with the effectiveness of linguistic phenomena to increase the attractiveness of comics, magazines. onomatopoeia is widely used in comics, magazines because onomatopoeia is very effective in creating good sound effects in these media. onomatopoeia helps provide voice support for comic readers so that readers can imagine when reading comics. many comic writers use onomatopoeia to express the feelings of the characters. onomatopoeia is an image of the mind that can give imagination to comic readers when reading comics. page | 112 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 the function of onomatopoeia according to aliyeh and zeinolabedin in (alameer, 2019) are enriches the reading content. onomatopoeia gives a livelier situation, condition, or appearance. in addition, it develops the level of musicality of spoken and written texts. furthermore, it stimulate the reader's impression of the message to reveal a vivid and realistic description of the attitudes, gestures or behavior and emotional phenomena maino in (hasada, 1994). again, the employment of onomatopoeia in comics aids the reader in recognizing the significance of an object that would otherwise be meaningless if no explanation were provided (firdaus et al., 2021). there are many studies related to onomatopoeia in comics which can be broadly grouped into several fields. first are studies of onomatopoeia in education field such as (1) tiara eliza (2018) using onomatopoeia in comic to improve vocabulary. the results of this study indicate that teaching vocabulary using onomatopoeia in comics can be used to increase students' vocabulary, (2) aulia putri et al (2017) the effect of onomatopoeia in comic strip and instrumental motivation towards students' reading comprehension achievement. this study aims to determine whether there is a relationship between students' understanding of reading skills in students who are taught using onomatopoeia on comic strips on motivation, (3) bambang suswanto (2016) teaching using comic as a media to improve student’s vocabulary mastery at tenth grade of sman 1 muntok. the study reports that students taught using comic has greater achievement than those of not taught using comic, therefore comic can be used as one of media to teach vocabulary. second are the research on onomatopoeia conducted on poetry such as that was conducted by haitham k. al zubbaidi (2014) functions of onomatopoeia in modern english and arabic poetry: a study in selected poems by lawrence and al-sayyab. the results of this study indicate that the use of onomatopoeia is associated with cultural differences. the research on the use of onomatopoeia on poetry was also done by walen carera et al (2019) analysis onomatopoeia in selected poem by lee emmett. the study focuses on types of onomatopoeia. page | 113 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 third are studies focusing on comparing onomatopoeia of two languages such as that conducted by abdullah alhasan alameer (2019) the linguistic feature of onomatopoeia word in arabic-english: a contrastive study. the results of this study indicate that arabic and english can use onomatopoeia in different situations and settings. in addition, this study also shows that there are similarities related to onomatopoeic grouping, onomatopoeic meaning, and sound. candra alim tohari et.al. (2016) the phonological analysis of animal sounds in english and indonesians. they provides 20 animal onomatopoeia from english and indonesia that then examined by using phonology and phonetics theory to find their similarities and differences both in consonants and vowel. research related to onomatopoeia is also carried out in translation studies. leni tiwiyanti (2016) with the title an analysis on onomatopeic words and their translation proceduring in harry potter and the prisoner of azkaban and its translation version. the results show that onomatopoeia in the form of a verb becomes the most dominant type of word after nouns, adjectives, and interjections. meanwhile, there are 5 translation procedures found, namely; borrowing, literal translation, transposition, modulation, equivalence sets. rosa munoz-luna (2019) the translation of onomatopoeias in comics: linguistic and pedagogical implications. this case study particularly focuses on how onomatopoeias and interjections are handled in the translations in order to figure out how significantly culture and context have an impact on the various linguistic counterparts. the use of comic strips in foreign language education has some pedagogic implications that are also examined. the last one is the type of research that often appears in the discussion of onomatopoeia is the type of onomatopoeia, and the meaning of onomatopoeia. walen carera et al (2019) type and meaning of onomatopoeia in selected poems by lee emmett. the results of this study indicate that there are two types of onomatopoeia, namely primary onomatopoeia and secondary onomatopoeia. the most dominant type of onomatopoeia is secondary onomatopoeia. abdul muin et al (2016) the onomatopoeia in robert vendetti's comic "the flash". the page | 114 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 research found two types of onomatopoeia in the comic “the flash”, namely direct onomatopoeia and indirect onomatopoeia. this study also shows that onomatopoeia can have both lexical and contextual meanings. aprilia chang et al (2018) also conducted onomatopoeic research related to type and meaning with the title the analysis of onomatopoeia in the adventure of tintin and the blue lotus. this study focuses on onomatopoeia classification. the results showed that based on ullman's theory; there were two types of onomatopoeia (primary and secondary onomatopoeia). onomatopoeia is also classified based on the sound that describes it, namely the human voice, the sound of nature, the sound of animals. in terms of its meaning, onomatopoeia has a contextual meaning. onomatopoeia as a form of speech act in the research, the most dominant is declarative speech act. meanwhile, in this study, the writers also focus on the classification. however, the writers use the classification of onomatopoeia from hasada which consists of phonomime onomatopoeia, phenomime onomatopoeia, psychomimes onomatopoeia. the writers use hasada theory because hasada’s theory present onomatopoeia not only in terms of physical (type of sound), in terms of action/nature but also in term of psychological state. method this research is a qualitative descriptive study. the researchers observe the phenomenon of onomatopoeia found in tintin comics. this research uses the onomatopoeic forms found in the tintin comics as data for the study. the research uses three comics of tintin, namely tintin in the tibet, tintin and the alph-art, and tintin and picaros. in this study, researchers used documentation and content analysis techniques through the note-taking method. researchers used three tintin comics that consists of tintin in the tibet (titt), tintin and the alph-art (tataa), and tintin and picaros (tap) during the data collection process. furthermore, the researchers collect data by using content analysis and documentation. this study uses researcher triangulation because this study consists of 3 researchers. data analysis includes several steps consisting of data reduction, data display, data verification to make conclusions. data reduction is done when page | 115 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 there are same data of onomatopoeia found during the research. after all the data collected, the next step is coding the data. the data code is also given based on a predetermined code system, namely no data/comic title/page/onomatopoeic type. then the data are displayed in a table. after the data is coded, the next step is data analysis to answer the problem formulation. the data are analyzed to find the types of onomatopoeia found in tintin in the tibet, tintin and the alph-art, and tintin and picaros. findings and discussions this study analyzes the types of onomatopoeia found in tintin's english comics. there are 3 comics (tintin in the tibet, tintin and the alph-art, and tintin and picaros) that are used as data sources. related to data collection, the researcher used content analysis. at the time of data collecting, the researchers immediately conducted data reduction. data reduction is done when the same onomatopoeias are found and they describe the same things. however, when the researchers found the same onomatopoeias but they describe different thing, the researchers did not eliminate the data. for example, bang which were found more than one. based on the research finding, bang is used to describe the sound of gun shooting, explosion, as well as collision, so the researchers treated them as different data and did not reduce them. from the data searching process, the authors found 51 data. the data are then classified based on the type of onomatopoeia on the onomatopoeia. the table below shows the types of onomatopoeia found in the 3 english versions of tintin comics (tintin in the tibet, tintin and the alph-art, and tintin and picaros) table 1. types of onomatopoeia no types of onomatopoeia amount 1 phonomime onomatopoeia 29 2 phenomime onomatopoeia 12 3 psychomime onomatopoeia 10 total 51 page | 116 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 types of onomatopoeia found in tintin comics onomatopoeia is a word or group of words that imitates the sounds of the source it describes. there are several theories that discuss the types of onomatopoeia. in this study, researchers used the onomatopoeic type theory from hasada. hasada classifies the types of onomatopoeia into 3 groups, namely phonomime, phenomime, and psychomime. in this study, the researchers found three types of onomatopias, namely phonomime onomatopoeia (29 data), phenomime onomatopoeia (12 data), and psychomime onomatopoeia (10 data). phonomime onomatopoeia phonomime onomatopoeia is a type of onomatopoeia that imitates the types of sounds produced by nature such as the sounds of animals, objects, and humans. researchers found 29 data belonging to this group. phonomime onomatopoeia is the most dominant type of onomatopoeia found in the tintin comics. phonomime onomatopoeia is the most common type of onomatopoeia and is easy to create phonomime onomatopoeia. it just imitates the sound of the object. phonomime onomatopoeia in this study can be broadly divided into three major groups based on the object that are imitated. the following table shows the classification found in phonomime onomatopoeia: tabel 2. phonomime onomatopoeia no phonomime onomatopoeia data meaning amount 1 animal sound poc poc, tu whooo sound of bird 2 2 human sound achooo sneezing 3 mmmm , zzzzzz sleeping 3 object knock knock, toc toc, rat rat knocking door 3 ring ring phone ringing 1 boom, bang explosion 2 dong doorbell 1 tacatacatacarrrrrvrooommmm, vroommm, pinponpinpon, rrrrrr engine of a vehicle 4 page | 117 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 bang bang, pof pof, paf paf, rat tat tat gun 4 clang, poot, bong, throwing 3 blam, slam closing the door 2 crash, skrr, bang collision 3 splosh water 1 total 29 here are some examples of phonomime onomatopoeia found in tintin comi: 1) 01/taaa/poc poc poc/phono the phonomime onomatopoeia can be animal sound. poc poc poc comes from the sound of a bird. as described in the comic, there is a bird outside captain’s bedroom. 2) 32/taaa/tu whooo/phono another phonomime onomatopoeia found in the research is tuwhoooo which refers to the sound of an owl. on the comic, it is described the owl is on the tree outside tintin’s room. 3) 15/taaa/aaachoo/phono achoo refers to the sound of sneezing. the term "achoo" refers to an inherited condition known as autosomal dominant compelling helio-ophthalmic outburst syndrome, which causes excessive sneezing. the sound achoo appears in the comic when captain sneezes. 4) 61/tit/zzzz/phono meanwhile another onomatopoeia describing the sound of sleeping is zzzz spoken by captain. he is singing at the first, however, he falls asleep finally while walking. there is another onomatopoeia used to describe the sound of sleeping, i.e. 14/taaa/mmmm/phono. it happens when captain haddock and tintin attends the show of 5) 02/taaa/toc toc/phono there are three sounds of knocking door found in the comic. rat page | 118 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 rat rat is the sound made by knocking on a door with a hard object (such as a door knocker) in addition rat rat rat refers to a series of short, sharp taps especially made by knocking on a door. toc toc toc is also an onomatopoeia describing the sound of knocking on a door in certain country such as mexico. meanwhile knock knock is a very general onomatopoeia for knocking on a door. here is the example of the onomatopoeia of knocking the door 02/taaa/toc toc/phono 6) 03/taaa/ring ring/phono ring ring is the common onomatopoeia used to imitate the sound of phone ringing. people may use this onomatopoeia when they pretend to give a call. this onomatopoeia indicates the phone ringing. 7) 05/taaa/boom/phono boom describes the sound of explosion. in the comic, the onomatopoeia of boom happens when there is a big explosion because of the terrorist attack that is broadcasted on the television. the explosion seems so hard that everyone around the television get startled. 8) 06/taaa/dong/phono dong describes the deep resonant sound of a large bell (http://onomatopoeialist.com/dong/). this onomatopoeia appears in the comic when the twin detectives arrived at tintin and captain’s room as shown in the following picture; http://onomatopoeialist.com/dong/ page | 119 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 9) 07/taaa/bang/phono the onomatopoeia of bang is usually used to describe the sound of gun shooting. there are three onomatopoeias of bang found in the tintin comics; however, they occur in different ways. these three bangs are used to described the sound of gun shooting, explosion and collision. 07/taaa/bang/phono appears when captain haddock and the twin detectives’ cigar explode several minutes after they light the cigars on. different from boom, it seems bang is to describe small explosion. 10) 23/taaa/pinponpin/phono there are several sounds represent the sound of siren such as nee naw, wee-oww, reeeeeeeeeeee, woop, weeo, bweep bip bip bweep, eeeeeee, eeeoooeeeooo, woowoo-woo, weeeoooeee (onomatopoeia book). however the sound of siren found in the comic is represented by pinponpinpon. the siren comes from the fire brigade car. here is the example of the data; 11) 55/tap/rrrrr/phono another onomatopoeia imitate the sound of vehicle engine is rrrrr, the sound of a helicopter. there are several sounds refers to plane such as rrrrrrrrrrrrrrrrrrr, urrrrrr. the sound appears when tintin, captain haddock, and general alcazar are in the jungle. there is a helicopter in the sky searching for them. page | 120 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 12) 52/tap/ratatat/phono there are several onomatopoeia used to symbolized the sounds of gun shooting such as rat-tat-tat, pew pew, pap pap, brrrrtt, boom boom, bang bang, kablam, and dut dut (https://grammarhow.com/gunshot-soundwords/). however in the comics, the onomatopoeia to describe the sounds of gun shooting is ratatatat. ratata refers to a fast gun shooting. here is the example of the use of onomatopoeia describing the gun shot; 13) 19/taaa/clang/phono clang means a noisy, metallic sound (https://www.clarkandmiller.com/sound-words-in-english-bang-smashcrash-and-39-more/). another resources mentions that clang means loud ringing metallic sound, such as an aluminum baseball bat hitting the ball ( http://www.writtensound.com/index.php?term=clang). in the comic the use of clang as onomatopoeia can be seen in the following picture when there is a tin falling behind tintin. 14) 49/tap/bong/phono based on the context, bong is a sound immitation appearing when monkeys threw a bottle to captain haddock. bong means sounds of bouncing and hard hit (http://www.writtensound.com/index.php?term=bong). https://grammarhow.com/gunshot-sound-words/ https://grammarhow.com/gunshot-sound-words/ https://www.clarkandmiller.com/sound-words-in-english-bang-smash-crash-and-39-more/ https://www.clarkandmiller.com/sound-words-in-english-bang-smash-crash-and-39-more/ http://www.writtensound.com/index.php?term=clang http://www.writtensound.com/index.php?term=bong page | 121 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 15) 20/taaa/blam/phono blam indicates of an explosive noise or sound, however, in the comic of tintin it is used when someone closes the door hard and angrily. tintin is in front of the door of a man’s room and the man opens the door angrily while saying that he has no opinion and asking tintin to leave him alone. it seems he does not want to talk to tintin. in the end, he closes the door hard and angrily. here is the example of the data; 16) 22/taaa/bang/phono the onomatopoeia used in the comic is bang which is commonly used for imitating the sound of the gun. however, here it describes the collision between cars. bang refers to an object that makes a short, sharp noise when coming into contact with a hard surface (https://www.englishclub.com/vocabulary/onomatopoeia-impacts.php). here is the example of the data; 17) 47/tap/splosh/phono water onomatopoeia includes bloop, drip,drizzle, splash, spray, sprinkle, squirt, etc. in the book of onomatopoeia, splosh refers to the sound of raining. in the comic, splosh appears when captain falls into the stream. when his body hits the water, then splosh comes. here is the example of the data; https://www.englishclub.com/vocabulary/onomatopoeia-impacts.php page | 122 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 phenomime onomatopoeia phenomime onomatopoeia refers to those of describing the way of doing some actions, describing traits, appearance, and condition. the researchers find 12 data belonging to phenomime onomatopoeia. they, then, can be classified into; 9 data describing some actions and 3 data describing appearance/traits/condition. tabel 3. phenomime onomatopoeia no phenomime onomatopoeia data meaning amount 1 action glug glug drinking 9 smack kissing fassiiiii pressing the brake aom praying scratch digging clap catching sniff smelling pof pof pof glub glub smoking diving 2 describing hic his zzingg hiccup drunk fall down 3 total 12 here are some examples of phenomime onomatopoeia found in tintin comic; 1) 43/tap/glug glug/pheno glug glug as an onomatopoeia refers to the sound of people drinking. glug means making a gurgling sound when liquid substances is poured (https://www.englishclub.com/vocabulary/onomatopoeia-fooddrink.php) in the comic it is described that the chief of the arumbayas (avakuki) holds a bottle of whisky then drink the whisky. https://www.englishclub.com/vocabulary/onomatopoeia-food-drink.php https://www.englishclub.com/vocabulary/onomatopoeia-food-drink.php page | 123 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 2) 04/taaa/smack/pheno in english, there are different ways to write the sound of a kiss such as muah, smack, muach xxx. in tintin comic, the sound of kissing is described with sound smack. smack means loud kiss (https://dictionary.cambridge.org/dictionary/english/smack). 3) 34/tap/sniff/pheno sniff means drawing air through the nose. sniff in the comic seems used to describe captain who smells a bottle of loch lomond (whisky). he opens its bottle then sniffs it. 4) 35/taaa/scratch scratch/pheno scratch means to tear or to mark a surface something sharp. in the comic, scratch scratch appears when snowy is scratching the outside wall where tintin is captived. 5) 36/taaa/clap/pheno clap usually refers to the sound of clapping hands, however, in this comic, it represent the sound of catching something hard. in this comic, the sound of clap appears when tintin throws something like a board flake then snowy catch it with his mouth and teeth. 6) 56/tap/hic/pheno hic and hips both represent the getting drunk people. captain alcazar gets angry to his soldier because most of his soldiers get drunk because of whisky. he warns his soldier to drop the bottle or he will shoot them. meanwhile his drunken soldiers stop and make no sound except hic and hips. psychomime onomatopoeia psychomime onomatopoeia describes the psychological condition such as feeling. there are 10 psychomime onomatopoeia found in tintin comic as the https://dictionary.cambridge.org/dictionary/english/smack page | 124 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 following table: tabel 4. physchomime onomatopoeia no psychomime onomatopoeia data amount 1 annoyed sshh sshh 1 2 distasteful food and beverage yeurgh ughhh pfouagh 3 3 pain aargh waaah waoaoaow aaaah 4 4 surprise eeek zzoing 2 total 10 here are the examples of the phsychomime onomatopoeia: 1) 14/taaa/ssh ssh/psycho ssh ssh is used to call for silence. the onomatopoeia of ssh ssh appears when the audience asks titin and captain haddock to be quiet. they feel annoyed with tintin and captain haddock’s conversation. 2) 25/taaa/yeurgh/psycho yeurgh in this comic is used to express of distasteful chewing gum. so, captain haddock finds a chewing gum given by abdullah. he is so excited to taste the chewing gum, however when he tastes it he yells yeurgh. he does not like the taste because it is pepper instead of a chewing gum. 3) 42/tatp/pfouagh/psycho pfouagh is an onomatopoeia used to describe the distasteful of beverage. captain haddock pours some whisky for him and tintin but unfortunately tintin refuses it. some times after he drinks the whisky, he suddenly throws it out of his mouth. he realizes that what he just drank is page | 125 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 not whisky. it is cleaning liquid. 4) 31/taaa/aaaah/psycho onomatopoeia aaaaa is used to express pain in this comic. mr. akkas edendine (rastapopulus) feels that he has been able to beat tintin. however, snowy (tintin’s dog) and captain haddock come to save tintin. even, snowy bites mr. akkas edendine so he screams aaaah to express the pain. 5) 51/tap/eeek/psycho onomatopoeia eeek happens when captain gets surprised after he feels something creeping under his jersey. apparently, it is an ell from the stream. conclusions and suggestions onomatopoeia is a universal phenomenon in language since it can be found in almost all languages. onomatopoeia can be found in various literary works including comics. onomatopoeia is a representation of sound which is manifested in the form of graphics/writing as sound effects in comic. onomatopoeia is widely used in comics and magazines because of its effectiveness in producing good sound effects in these media. in this study, the writers found three types of onomatopoeia in the english version of the tintin comic, namely phonomime onomatopoeia (29 data), phenomime onomatopoeia (12 data) and psychomime onomatopoeia (10 data). phonomime onomatopoeia appears in the form of animal sounds (toc toc, woo woo), object sounds (ring ring, knock knock, vroomm) and human voices (zzz, mmm). phenomime onomatopoeia appears in the form of describing actions, and describing appearances, situations, states, and conditions such as (glug glug, smack, sniff, clap, etc). meanwhile phsychomime onomatopoeia appears in expressing annoyance, shocking, and pain (aaah, aargh,eek, etc) . the most dominant onomatopoeia found is phonomime onomatopoeia. the simple way to page | 126 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 create onomatopoeia is by imitating sound of animal, object or human, so there is more phonomime onomatopoeia compared with two other kinds of onomatopoeia. this research finding also shows that same onomatopoeia may serves different description. the example is bang that is used for three different sound description such as gun shooting, explosion, as well as collision. on the other hand, this research also finds that different onomatopoeia may also describe the same object, action, etc. the example is bang bang, pof pof, paf paf, rat tat tat that are used to describe the sound gun shooting. meanwhile, the sound of knocking door describes with three different onomatopoeias such as knock knock, toc toc, rat rat. most of the study of onomatopoeia focuses on its types. probably the next researchers can focus on other topics such as onomatopoeia as speech acts. onomatopoeia is a part of language which serves main function as a means of communication, so onomatopoeias consist of speech acts. additionally, other researchers may also study onomatopoeia based on the study of translation because each language has its own onomatopoeia. last but not least, other researchers may also study to find out the difference use of onomatopoeias that describe the same object, action, etc. let’s say what is the difference of pof pof pof, bang bang, paf paf paf, rat tat tat as a gun shooting onomatopoeia? does it depend on the size of the gun? does it depend on the speed of shooting? or does it depend on the sound produced by the gun. references al-zubbaidi, h. k. (2014). the functions of onomatopoeia in modern english and arabic poetry: a study in selected poems by lawrence and al-sayyab. advances in language and literary studies, 5(6). https://doi.org/10.7575/aiac.alls.v.5n.6p.181 alameer, a. a. (2019). the linguistic features of onomatopoeia words in arabicenglish : contrastive study. international journal of humanities and social science invention (ijhssi), 8(09), 6–12. chang, a. (2018). the analysis of onomatopoeia in “ the adventure of tintin and the blue lotus. eliza, t. (2013). an analysis of onomatopoeias in garfield page | 127 giyatmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 comic. vivid journal of language and literature, 2(2). firdaus, m. r., hardiah, m., & damayanti, i. (2021). an analysis of onomatopoeia in peanut comic by charles m. schulz. journal of english education and teaching, 5(2), 248–256. https://doi.org/10.33369/jeet.5.2.248-256 hasada, r. (1994). the semantic aspects of onomatopoeia: focusing on japanese psychomimes. 156. http://hdl.handle.net/1885/132958 kirtchuk, p. (2011). onomatopoeia and phono-iconicity in hebrew in the framework of luit: language-a unified and integrative theory. http://hal.archives-ouvertes.fr/hal-00602819/ muliawati, i., & yusnida, d. (2019). acehnese onomatopoeias: investigating, listing, and interpreting their meanings. englisia journal, 7(1), 82–101. https://doi.org/10.22373/ej.v7i1.5184 putri, a., angraini, y., & manurung, s. (2017). the effect of onomatopoeia in comic strips and instrumental motivation towards students’ reading comprehension achievement. jurnal dimensi, 6(3), 393–403. https://doi.org/10.33373/dms.v6i3.1073 rauf, m. (2016). the onomatopeia in robert vendetti’s comic ‘the flash’ masykur rauf & amrullah. 03(01), 74–88. seyyedi, h., & akhlaghi, e. (2013). the study of onomatopoeia in the muslims ’ holy write : qur’an. language in india, 13(may), 20. sunarya, s., & sutono, a. (2021). sounds in javanese words : onomatopoeia , phonesthemic and language logic. 1(1), 41–56. suwastomo, b. (2016). teaching using comic as a media to improve student’s vocabulary mastery at tenth grade of sman 1 muntok bambang suwastomo 1. studia, 1(1), 1– 22. tiwiyanti, l. (2016). scope: journal of english language teaching an analysis on onomatopoeic wordsand their translation procedures in harry potter and the prisoner of azkaban and its translation version. 01(01), 39–48. ieee paper template in a4 (v1) fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||215-234||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php pragmatic analysis of searle’s directive acts types in “get out movie” fanny virginia fanvirginia10@gmail.com zia hisni mubarak² zia.hisni@puterabatam.ac.id putera batam university, indonesia article history: received: 26 september 2022 accepted: 7 december 2022 this descriptive qualitative research revealed directive acts types of characters’ directive utterances in a movie. the researchers took a thriller movie entitled get out as the data source and the characters' directive utterances were gathered as the data. considering the data were collected through observation and note-taking, observational method and note-taking technique were applied. in analyzing data, the researchers employed pragmatic identity method and technique of pragmatic competencein equalizing. the investigation was done by applying the theory parted by searle (1979), which was further defined by searle and vanderveken (1985). the findings reported that there were 35 data of directive acts types and 10 directive acts types appeared in the utterances. specifically, nine data were found in ask, command showed two data, order consisted of six data, one data in plead, beg, and entreat, permit got five data, request was discovered in two data, four data were found in advise, and invite consisted of four data. among all types, the type of ask involved as the dominant type because the movie characters tended to convey directive utterances to direct other characters to answer questions. there was no type of pray conveyed in the characters' directive utterances as the characters did not privately speak to sacred figures or god. keywords: directive acts; illocutionary acts; movie; pragmatics; speech acts; http://jurnal.uin-antasari.ac.id/index.php mailto:fanvirginia10@gmail.com mailto:zia.hisni@puterabatam.ac.id p a g e | 216 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 introduction freedom of applying language is indeed had by all language users. however, the utterance that a speaker delivers and a hearer interprets should adhere to pragmatics. it is considering the study reveals meaning that is not literally stated by a speaker. in other words, the effectiveness of communication occurs when a speaker and hearer can pragmatically convey and interpret utterances. pragmatics phenomena are widely spread in social media and youtube is one of the social media platforms that grow in popularity. youtube allows its registered users to publish and watch videos. thus, phenomena of pragmatics appear on youtube because youtube videos involve utterances that language users convey. the present researchers discovered the pragmatics phenomenon in an utterance delivered on the master chef world youtube channel as a cooking competition, which has various versions broadcasted through televisions. a 2019 published video entitled “joe bastianich critiques italian dishes" was found to have the phenomenon of pragmatics. the conversation is presented in the following paragraph. a guest judge named joe bastianich firstly called marida’s name as the next contestant whose dish would be tasted. after being called, marida walked to the three judges by bringing her dish. joe : “okay, marida. tell about the dish.” marida : “i did mediterranean calamari… a little bit of roti and olives and fresh parsley.” (02:00-02:10) joe became the speaker and the hearer was marida. the conversation took place at master chef canada’s studio. the hearer earlier put the dish on the table after she had been in front of the judges. then, the speaker uttered the utterance above to influence the hearer. the speaker influenced the hearer to do the desired action by having the speaker to command the hearer. by uttering the utterance, the speaker commanded the hearer to tell about the dish that she served. based on the context, the speaker had a higher level to influence the hearer considering the speaker was a guest judge. in accordance with searle and vanderveken (1985), p a g e | 217 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the directive acts type that a speaker, who has a higher power says to make an interlocutor to do a particular action is defined as command. accordingly, the speaker produced directive acts phenomenon and the directive acts was produced in the type of command to get the desired action done. aside from youtube, movie also has directive acts phenomenon. movie is generally a recording of moving images that involves characters to tell story. the story in a movie is told through utterances and movie characters produce directive acts to get the desired action accomplished. as revealed by present researchers, the get out movie has the utterances that were uttered to influence hearers. the movie is an american thriller movie directed by jordan peele. it portrays an african-american man named chris, who reveals that armitage family does brain transplantation to the african-american men. in this research, the researchers took the movie as the data and revealed directive acts types performed by movie characters. the movie was selected as the data source because numerous phenomena of directive acts appeared in the movie and directive acts helps the main character reveal the family's secret. one of the conversations taken from the movie is as below. rose and chris had just arrived at the house of rose’s parents. after being welcomed, rose and chris entered the house. they were asked about their relationship by dean as rose’s father. rose : “does he have an off button? this is exhausting.” dean : “no. i want to give you a tour.” rose : “can we unpack first?” dean : “you want to unpack? before the tour?” (00:16:08-00:16:17) the speaker in the conversation was rose and the hearer was dean. it happened in the living room. the speaker said this after the hearer mentioned that he wanted to go for a walk with the speaker's boyfriend. the speaker intended to make the hearer accomplish an action as the speaker had an intention. through the utterance, the speaker directed the hearer to permit the speaker as the speaker p a g e | 218 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 wanted to unpack the things that were brought. at that time, the speaker attempted to grant the hearer's permission considering the hearer offered a house tour to the boyfriend. searle and vanderveken (1985) clarified permit as directive acts type that is conveyed to be permitted to realize a certain action. conclusively, it proves that the type of permit was applied to make the hearer permit the speaker. the phenomena above clarify that directive acts presents whenever a speaker has a desire to persuade a hearer to do something. as admitted by searle (1979), the classification of the illocutionary acts that is applied to affect an interlocutor to do a thing is directive acts. directive acts consists of various types, which are used based on the speaker's intention in uttering utterance. the different intentions in each type are the things that distinguish directive acts types. searle (1979) parted directive acts types into eleven types, namely request, advise, permit, pray, invite, plead, entreat, beg, order, command, and ask. the following paragraphs explain each type. request is involved to request a hearer's help. as acknowledged by searle and vanderveken (1985), request is allowed to be accepted and refused by a hearer. this defines that request allows a hearer to do or reject a requested action because the speaker does not involve force in it. one of request utterances is seen in “can we bring a milk for joe, please?” (sasanaputra & mubarak, 2021). advise is defined as the type that involves advice. as believed by searle and vanderveken (1985), advise is said to influence a hearer to do an action that is assumed will be done by a hearer. a speaker that uses advise normally asks the hearer to do a beneficial action. one of the utterances is as follows. “i advise you to leave.” (searle, 1979, p. 28). permit refers to directive acts that a speaker conveys to get a speaker’s permission. searle and vanderveken (1985) argued that permit refers to the type that is uttered to be permitted to do a certain action. it mentions that type is intentionally performed because the speaker intends to be permitted. one of the utterances is shown in the following utterance. “no, ma’am. may i show you this?” (virginia & ambalegin, 2021). pray is directive acts type that appears p a g e | 219 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 when a speaker privately speaks to god. the speaker expresses gratitude to god and asks for god's protection. searle and vanderveken (1985) defined pray as the type, which is used to entreat sacred figures or god. it shows that this directive acts is directly included in the speech referring to a mighty spirit. one of the utterances is “lord…i pray this child turn out good...” (tesaindra & mualimin, 2017). invite is the directive acts type, which a speaker produces to invite a hearer. searle and vanderveken (1985) defined invite as the type that a speaker says whenever a speaker wants to invite someone. it infers that invite is delivered by a speaker that wants a hearer to do an action or go to a particular place. one of the utterances is presented in “come back home right away.” (rahmawati et al., 2020). plead is the most crucial compared to others. searle and vanderveken, (1985) claimed that a speaker persuades a hearer to realize strong commitment regarding a certain action by having the speaker to perform plead. the speaker applies this type whenever a speaker is in an emotional situation, which affects the speaker to realize the strong willingness emotionally. a plead utterance is in the following utterance. “i also ask the regional head to support this policy and carry out adequate policies in the regions.” (sari & utomo, 2020). the type of entreat is conveyed seriously and urgently to get an interlocutor to do as desired. searle and vanderveken (1985) acknowledged that this type is asking humbly and earnestly for a request that involves a strong desire. it describes that this directive act is produced seriously due to the speaker's intention. the utterance is as in “therefore, i, anang syahrani, apologize to you all.” (faridah, 2020). beg is used to humbly request a hearer to realize the speaker's strong desire. searle and vanderveken (1985) clarified that beg belongs to humbly ask for a request that contains a strong desire as a consequence of a strong need. the speaker's strong willingness is supported by the speaker's aim. a beg utterance was found in “please sir, i need medical help.” (perez & hernandez, 2021, p. 126). order is the directive acts type that a speaker performs to make a hearer do the ordered action. searle and vanderveken (1985) emphasized that p a g e | 220 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 order does not need a speaker’s power to realize the performance. it mentions that a speaker whose power is lower compared to a hearer also can use this type. one of directive utterances that show order is “tell me who you are.” (virginia & ambalegin, 2021). command is used by a speaker whose power is higher than the hearer. as mentioned by searle and vanderveken (1985), directive acts type that a higher power speaker says to make an interlocutor do a particular action is defined as command. it highlights that command involves in utterance if the speaker has authority and intention to influence a hearer. an utterance of command was delivered in “cultivate smiles, greetings, courtesy” (mubarok et al., 2021). ask is conveyed to get a hearer to answer question. searle and vanderveken (1985) believed that whenever a speaker wants to get an answer, this type is applied in utterance. in other words, the type of ask is the directive acts that a speaker utters to inquire and to get the desired action fulfilled. an utterance below is the realization of ask. “how’s this?”(wijayanti & yulianti, 2020). lots of previous researchers had conducted research on directive acts types. as references and comparisons, two previous research were taken. sari and utomo (2020) determined the directive acts types, meanings, and forms that were discovered from coping with coronavirus speech. the data were gathered from mr. joko widodo’s directive utterances conveyed on youtube videos. in investigating the types, searle (1979)’s theory of directive acts was applied. for the findings, the researchers revealed that invite, ask, order, and prohibit were performed by mr. joko widodo in directive utterances. the types were performed to affect indonesian citizens to be aware and responsible during the pandemic. previous and present research have differences and similarities. the differences are in the data source because this present research analyzed get out movie and the movie had not been taken by previous researchers. additionally, this research did the investigation in detail way as the researchers did not only identify the types. the researchers also examined the ways employed by the characters in performing directive acts. as for the similarities, those are in the p a g e | 221 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 object and theory because previous and present researchers revealed directive acts types by using the theory of searle (1979). by conducting this present research, readers are expected to understand the differences of each directive acts type and be able to perform the directive acts, which is based on speaker’s intention. after all, this research was conducted to investigate directive acts types in get out movie. method one of the most important components of research is the research design. it is due to its significance in characterizing how research is observed. the researchers adopted descriptive qualitative considering this research investigated pragmatics phenomenon and descriptively elaborated the research result. qualitative research is applied to examine unmeasured social issues or phenomena (creswell, 2013, p. 56). this present research indeed investigated the social phenomenon considering directive acts appears in society and performs through utterance that a speaker says to get an action accomplished. directive acts types of characters utterances in get out movie were revealed by using searle (1979)’s theory. the researchers applied observational method proposed by sudaryanto (2015) to collect the data. observation was done by observing the utterances in get out movie. relating to the data collection technique, this research used notetaking technique from the same expert. the data were collected through observation and afterward typed in form of conversations. several steps were followed to get the data. at first, the movie directed by peele (2017) entitled get out was watched several times. the second step required the researchers to find the raw data by repeatedly listening to the movie characters' utterances. thirdly, the researchers typed the conversations that were observed to have characteristics of directive acts. the last step got the researchers to bold the utterances that were observed as directive acts phenomena in the typed conversations. data analysis was done by using pragmatic identity method from the same p a g e | 222 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 expert as well. the researchers used the method because the data analysis process needed the researchers to identify the pragmatics elements. also, the collected data could trigger the hearers to react to the utterances. pragmatic competencein equalizing technique was adopted. it was used because the data were analyzed by being equalized with the theory. some steps were done by the researchers. at the first step, the researchers identified the context of collected data to get the unspoken meaning. secondly, the researchers equalized characteristics of each data with the characteristics of each directive acts types based on searle (1979)’s theory. finally, the findings revealed the directive acts types of characters’ in get out movie. findings and discussions findings this research reported there were 35 data and 10 directive acts types in get out movie. specifically, six data involved in order, advise showed four data, permit consisted of five data, invite involved four data, one data was observed in plead, beg, and entreat, request and command were uttered in two data for each type, and ask was conveyed in nine data. from all types, the type of ask became the most commonly conveyed type. it is considering the movie characters mostly desired to get answers by performing directive acts. the type of pray was not conveyed because the characters did not have the intention to influence god or sacred figures to get their intentions fulfilled. the following table elaborates the frequency of each directive acts types in get out movie. table 1. directive acts types of characters’ directive utterances in get out movie no. directive acts types frequency 1. request 2 2. advise 4 3. permit 5 4. invite 4 5. plead 1 6. entreat 1 7. beg 1 p a g e | 223 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 8. order 6 9. command 2 10. ask 9 total data 35 discussions in this research, 15 data were chosen from the total data to be discussed. the selected data include one data for each type of beg, entreat, order, plead, command, invite, and order. additionally, there were two data for request and three data to present the discussions of advise. lastly, the type of ask was analyzed in three data. all data were presented based on the data source’s duration. following discussions discuss the directive acts types in get out movie. data 1 the conversation below involved rose, who came to chris’ apartment. the woman earlier brought drink and pastry for him. they were planning to visit the woman’s parents, thus the man was packing his things. rose : “how is it going over there?” chris : “good.” (00:06:39-00:06:46) the speaker was rose and chris became the hearer. previously, the speaker entered the hearer's apartment and the speaker lay on the couch after being welcomed. while lying, the speaker conveyed the utterance because the speaker had an intention. the speaker used the utterance to affect the hearer to give an answer, which the speaker asked by using the wh-word “how”. the speaker would like to know about the situation of packing things. by uttering the utterance, the speaker desired to get an answer to question. the speaker wanted to know considering the hearer packed it by himself without asking for the speaker's help. in line with the analysis, it confirms that the speaker applied the type of ask because the speaker desired to get an answer about the situation. p a g e | 224 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 data 2 rose was talking about the trip to lake pontaco to chris. they were in the man’s apartment and the woman was waiting for the man as the one who was packing. rose : “…first of all, my dad would have voted for obama a third time if he could have...” chris : “all right.” rose : “i would’ve told you. i wouldn't be bringing you home to them. think about for, like, two seconds!” chris : “yeah, yeah, yeah, i’m thinking.” (00:07:57-00:08:25) rose became the speaker and chris was the hearer. at that moment, they were in different spots in the hearer's apartment. the hearer was in a panic because the hearer felt doubtful to visit the speaker's parents. this situation then led the speaker to approach and talk to the hearer. through the speaker's utterance, the speaker attempted to convince the hearer about his doubt. the speaker said that the hearer would not be brought if it was impossible. for this reason, the speaker wanted the hearer to consider it by thinking for two seconds. seeing that there had no different power, the speaker only ordered him to do as ordered without forcing the hearer. the analysis signifies that the type of order was conveyed in the speaker’s directive utterance to order the hearer. data 3 chris and rose were in the car for visiting the woman's parents. while they were on the way, the man called his friend and he asked him to take care of his pet. then the woman wanted to talk to a friend of the man. rose : “let me talk to him.” chris : “no.” rose : “i'd like to talk to him please.” (00:09:41-00:09:44) the speaker was rose and chris was featured as the hearer. seeing that the speaker desired to talk with the man, the speaker conveyed the utterance above. it was conveyed to get the hearer to realize a particular action in which the speaker p a g e | 225 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 wanted to talk to the man. based on the speaker’s intention, the speaker indeed attempted to persuade the hearer to permit her. the speaker persuaded him by asking for his permission through the word “let me”. however, the hearer held the phone tightly indicating he did not allow the hearer to do so. the hearer was asked for permission because the hearer was the one that talked to the man through a phone call. it reveals that the type of permit involves in the directive utterance above considering the speaker granted for the hearer's permission. data 4 officer ryan approached rose to question the accident. the car driven by the woman previously hit a deer in the woods and it caused the woman and her boyfriend to stop the car. officer ryan : “so in the future, the number to call is animal control services.” rose : “yes sorry. i was just disoriented.” officer ryan : “so you guys, uh, come out from the city?” rose : “yeah, yeah. my parents are from the lake pontaco area...” (00:12:10-00:12:25) officer ryan was the speaker and rose was the hearer. to visit the hearer's parents, the hearer and her boyfriend were on their way to lake pontaco. however, they experienced an accident between them and a deer because the hearer kept teasing her boyfriend. it led them to get out of the car and stay in the woods to check the deer’s condition. afterward, the speaker came to the hearer and informed the hearer about what they should do in the future. the speaker also delivered the utterance to persuade the hearer to perform an action. the speaker expected the hearer to answer where they came from. according to the analysis, it emphasizes that the type of ask was applied by the speaker in the directive utterance as the speaker desired to get an answer. p a g e | 226 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 data 5 rose and her boyfriend previously stopped the car in the woods. it was caused by an accident, which involved the woman and her boyfriend. afterward, officer ryan came to question the accident by also asking the woman’s boyfriend to let him see his driver’s license. officer ryan : “get that headlight fixed. and that mirror.” rose : “thank you, officer.” (00:13:08-00:13:13) the speaker was officer ryan and rose was the hearer. they were in the woods and had discussions about the accident. after talking to the hearer, the speaker returned the driver’s license of the hearer’s boyfriend and the speaker uttered the utterance. the speaker uttered the utterance to influence the hearer to fix the headlight, which was previously broken. the hearer was influenced to do the action as the speaker believed the action would benefit the hearer. this infers that the speaker advised the hearer for the hearer’s benefit. in light of the analysis, it displays that the utterance has the type of advise as the speaker attempted to influence the hearer to fix thing. data 6 dean and rose were in the doorway as rose had just arrived. the woman came with her boyfriend to visit the woman's parents. then, the man and his wife welcomed them to enter the house after spending hours driving car. dean : “there's my little girl. come here.” rose : “…i've missed you. this is my dad, dean. this is chris.” (00:14:14-00:14:22) dean appeared as the speaker and rose was the hearer. after the hearer was in the doorway, the speaker and his wife greeted the hearer and her boyfriend. the speaker had an intention in which he wanted to influence the hearer to do a certain action. the speaker intended to hug the hearer that had resided in a different city. in getting his intention fulfilled by the hearer, the speaker invited the hearer p a g e | 227 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 to come closer. the speaker wanted the hearer to do as directed by staying closer to the speaker. it caused the speaker to utter directive utterance while welcoming the hearer. based on the analysis, it expresses the type of invite was performed to get the hearer do as intended. data 7 dean earlier accompanied chris to have a house tour. then, they decided to stop in the yard of dean's house. the wife and daughter of dean were also in the same place where they were sitting there. dean was asking the man whether or not the man smoking. dean : “you should have missy take care of that for you.” chris : “how?” dean : “hypnosis…” chris : “wow... wow...” (00:19:54-00:20:05) dean was the speaker and chris became the hearer. after the hearer had mentioned that he smoked, the speaker said the utterance above. in the utterance, the speaker affected the hearer to take the desired action. the hearer was affected by having the speaker advise the hearer. the speaker advised him to be taken care of by missy, the speaker's wife as his wife could hypnotize people that had a smoking habit. the action desired by the speaker was considered as beneficial as it could benefit the hearer. the speaker wanted him to do so as he believed the hearer should have avoided smoking for his own good. the analysis confirms that the type of advise was conveyed in the speaker’s directive utterance. data 8 as the housemaid, georgina firstly came to the garden in which there were missy and her family. the woman came by also bringing drinks for the family. it was served by having the woman pour it into some glasses. missy : “georgina?” georgina : “i’m so sorry…” p a g e | 228 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 missy : “that’s okay why don't you go lay down, just get some rest?” georgina : “yes. i think i will.” missy : “good.” (00:21:17-00:21:31) the speaker was missy as she was the one that started the conversation. georgina became the hearer, who was lost in a daydream and it caused the hearer to spill the drink. after the hearer had spilled the drink, the speaker called her intending to stop her from doing it. afterward, the hearer apologized because it was unintentionally done. the speaker responded to her by directing her to have a rest. the speaker intended to have the hearer do so after seeing the action that the hearer had previously done. by directing her to do the action, the speaker wanted the hearer to do the intended action as it benefitted the hearer. based on the analysis, it demonstrates that the speaker employed directive acts in the type of advise to get the beneficial action accomplished. data 9 after having dinner, rose and chris entered the woman's bedroom. the woman was brushing her teeth while complaining about the behavior of her brother, which was considered as impolite. then, the woman came to the man as she felt sorry about the bad experience. rose : “why are you so calm?” chris : “honestly, this is nothing…” rose : “is this a racial flow?” chris : “racial flow.” (00:27:25-00:27:34) rose appeared as the speaker while the hearer was chris. the speaker still did not believe that the hearer could be that calm after being discriminated by her brother. it led the speaker to deliver the utterance as the speaker had a purpose in mind. through the utterance, the hearer was influenced to answer a question about the thing that made him calm. the speaker influenced the hearer to know the hearer's reason for not being mad at all. it is considering the hearer did not complain about the speaker's brother while the man was talking bad things about p a g e | 229 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 him in front of the speaker's family. from the analysis above, it points out that the type of ask was applied in the directive utterance as the speaker desired to have the hearer’s answer. data 10 chris previously stood outside at midnight. then, the man entered the room and it had missy, who was sitting in the living room. the man was called to have discussion with her as it was their first meeting. missy : “…now sink into the floor!” chris : “wait, wait, wait...” missy : “sink. now you’re in the sunken place.” (00:35:03-00:36:36) missy involved as the speaker and the hearer was chris. the conversation above was declared when the speaker hypnotized him. the hypnosis was done by having the speaker stir a cup of tea. the hypnosis caused him to be paralyzed and unable to complain. afterward, the speaker wanted him to do as desired by sinking into the floor. the speaker affected him by saying “sink into the floor” as the desired action and it was considered as command because there was different power between the speaker and hearer. the speaker indeed had power because she could hypnotize the hearer and the hearer could stop her from doing it. in conformity with the analysis, it indicates the speaker used the type of command to affect the hearer. data 11 chris was earlier left by philomena because the woman met other guests of party held by armitage family. then, the woman approached the man, who was her boyfriend. philomena : “…can you do something with this?” andre : “yeah, yeah” (00:45:14-00:45:20) philomena was the speaker that talked to andre as the hearer. as the hearer was in confusion, the speaker came to him and the speaker also brought a handkerchief. p a g e | 230 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the speaker gave him the thing while delivering the utterance. the utterance was delivered seeing that speaker had intention to direct the hearer. the speaker wanted him to do the requested action by putting it in his pocket. the action that was desired to be taken indeed referred to request because the speaker directed by requesting. thereupon, it emphasizes that the speaker employed the type of request to direct the hearer to do as requested. data 12 chris and rose previously left the bedroom and desired to escape from the house. however, the man did not have car keys and it caused him to be panic. the man felt panic because he finally revealed the armitage family was hiding something from him. chris : “rose…” rose : “i don’t know where they are” chris : “rose, rose, rose… give me those keys. give me those keys!” rose : [pretending to find the car keys] (01:08:41-01:08:54) the speaker was chris and rose involved as the hearer. the speaker unfortunately could not leave the house as he did not have car keys. it made the speaker emotionally utter the utterance as the speaker intended to have the hearer to do as intended. the speaker wanted the hearer to do the action, which was in accordance with the speaker's strong willingness. the speaker persuaded him by asking him to give him the car keys. at that moment, the speaker was in a danger situation because the family was having a bad intention to the speaker. to sum up the analysis, it points out that the speaker used the type of plead considering the speaker emotionally delivered the directive utterance. data 13 rod and rose were talking through a phone call. they were in a different place in which the man was in his house's living room and the woman was in the bed room. at that time, the man called him to ask about the missing of chris. p a g e | 231 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 rod : “…okay confused, you something know, me too. could you hold on one second?” rose : “okay” rod : “hold on.” (01:20:17-01:20:25) rod appeared as the speaker and rose was the hearer. the speaker was trying his best to find chris. the speaker’s friend could not be contacted and the speaker found the hearer was being unsuspicious. through the utterance, the speaker desired to have the hearer do a particular action as the speaker believed the hearer had hidden something from him. it encouraged the speaker to influence the hearer by requesting her, which infers that the hearer could accept or refuse the action. the speaker requested her to hold on for a while because the speaker desired to record her voice as evidence. in line with the analysis, it reveals there is the realization of request in the speaker’s directive utterance. data 14 roman and chris were in a room of armitage family’s house. chris was previously kidnapped by the family and roman was shown himself through television. roman talked to chris by informing him that his brain was potential to be transplanted. roman : “now i will control the motor function, so i'll be ...” chris : “me. you'll be me.” roman : “good, good. you got it quick. good on you.” chris : “why us? why black people?” roman : “…but please don't lump me in with that, you know i could give a shit what color you are...” chris : “this is crazy.” (01:24:26-01:25:29) the speaker was roman and the conversation involved chris as the hearer. roman as the speaker firstly informed him that his brain motor function would be p a g e | 232 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 controlled by the speaker. the hearer was also told that his brain would be transplanted to a white man's brain. afterward, the speaker attempted to influence the hearer by saying the utterance above. the speaker seriously said that he did not want the hearer to think about the differences in the race because it was not related to the race differences. the utterance indeed consists of the speaker's strong desire because the speaker really needed him to do so and the utterance was said in a serious way. in regard to the analysis, it implies that the speaker realized directive acts in the type of entreat to get the hearer to do as desired. data 15 rose’s servant previously shot her and it caused the woman to feel weak. the shot was done in the yard of the armitage family's house. then, the woman attempted to feel sorry for thing that she and her family had done to black people. rose : “chris, i'm so sorry. it's me.... help. help. help me.” chris : [looking at her deeply and giving a nod] (01:37:06-01:37:59) rose was the speaker and chris became the hearer. the conversation above was declared when the speaker was lying on the road. because the speaker had a purpose in her mind, the speaker affected the hearer to do as intended. the speaker affected the hearer by asking him to help the speaker as she was weak. the hearer hoped he wanted to help her because there were no other people in that place. the speaker humbly asked for his help by begging him to get his sympathy. however, the speaker did not force him as the speaker begged for the action to be accomplished. in accordance with the analysis, it highlights that the directive utterance involves the type of beg as the speaker humbly asked for the hearer’s help. conclusions and suggestions conclusions this research discovered there were 35 data of directive acts types in get out movie. the directive utterances were found in 10 out of 11 directive acts. p a g e | 233 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the data consisted of four data in advise, request was identified in two data, ask had nine data, command got two data, beg, entreat, and plead had one data, invite showed four data, order was revealed to have six data, and permit had five data. from the total data, the type of ask became the most common type because the movie characters tended to feel curious about people or things. from the curiosities, it led the characters to question in order to get answers. in addition, the type of pray was not applied because the directive utterances were not conveyed to influence god or sacred figures. suggestions in terms of suggestions for future researchers, it is recommended that they conduct research regarding directive acts. the present researchers recommend future researchers use different media as the data source. it is because there are many sources other than movie that have directive acts phenomena. future researchers can use daily utterances by directly observing the language users' utterances in society. by taking other data source, it will further reveal and prove the importance of directive acts as one of pragmatics phenomena. future researchers can also use the different theories of other experts to examine the different objectives of directive acts. references creswell, j. w. (2013). qualitative inquiry and research design: choosing among five approaches (habib, l. ed.), (3rd ed). united states: sage publications, inc. faridah, s. (2020). directive speech acts in the utterances of madihin performance. atlantis press, 418, 302–306. https://doi.org/10.2991/assehr.k.200320.059 kreidler, w. c. (1998). introduction english semantics. new york: routledge. martinez, n. d. c. (2013). illocutionary constructions in english: cognitive motivation and linguistic realization. switzerland: peter lang. mubarok, y., anggraeni, d. n., & sugiyo, s. (2021). directive speech acts in the school slogans. englisia: journal of language, education, and humanities, 8(2), 148-160. https://doi.org/10.22373/ej.v8i2.7960 p a g e | 234 fanny virginia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 peele, j. (2017). “get out”. universal pictures. perez, l., & hernandez. (2021). speech acts in english: from research to instruction and textbook development (kytö, m. ed.). new york: cambridge university press. rahmawati, n., irawati, r. p., & nawawi, m. (2020). arabic language directive act in salahuddin al-ayyubi movie. arabi: journal of arabic studies, 5(2), 142–152. http://journal.imla.or.id/index.php/arabi/article/view/292/99 sari, d. n., & utomo, a. p. y. (2020). directive speech act in president joko widodo’s speech related to handling coronavirus (covid-19) in indonesia (pragmatic review). journal of social studies (jss), 16(1), 35–50. https://doi.org/10.21831/jss.v16i1.32072 sasanaputra, r., & mubarak, z. h. (2021). kinds and function of directive acts in youtube channel james corden "spill your guts" talkshow. journal basis, 8(1). https://doi.org/10.33884/basisupb.v8i1.2793 searle, j. r. (1979). expression and meaning: studies in the theory of speech acts. new york: cambridge university press. searle, j. r., & vanderveken, d. (1985). foundations of illocutionary logic. new york: cambridge university press. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university press. tesaindra, m. s., & mualimin, m. (2017). the directive illocutionary acts in the help movie. lantern (journal on english language, culture and literature), 6(2). https://ejournal3.undip.ac.id/index.php/engliterature/article/view/16231 virginia, f., & ambalegin, a. (2021). directive acts uttered by main character in i care a lot movie. journal of applied studies in language, 5(2), 237– 244. https://doi.org/https://doi.org/10.31940/jasl.v5i2.237-244 wijayanti, k. s., & yulianti, f. (2020). illocutionary in main character’s dialogue of “maleficent: mistress of evil” movie. journal of english teaching and learning issues, 3(1), 57–66. https://doi.org/10.21043/jetli.v3i1.8342 identification of students’ difficulties in mastering passive voice nur laila kadariyah ida liani a lecturer of english department at tarbiyah faculty of iain antasari banjarmasin alumni of english department at tarbiyah faculty of iain antasari banjarmasin abstract the research is conducted to find out of students’ difficulties in mastering passive voice of the eleventh grade students at islamic senior high school riadhusshalihi at sinar bulan cademic year 2011/2012 the subject of the research is 35 students at the eleventh grade students of islamic senior high school riadhusshalihin at sinar bulan academic year 2011/2012. the object of this research is identification of students’ difficulties in mastering passive voice.the writer uses some techniques to collect data such as test, questionnaire, observation, interview and documentary. data processing in this research is divided into five phases: editing, classification, scoring, tabulating and data interpretation. then, all the data are analyzed by using descriptive qualitative and conclude by inductive method.the result of this research indicates that identification of students’ difficulties in mastering passive voice of the eleventh grade students at islamic senior high school riadhusshalihin at sinar bulan academic year 2011/2012 is in fair category. the most of students’ difficulty in mastering passive voice is identifying tenses whose 32 students or 91.43 % are wrong in answering the questions. key words: identification, students’ difficulties, mastering, passive voice language is a very important in our life. the function of language is not only just a lesson, but also it is studied and used to express the idea, mind, opinion, and feeling either orally and written to others. a language can make a harmony among individuals, societies, ethnics and nations. besides that through language people can know each other, understand more about something around them. in learning english, it means that someone not only has to learn all the skills namely listening, speaking, reading and writing, but also learn language components in english is grammar. without learning grammar, english cannot be mastered, with a good grammar; the language will be easy to understand. grammatical structure in english language is very important to be mastered. it is because when they are using four skills (listening, speaking, reading and writing), grammar is needed for organize the sentence and can influence the meaning of the sentence of text. larsen and freeman state, “frequency of structure introduction has high relation to ability of students, they find the more a student listens or see a structure (pattern); they will be faster to master that ability” (diane larsen-freeman, 1976). it is not easy in learning grammar, there are many problems in learning it. one of the most difficult topics is mastering of passive voice. before passive voice can be mastered, students must understand and master tenses previously, if we master them, we will be easy in mastering passive voice. there are many difficulties in mastering of passive voice, namely in changing active to passive sentence, mistake in putting the correct verbs in particular passive form, and forget putting to be before the verb in passive form etc. passive voice is one of problem faced by students in mastering english. based on the writers’s observation at islamic senior high school riadhusshalihin at sinar bulan, learning grammar especially passive voice becomes a serious problem to students. many students are still confused in mastering of passive voice. some of them still do not understand how to make passive voice sentences correctly, such as mistake in putting the correct verbs and forget putting to be, mistake in identifying subject and object. statement of problems the problems which are represented in this research are: what are the students’ difficulties in mastering passive voice of the eleventh grade students on islamic senior high school riadhushshalihin at sinar bulan tanah bumbu regency academic year 2011/2012? method of research subject subject of this research is 35 students and the object of this research is identification of students’ difficulties in mastering passive voice. data, source of data and technique of data collecting the primary data in this research is students’ difficulties in mastering passive voice of the eleventh grade students at islamic senior high school riadhusshalihin at sinar bulan academic year 2011/2012, they are: students’ difficulties in mastering passive voice. technique of data collecting the techniques that are applied in this research, they are: written test, observation, questionnaire, interview, and, documentary. design of measurement in this research, the students will answer 35 items of written test, the questions for combination in mastering of passive voice, present tense, present continuous tense, present perfect tense, past tense, past continuous tense, past perfect tense, future present tense, future past tense and modal. every correct answer will be marked 2 per item for multiple choice, and 5 per item for essay test (change active sentence to passive voice) form the maximum expected score (mes) for the test is 100. to know students’ difficulties in mastering passive voice, the writers use the formula of mean: m = ∑x n m = mean ∑ x = total score n = total number of respondent to know the level of the eleventh grade students’ difficulties in mastering of passive voice, so the writer then interprets the scores according to students’ right answer, as follows: (arikunto,1998: 76) 90 – <100 : excellent 80 <90 : very good 70 <80 : good 60 <70 : fair 50 <60 : poor 0 <50 : very poor data analysis after all the data was collected and processed, then the data analyzed by using descriptive qualitative. the conclusion is taken by inductive way that is to synthesize the fact form specific into general conclusion. findings and discussion findings to present the data, the writer uses tables which are completed by explanations. the description of identification of students’ difficulties in mastering of passive voice. based on the test result, it is known that the students’ mastery of passive voice can be seen in the table below. table 4.1 the test result of passive voice of the eleventh grade students at islamic senior high school riadhusshalihin at sinar bulan. no name of type of written test students multiple choice essay total score t f t f t f 1 ahmad fauzi 8 17 1 9 21 79 2 ahmad rifani 18 7 6 4 66 34 3 akhmad syaufi 13 12 3 7 41 59 4 arif wahyu ramadhan 11 14 1 9 27 73 5 devianti 11 14 2 8 32 68 6 dewi hikmah 9 16 5 5 43 57 7 emelia fitriani 15 10 3 7 45 55 8 erniawati 9 16 2 8 28 72 9 fatmasari 9 16 3 7 33 67 10 fatmini 8 17 4 6 36 64 11 fitriani 14 11 4 6 48 52 12 hairullah 9 16 0 10 18 82 13 hairunnisa a 14 11 1 9 33 67 14 hairunnisa b 10 15 5 5 45 55 15 haris fadillah 8 17 4 6 36 64 16 lukman 7 18 1 9 19 81 17 m. arsyad a 13 12 2 8 36 64 18 m. arsyad b 11 14 4 6 42 58 19 m. ervan 10 15 3 7 35 65 20 m. hablillah 13 12 4 6 46 54 21 m. husain 12 13 4 6 44 56 22 m. ruspandi 5 20 2 8 20 80 23 mei santi 9 16 5 5 43 57 24 noor khalida wati 19 6 3 7 53 47 25 nur hikmah rahmawati 14 11 3 7 43 57 26 nur jannah 12 13 5 5 49 51 27 nurul ekhsan 5 20 5 5 35 65 28 reandy ar-rahman 8 17 1 9 21 79 29 said muhammad noor 12 13 5 5 49 51 30 salasiah 10 15 3 7 35 65 31 samsudin 8 17 1 9 21 79 32 saubah 12 13 3 7 39 61 33 sulaiman 7 18 4 6 34 66 34 wahyuni 14 11 4 6 48 52 35 yuli putra kurniawan 12 13 1 9 29 71 total 379 496 107 243 1293 2207 mean 10.83 14.17 3.06 6.94 36.94 63.05 based on the students’ correct answer in written test, from the table 4.1 it is known that the highest score is 66, the lowest is 18. the accumulative score of two test forms (multiple choice and essay) are 1293 with mean 36.94 (very poor category). to find out the score of students’ difficulties in mastering passive voice at islamic senior high school at sinar bulan academic year 2011/2012, the writer divided the total score with the number of students. mean of score is gotten by the pattern below: m = ∑ x n m = 2207 35 m = 63.05 description: m = mean ∑ x = total score n = total number of respondent it means that the students’ difficulties in mastering passive voice at islamic senior high school at sinar bulan are fair category. and from the data it is known that the students’ highest score in wrong answers is 82 and the lowest score is 34. by analyzing the items test of the two types of the written test above, the writer has found that there are five problems are faced by students in mastering passive voice. they are: students’ difficulties in identifying tenses from the table above, it can be seen that the highest wrong answer in identifying tenses (multiple choice item) is no. 25 that is 32 students (91.43%) and the second highest level is in no. 19 and 24 that are 30 students (85.71%). table 4. 2 the students’ difficulties in identifying tense in essay test form of the eleventh grade students at islamic senior high school riadhusshalihin at sinar bulan. no name of students essay test (students’ difficulties in identifying tenses) 1 2 3 4 5 6 7 8 9 10 1 ahmad fauzi 2 ahmad rifani √ 3 akhmad syaufi √ 4 arif wahyu ramadhan √ 5 devianti 6 dewi hikmah √ √ 7 emelia fitriani √ √ 8 erniawati 9 fatmasari √ 10 fatmini √ 11 fitriani 12 hairullah 13 hairunnisa a 14 hairunnisa b √ √ √ 15 haris fadillah √ √ 16 lukman 17 m. arsyad a 18 m. arsyad b √ 19 m. ervan √ 20 m. hablillah √ √ 21 m. husain 22 m. ruspandi 23 mei santi 24 noor khalida wati 25 nur hikmah rahmawati √ √ √ √ 26 nur jannah √ √ 27 nurul ekhsan √ 28 reandy arrahman 29 said muhammad noor √ √ 30 salasiah 31 samsudin 32 saubah √ 33 sulaiman 34 wahyuni √ 35 yuli putra kurniawan √ total 11 3 5 5 2 4 from the table above, it can be seen that the highest wrong in identifying tenses is in no. 1 that is 11 students (31.43%). second, no. 3 and 5 that is 5 students (14.28%), third no. 8 that is 4 students (11.43), forth is in no.2 that is 3 students (8.57%), fifth is in no. 6 that is 2 students (5.71%). the students’ difficulties in mastering of passive voice (essay items) data can be seen in appendix 5. students’ difficulties in changing verb table 4. 3 the students’ difficulties in changing verb in essay test form of the eleventh grade students at islamic senior high school riadhusshalihin at sinar bulan. no name of students essay test (students’ difficulties in changing verb) 1 2 3 4 5 6 7 8 9 10 1 ahmad fauzi √ √ √ √ 2 ahmad rifani 3 akhmad syaufi √ 4 arif wahyu ramadhan √ √ √ √ √ 5 devianti 6 dewi hikmah √ √ √ 7 emelia fitriani √ √ √ 8 erniawati √ 9 fatmasari √ 10 fatmini √ √ √ √ 11 fitriani √ √ 12 hairullah √ √ √ √ √ 13 hairunnisa a √ √ √ √ 14 hairunnisa b 15 haris fadillah √ √ √ 16 lukman √ √ 17 m. arsyad a √ √ √ 18 m. arsyad b √ √ √ 19 m. ervan √ √ √ 20 m. hablillah √ √ 21 m. husain √ √ √ √ √ 22 m. ruspandi √ √ √ 23 mei santi √ √ 24 noor khalida wati √ 25 nur hikmah rahmawati √ √ 26 nur jannah 27 nurul ekhsan √ 28 reandy arrahman √ √ √ 29 said muhammad noor √ 30 salasiah √ √ 31 samsudin √ √ √ √ √ 32 saubah √ √ √ √ 33 sulaiman √ √ √ √ 34 wahyuni √ √ 35 yuli putra kurniawan √ √ √ √ √ total 11 1 2 18 11 1 3 20 8 14 from the table above, it can be seen that the highest wrong in changing verb is in no. 8 that is 20 students (57.14%). second, no. 4 that is 18 students (51.43%), third no. 10 that is 14 students (40%), forth is in no.1 and 5 that is 11 students (31.43%), fifth is in no. 9 that is 8 students (22.86%), sixth is in no. 7 that is 3 students (8.57%), seventh is in no. 3 that is 2 students (5.71%) and the last is in no 2 and 6 that is 1 student (2.86%). students’ difficulties in using to be table 4.4. the students’ difficulties in using to be in essay test form of the eleventh grade students at islamic senior high school riadhusshalihin at sinar bulan. no name of students essay test (students’ difficulties in using to be) 1 2 3 4 5 6 7 8 9 10 1 ahmad fauzi √ 2 ahmad rifani √ 3 akhmad syaufi √ √ 4 arif wahyu ramadhan 5 devianti √ √ 6 dewi hikmah 7 emelia fitriani √ 8 erniawati √ √ 9 fatmasari √ √ 10 fatmini 11 fitriani √ √ √ 12 hairullah 13 hairunnisa a √ nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||131-154||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php english teachers’ perception on teacher professionalism nida husna nida.husna@uinjkt.ac.id khairunnisa fitri khairunnisafitri21@mhs.uinjkt.ac.id wiwi rhamadina wiwirhamadina21@mhs.uinjkt.ac.id fahriany fahriany@uinjkt.ac.id didin nuruddin hidayat didin.nuruddin@uinjkt.ac.id syarif hidayatullah state islamic university of jakarta, indonesia afifah linda sari afifahlinda@uin-antasari.ac.id antasari state islamic university of banjarmasin, indonesia article history: received: 6 april 2022 accepted: 14 june 2022 this paper aims to investigate english teachers’ perceptions of teacher professionalism. a qualitative method with a descriptive design was employed in the present stud. the researchers employed a set of adapted questionnaires on teacher professionalism (tichenor & tichenor 2009), consisting of five critical typologies of teacher professionalism. the questionnaire was distributed to 14 english teachers of senior high schools in pangkal pinang and the blangkejeren district. they were chosen as the sample through the purposive sampling technique. furthermore, a semi-structured interview also has been completed to support the data. the findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by sockett (1993). the study also revealed that professionalism is one of the critical aspects that teachers should possess. corresponding author: didin.nuruddin@uinjkt.ac.id keywords: teachers professionalism; english teachers; perception http://jurnal.uin-antasari.ac.id/index.php mailto:nida.husna@uinjkt.ac.id mailto:khairunnisafitri21@mhs.uinjkt.ac.id mailto:wiwirhamadina21@mhs.uinjkt.ac.id mailto:fahriany@uinjkt.ac.id mailto:didin.nuruddin@uinjkt.ac.id mailto:afifahlinda@uin-antasari.ac.id mailto:didin.nuruddin@uinjkt.ac.id p a g e | 132 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction education as the process of developing one’s growth and skills in pursuing the beneficial knowledge for life should be given serious attention. to achieve the goals, it is essential to improve the quality of the educational process. the presence of professional educators becomes one of the ways to support the process (kholis, 2019). reflect on law number 14 of 2005 about teachers and lecturers. teachers and lecturers must have academic qualifications, competencies, certificates, be physically and mentally healthy, meet other qualifications and requirements of the unit where they work, and realize national education goals (depdiknas, 2005). then, the core of teacher competence is classified into four; pedagogical competency, social competency, professional competency, and personal competency. professional competency refers to teachers’ ability to comprehend learning materials broadly and deeply, allowing them to help students meet competency standards. it can be seen from the mastery of the content subject and the use of curriculum (kuntarto et al., 2019). a professional teacher needs to convey the learning materials and develop the professional competencies to serve updated learning material and strategy for the students (jabri, 2017). the competencies of mastering the content subject, managing teaching and learning activity, designing a strategy for learning, and evaluating indicated that teaching is an occupation with advanced education and specific training (fahriany, 2014). drawing on a range of the importance of professional teachers in supporting students’ development, the success of finnish students in pisa can be one example. it has been connected to the solid pedagogical competencies of teachers (mardjuki et al., 2017). related to that, chanthy (2016) discussed that teachers are among the most essential investments in skills, knowledge, time, and money. (kurniati et al., 2020) and (khasanah & kristiawan, 2019) explained that the teacher is an important role in education, primarily in formal education institutions. therefore, the teacher is considered the most important role in leading students’ success. p a g e | 133 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 nevertheless, the term professionalism may evoke various definitions and images depending on one’s perception. in the context of the educational field, professionalism refers to the willingness of the educators to create a positive school culture, the responsibility to carry out the work, and the awareness of their development (muhsin et al., 2020). baggini (2005) explained that the professional teacher achieving the highest standard should overcome any difficulties and show the skills related to their profession. it involves teachers’ willingness to seek learning opportunities and teachers' knowledge and respect for their professional work (nolan & molla, 2019). furthermore, in discussing professionalism, pajak (2001) states that a professional does not consider their profession a job but rather sees it as a call to care for children. he pointed out that professional teachers should have three main categories: attitude, behavior, and communication to develop a stronger sense of professionalism. however, this category seems to have a broader understanding than stated behavior and attitude. salehizadeh (2020) conducted a study that employed 281 english teachers to investigate teachers’ perception of professionalism based on the components proposed by richards (2010), namely competence and performance in language teaching. the competence involves practical knowledge, content knowledge, and proficiency factors, and performance includes teacher training, community membership, and learner-centeredness. the findings revealed that most teachers approve of richard’s perspective, at least in the theoretical term. moreover, edstam (2013) investigated the perception of professionalism among elementary school esl teachers showing that the teachers view themselves in a unique position in educational, political, and sociocultural perspectives. since they were surrounded by the swirling issues that distract the educational system and their country, they regard themselves as having a mission to save an educational soul. in addition, based on the researchers’ preliminary interviews with the english teachers in pangkalpinang and blangkejeren districts, the researchers found that some of the teachers said they understood professionalism and could explain the p a g e | 134 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 characteristics of professional teachers. they said that professional teachers could be seen from their good behavior and willingness to teach sincerely. however, some others revealed that teachers could be called professionals only when they already have the certification. the perspective on professionalism may differ from one to another. it is essential to study teachers’ perception of professionalism as one of the criteria needed to be met to fulfill professional service practice standards. the previous studies, such as the first, by fahriani et al. (2020), explored the teachers’ perception of their professionalism in teaching english conducted for english teachers to know their perception of professional development in teaching english. the second is from demirkol and polat (2019), teaching as professionalism through teachers’ perspective, which aims to evaluate teacher professionalism within the frameworks of teacher’s opinion. then the third is the study by kholis (2019), teacher professionalism in indonesia, malaysia, and new zealand, which aims to explore the issues of professionalism in different countries and know government roles in improving teachers' professional development programs in indonesia. the three previous studies identified the issues related to professionalism and professional development. in contrast, this present study only focuses on knowing english teachers’ perspectives on teacher professionalism in secondary high school and does not focus on the issues related to teacher professionalism. furthermore, no study has been conducted on english teachers regarding their perception of teachers’ professionalism in the pangkalpinang and blangkejeren contexts. it means that this topic is still underexplored there. hopefully, this study will contribute to the next researcher on the same topic, especially in pangkalpinang and blangkejeren. literature review teacher professionalism being a professional is not simply an intellectual exercise but rather relates to the commitment to being something impressing and transformative in work (bowman, 2013). p a g e | 135 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 hoyle (1975) described professionalism as “those strategies and rhetoric employed by members of an occupation in seeking to improve status, salary and conditions” (p.315). (hoyle & wallace, 2007) then stated that professionalism is related to improving the quality of service instead of the upgrading of status. in addition, professionalism is a standard of behaviour and practice related to a profession requiring high education, training, and skills maintained by cooperation among professional members (evetts, 2013). it can be seen that there is an evolution in defining teacher professionalism from enhancing the status to the development of all aspects improving teacher quality, such as knowledge and competence. in other words, professionalism refers to everything that teachers need to know and comprehend to give a service standard. as the most influential and decisive component of educational success, teachers have responsibility for the learning process (fauzan & bahrissalim, 2017). it is also suggested that the teachers have academic qualifications and act ethically based on the code of conduct (kasa et al., 2020). the term professionalism is used to explain the commitment to an individual’s continuous development in personality and professionality, keeping up with the changes, having specialized knowledge in subject matter (coniam et al., 2017), and demonstrating competencies related to the occupation. however, several studies suggested that professionalism in teaching is not limited to the mastery of content and theories of teaching and learning. instead, teachers need to develop relationship skills to gain students’ trust. the content that students learn may easily be forgotten, but teachers’ character may remain in their memories. in this regard, (pahrudin et al., 2016) discussed that knowledge could be conveyed through a strong relationship between teachers and students. a teacher with good communication skills and values may create a conducive environment. as supported by stronge (2018) that entirely, teachers not only master the content and theory but also need to possess effective humans characteristic and relationship skills. in assumption, professional teachers are aware of finding opportunities for p a g e | 136 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 professional development to improve the quality of their knowledge and relationship skills. characteristics of teacher professionalism becoming a professional teacher means having characteristics that distinguish them from others (mitchell, 2022). a professional teacher requires acceptance and responsibility for students’ well-being rather than just completing the basic task. sockett (1993) identified five critical typologies of teacher professionalism: characters, commitment to change and continuous improvement, knowledge of the subject, pedagogical knowledge and responsibility, and working relationships outside the classroom. first is character involving the flexible, well-dedicated, resilient, patient, being a role model, caring, nurturing, confident, and ethical. second, commitment to change refers to the willingness of the teacher to strive for continuous improvement and to evaluate their actions involving following ongoing education projects, reading the journals, attending the conferences, living the long-life learner, understanding the current trends in educational fields, and keeping up to date (tichenor & tichenor, 2005). third, knowledge of the subject and pedagogical knowledge means the teachers can motivate the students to learn, use proper english, use suitable teaching strategies, implement the curriculum effectively, and be innovative. the last characteristic is working relationships outside the classroom, which implies that teachers must be aware of their responsibility to collaborate with the staff, faculty, administrators, parents, and community members. in conclusion, the teachers not only have the responsibility for their actions inside the classroom but also outside the classroom. in addition, lunenberg et al. (2014) also proposed the characteristics of professional teachers: first, they are motored by values, guided by principles, desires, and goals greater than themselves. second, they need analysts. third, they see the job as a calling of the soul. fourth, they accept the change as a norm contributing to growth and learners. fifth, they are the creator of the learning environment. sixth, they are a catalyst for the progress of the development. seventh, p a g e | 137 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 they support collaboration and teamwork. eight, they are the creator of learning ownership. ninth, they are responsible to children, parents, and the community in providing appropriate and quality service in teaching. tenth, they put professional responsibility above personal gain. method research design this study used qualitative research with a descriptive analysis design to analyze english teachers' perspectives on teacher-professionalism. according to creswell, a qualitative study is an investigation into a social or human problem centered on building a comprehensive, holistic picture using words, relaying specific viewpoints of informants, and taking place in a natural setting (2018). furthermore, according to loeb et al. (2017), descriptive analysis is a fundamental component of this process. through descriptive analysis, the researchers analyze teachers’ perceptions by identifying research questions and generating hypotheses based on what has been done without influencing it in any way. place and time this research was conducted for 14 english teachers at senior high schools in the pangkalpinang and blangkejeren districts. the sample was determined using purposive sampling by considering participants’ backgrounds as english teachers providing information on their professionalism and reasonable distance from the researchers. research instruments the researchers used two kinds of instruments to collect the data, a closeended questionnaire and a semi-structured interview. the questionnaire of professionalism was adapted from (m. tichenor & tichenor, 2009), which consists of the professional teachers’ dimension proposed by sockett (1993). the dimension consists of character (10 items), commitment to change (11 items), subject and pedagogical knowledge (13 items), and beyond the classroom (11 items). after collecting the first data, the researcher then invited the participants randomly to be p a g e | 138 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 interviewed regarding their perception of teacher professionalism in teaching english. there were five questions. the interview was held online since it is regarded as the best way to take in this pandemic covid-19. data analysis procedures the data of this study is analyzed by analysis steps proposed by cresswell (2012). the researchers collected the data from the questionnaire and interview session and coded it based on the participant's responses. after labelling the data, the researchers employed the themes to describe teachers’ perceptions of professionalism. the frequency of teachers’ responses is also presented in the table. both of the data were then interpreted and discussed descriptively. findings and discussions the description of the result of the questionnaire the questionnaire on teacher professionalism was distributed to 14 english teachers. this questionnaire consisted of four parts based on the category of teacher professionalism proposed by sockett (1993). the first part is about the teacher’s character, the second is about commitment to change, the third is about subject and pedagogical knowledge, and the last is about the teacher beyond the classroom. the participants’ responses to the questionnaire are explained in the following tables. table 4.1 character items strongly agree agree neutral disagree strongly disagree should dress in a neat manner 79% 21% 0 0 0 showing confidence and a positive attitude in teaching on a daily basis 71% 29% 0 0 0 respect students and their ideas 86% 14% 0 0 0 behave ethically in and out of school 71% 21% 8% 0 0 p a g e | 139 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 items strongly agree agree neutral disagree strongly disagree regard the education of students as the primary duty 79% 21% 0 0 0 demonstrate personal accountability for the quality of own teaching 79% 21% 0 0 0 display flexibility when working with students and/or teachers 71% 21% 8% 0 0 look forward to coming to school each day 86% 14% 0 0 0 exhibit creativity when working with students 86% 14% 0 0 0 see self as a life-long learner 79% 14% 7% 0 0 part a was the teachers’ perception questionnaire of their character. part a consists of 10 item questions. the first item asked about teachers’ appearance, and the answer was strongly agreed (79%) and agree (21%). it shows that teachers strongly agree that teachers should dress neatly. the second item asked about teachers’ confidence in teaching, and the participant's answers were strongly agreed (71%) and agree (29%). teachers strongly agree to demonstrate confidence in teaching and a positive approach. from the third item's answer, the participants also strongly agree that teachers respect students and their ideas in the teaching-learning process. furthermore, the participants firmly believe that instructors' primary responsibility is to educate students (79%), demonstrate personal accountability for the quality of teachers’ teaching (79%), be inventive when working with students (86%), see self as a life-long learner (86%). besides, there were also neutral answers for items number four asked behavior of teachers (8%), number seven asked about flexibility in working (7%), and number ten about teachers' views regarding longp a g e | 140 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 life learning (7%). nonetheless, most of their answer strongly agree that character influences teacher professionalism in the teaching-learning process. table 4.2 commitment to change items strongly agree agree neutral disagree strongly disagree choose teaching strategies based on educational best practices and current research findings 64% 29% 7% 0 0 dedicate self to teaching as a life-long career 57% 36% 7% 0 0 give talks at seminars, workshops, and/or conferences 64% 29% 7% 0 0 actively seek professional development opportunities 43% 36% 21% 0 0 experiment with innovative teaching practices 43% 36% 21% 0 0 initiate new classroom programs to improve students learning 57% 29% 0 0 0 following current social and political trends affecting education 50% 50% 0 0 0 keep up to date in own field by reading journals and/or attending conferences and workshops 50% 50% 0 0 0 observe other teachers improve own teaching regularly 50% 43% 7% 0 0 keep an open mind to new ideas and change 43% 50% 7% 0 0 conduct teacher research or action research to improve own practice 57% 43% 0 0 0 p a g e | 141 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 part b consisted of 11 items of questionnaires about participants’ commitment to change, which is necessary for the teaching-learning context. the first item above shows that there strongly agreed (64%), agreed (29%), and neutral (7%) to choosing teaching methods based on current best practices in education and research findings. then, the participants also value strongly agree (57%), agree (36%), and neutral (7%) commit to dedicate their selves to teaching as a long-life career. to develop their skills to become professional teachers, the participants strongly agree to commit to being active teachers, and it can be seen from the table. the participants strongly agree to conduct an experiment innovatively, improve their own practices by engaging in teacher research, observe other teachers, receive new ideas and change, join and make a presentation on webinar or workshop, and enhance students learning by making new classroom programs. on the other side, the answer strongly agrees (50%) and agrees (50%) to keep up to date on current social and political developments influencing education by reading journals, attending conferences, or participating in workshops. table 4.3 subject and pedagogical knowledge items strongly agree agree neutral disagree strongly disagree teach in developmentally appropriate ways 79% 7% 14% 0 0 recognize how academic subjects are related to other disciplines 64% 7% 29% 0 0 understand the developmental needs of children 64% 7% 29% 0 0 make classroom decisions based on the needs of students 64% 15% 21% 0 0 know and apply human development and learning theories 57% 14% 29% 0 0 p a g e | 142 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 avoid making students feel embarrassed or ashamed 50% 21% 29% 0 0 make self-reflection and analyze own teaching 64% 0 36% 0 0 regularly evaluate own choices and actions in the classroom 43% 14% 43% 0 0 possess a high degree of content knowledge in the respective certification areas 50% 21% 29% 0 0 create fair learning opportunities for all students 64% 7% 29% 0 0 having a high degree of pedagogical knowledge 42% 29% 29% 0 0 consider all aspects of students 64% 7% 29% 0 0 create positive learning environment for students 79% 7% 14% 0 0 part c consisted of 13 questions. it asked about the teachers’ perceptions of subject and pedagogical. the answers were strongly agreed (79%), agree (7%), and neutral (14%) for questions number one and thirteen. it shows that teachers should use teaching methods which appropriate developmentally and create a positive learning environment for the learners. furthermore, the participants also strongly agree (64%) that teachers need to comprehend how academic subjects are related to other disciplines and children’s developmental needs and consider all aspects for students, especially in providing fair opportunities. in addition, 50% strongly agreed, 21%agree, and 29% were neutral, especially for questionnaires items that the teacher should hold a good level of material knowledge in their respective certification areas and avoid making pupils feel embarrassed or ashamed. then, the eleventh item’s answers were strongly agreed (42%), agree (29%), and neutral (29%). it shows that the participants strongly agree teachers should have a good level of pedagogical knowledge. it is in line with the fifth item’s answers were strongly agreed (57%) that teachers should understand and apply ideas of human p a g e | 143 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 development and learning. moreover, the participants also strongly agreed (43%), agreed (14%), and neutral (43%) for the eight-item. it shows that teachers need to evaluate their own choices and actions in the classroom while the teaching and learning process is running. table 4.4 beyond the classroom items strongly agree agree neutral disagree strongly disagree being a positive role model for students and teachers 64% 15% 21% 0 0 function as public advocate for the field of education 64% 10% 29% 0 0 actively participate on school-wide committees and/or in school decision-making 64% 10% 29% 0 0 share teaching ideas and strategies with colleagues 71% 8% 21% 0 0 establish friendly and cooperative relationships with parents 57% 14% 29% 0 0 collaborate with coworkers in the interests of students 64% 15% 21% 0 0 show respect for colleagues and administrators 57% 14% 29% 0 0 aid in the creation of a pleasant working atmosphere in the school 50% 14% 36% 0 0 mentor or willing to guide new and experienced teachers 50% 14% 36% 0 0 participate in professional organizations for educators 43% 50% 7% 0 0 participate in curriculum development 64% 15% 21% 0 0 p a g e | 144 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 part d consisted of eleven items of questionnaires about the teacher's and students’ activities beyond the classroom. first, the participants strongly agreed (71%), agreed (8%), and neutral (21%) that teachers should be encouraged to share their teaching practices and ideas with colleagues. for instance, they were actively involved in professional organizations for educators (questionnaire item part d, number 10). in addition, the participants were strongly agreed (64%) that teachers actively participate in school decision-making with colleagues as well as schoolwide committees and play a beneficial role for students and teachers, such as working as a public advocate for the field of education in curriculum development (questionnaire part d, number 1,2,3,6,11). moreover, the current participants agreed (14%) teacher professionalism helps build a positive working environment with colleagues and parents by showing respect for colleagues and administrators within the school, being willing to mentor starting and seasoned teachers, and establishing cordial and cooperative connections with parents (questionnaire part d number 5,7,8,9). from all of those answers, it can be concluded that the four parts: a, b, c, and d, have important roles in teachers' professionalism, especially in the english teachers’ context. teachers are role models for their students. everything that the teacher does cannot be separated from the attention of students, which can affect the teaching-learning practices. therefore, a teacher needs to have good character to impact themselves, students, and the learning environment positively. to create good learning needs a teacher competent in their field. it is critical for students' academic and non-academic advancement, and instructors' skill in the learning process is one of the primary foundations of improving teacher quality. a teacher must grasp numerous approaches, strategies, methods, and learning techniques to educate creatively and always seek to improve the quality of teachers to accomplish a good teaching and learning process for the students. in addition, besides teachers must establish good relationships with students, teachers must also establish good relationships and communication with some colleagues such as teachers, staff, and parents. this is intended to have a positive impact, especially in p a g e | 145 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 terms of sharing ideas about the educational context and creating a better learning environment for students. the description of interview transcription this section discusses the interview transcription from four english teachers related to their professionalism in teaching english. the interview was done in 20 to 30 minutes for each teacher. the researcher took the role of the interviewer, and the four teachers consisted of t1a, t2l, t3s, and t3e, the interviewees. there are six questions in the interview section: (1) what is your last education? (2) “why do you choose to become a teacher?” (3) “what does professionalism mean to you?” (4) “how do you practice professionalism in teaching and learning activities?” (5) “do you think that you can be recognized as a professional teacher?” (6) “what distinguishes you from other teachers?”. the first and second questions aim to find out teachers’ educational background information and the reason behind their choice to be a teacher. the third, fourth, and fifth questions aim to explore their understanding of professionalism and its implementation in teaching activities. the last question aims to explore their opinion of themselves as a teacher. teachers educational background all of the interviewees answered that they graduated from an educational department majoring in english education from different universities. after graduating from the university, they choose to become teachers because it has been their goal since they first chose to go to the educational department. moreover, one of the teachers said that she feels proud of being a teacher since it is the noblest profession. being a teacher, she thinks that she has a vital role in helping the nation create a better future generation through education. thus, she wants to dedicate herself to this purpose. teachers’ understanding and implementation of professionalism in teaching activity. p a g e | 146 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 the participants defined professionalism as knowing the obligation based on the role, teaching sincerely, knowing responsible in and out of the classroom, taking responsibility for the students and teachers themselves by keeping on learning new knowledge, building a good relationship with students, mastering the subject, discipline, behave and speaking politely, and obeying the rules. furthermore, the interviewees stated that they implemented professionalism by attending the class on time, understanding the content, and applying teaching principles in the classroom. their implementation of professionalism in the classroom is closely similar to their understanding of professionalism. however, one of them stated that: “arranging the lesson plan before the class is a must for the teacher, and sometimes, some teachers consider it trivial and are not responsible for what has been written. so, in my opinion, a professional teacher writes and prepares the lesson plan and is fully responsible for teaching and learning activities”. therefore, preparing the lesson plan before going to the classroom cannot be considered a professional teacher if they do not take responsibility for teaching the students. teachers’ perception of themselves for the question related to teachers’ perception of themselves whether they have already become professional teachers or not, the interviewee answered there are still many weaknesses in their teaching process to be called a professional teacher. the interviewee revealed that she could not understand her students’ fundamental needs, such as their weakness in particular english skills. moreover, it is sometimes hard for teachers to handle all the students in the current learning system because it is carried out in face-to-face and online learning. the teacher felt tired of handling such lazy and unmotivated students, which affected her teaching. however, the interviewee stated that there is no difference between professionalism in teaching through online learning and face-to-face learning. the teachers should constantly look energetic, encouraging students to be enthusiastic about learning. in p a g e | 147 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 addition, the interviewee also explained that sometimes she does not prepare suitable tools and media for learning, so she does not regard herself as a professional teacher yet. however, an interviewee assumed that he could be called a professional teacher since he applies teaching principles in the classroom setting and can differentiate between professional work and personal life. regarding teachers’ perception of themselves compared to other teachers, all interviewees answered that they have differences from others. the differences are found in the discipline, learning media and tools, and self-development. the interviewee said that she always comes to school on time and does the teacher’s daily picket based on the schedule. they regarded it as another responsibility that should be completed besides teaching in the classroom. by utilizing media and suitable tools in learning, the interviewee said that she used to make the content of learning creatively. she recorded the explanation and placed the task at the end of the video so that students needed to pay attention while watching the video. she stated that it is more effective than the usual technique, such as asking the students to complete lks. it will influence the students to be oriented to the mark only and not to understand the teacher’s explanation. furthermore, for self-development, one of the interviewees revealed that she had joined the professional development program to enhance her knowledge and competence. in addition, she also won a teachers’ competition for mastering the subject at the regency level and got the award for an inspirative teacher from her school. from the interview with english teachers, it can be seen that all of the teachers graduated from the faculty of education majoring in english education. they choose to become a teacher because it relates to their education. so, it is the form of implementing the sciences they got from their last education. the interviewees have already known and understood the general concept of professionalism, particularly in teaching, concerning the term of professionalism. their explanation of professionalism involves teachers’ characters, responsibility inside and outside the classroom, teachers’ knowledge of the subject, and teachers’ responsibility for themselves. in line with their understanding of teacher p a g e | 148 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 professionalism, the interviewee has implemented chiefly it in their teaching activity. it can be said that they do not only understand the concept but also practice it. while the teachers have practiced teacher professionalism in their teaching activity, most of them still regarded themselves as not professional teachers due to their negligence related to the preparation of teaching media and tools and their ignorance of some demotivated students. however, they are still learning by maintaining the discipline, exploring creative ways to teach, and joining professional development programs to enhance their competence as a teacher. this condition implies that the teachers can evaluate themselves regarding their professionalism by realizing their weaknesses and overcoming them. discussion since the teachers who interact daily with the students become the foundation of an educated society, it is important to understand and comprehend the meaning of becoming a professional teacher. the development of 21st-century education capable of educating children relies on the development of highly qualified and committed teaching (utami & hasanah, 2020). it implies that school needs the teachers to understand students’ needs and how they learn to make decisions based on that knowledge. in this study, teachers’ view on their professionalism is varied. it can be noted that the total response from four teachers revealed that they understand that professionalism in teaching is important to be practiced. besides the understanding, the teachers also stated they had implemented several aspects of professionalism inside and outside the classroom, although there are still shortcomings. this case indicates that the teachers still need professional development programs to enhance competence and knowledge as they are critical parameters of successful instruction in the classroom (özden, 2002 as cited in demirkol & polat, 2019). based on participants' responses related to their educational background, they already completed one of the qualifications to become teachers, namely academic qualification. it is stated in the government regulation of the republic indonesia p a g e | 149 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 number 74, the year 2008, about the teacher. "teacher academic qualification is obtained through higher education s-1 program or d-iv program at a university that conducts educational staff education programs and/or non-educational education programs" (government regulation, 2008) regarding participants’ responses to the teacher professionalism questionnaire, most teachers agree with the characteristic of professional teachers proposed by sockett (1993). it can be seen from the result of the questionnaire that agrees or strongly agrees statements are more than the neutral statement. the first characteristic is character, involving teachers’ patience, creativity in work, politeness, well-organized, and flexibility. the participants realized that helping students improve their educational quality is their primary duty. caring for students and building a good relationship could create a supportive learning environment (burden, 2020). when students feel that teachers care about them, they will follow classroom instructions and activities. concerning that, seferoğlu (2012, as cited in yeşilçınar & çakır, 2018) and mincu, 2015) explained teachers are regarded as an important role in improving educational quality and implementing educational reform. nevertheless, some teachers have not realized their continuous development, particularly professional development. this condition is explained by day (2017) that teachers’ self-efficacy and willingness to engage in change might be recognized as conditions that influence their development and learning. in this modern era, competent and qualified teachers are needed. this condition implies that teachers must continue developing competence, one of which is professional competence, by joining a professional development program (nugroho, 2018). it becomes essential to follow the principle of lifelong learning as quality teachers (mone, 2014, as cited in (yeşilçınar & çakır, 2018). therefore, it is important to support their development and motivate them to achieve educational goals. the third characteristic is pedagogical knowledge involving teachers’ teaching practice in the classroom, teacher self-evaluation, and teacher’s p a g e | 150 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 relationship with students. the fourth characteristic is the responsibility beyond the classroom, which involves teachers’ relationships with parents, administrators, and other teachers. the teachers mostly build a good relationship with colleagues by sharing appropriate teaching methods. meanwhile, some of them realize their obligation besides teaching. the characteristic that often appears in teachers’ responses to define professionalism is character. implying that character is an important part of being a professional teacher. in this regard, the study findings from (tichenor & tichenor, 2009) show a similar case. many of the teachers discussed character more than other aspects. conclusion and suggestions this study has discussed english teachers’ perception of teacher professionalism. the findings indicate that many teachers understood professionalism fundamentally. nevertheless, the implementation in reality did not match their professionalism definition, and there is still a shortcoming. furthermore, the teachers also comprehended improvement quality, but they have not found the opportunities and improved it optimally. thus, it is important to communicate the concept of professionalism to more teachers to see whether they already understand and use appropriate professionalism in teaching-learning. regarding the findings of this study, character, the commitment of teachers to change or develop their skills, teachers' abilities to teach by using appropriate methods, and teachers' activities beyond the classroom, for instance, joining some educational organizations, have an important role in teachers' professionalism. it is in line with the participants' answers from the interview section. they stated that professionalism means motivating the students to learn, becoming an intelligent teacher by creating any improvements, being creative using various methods suitable for students learning, and being involved in the professional development program to master the subject matter. p a g e | 151 nida husna let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 in addition, there is a limitation of this study that the researchers ignore the teachers teaching period so that the data might be varied. it becomes a problem when the researcher wants to generalize the result of this study. however, it can be used as a comparison for future research. moreover, the present study suggested that future researchers conduct an observation to gain a more accurate and rich description of teachers' perceptions. references baggini, j. 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(2018). continuing professional development process: english language teachers’ views on the role of teacher research. journal of language and linguistic studies, 14(2), 61–75. www.jlls.org:.16/12/2017acceptancedate:.31/03/2018 1 language learning strategies of esl learners at murray state university in improving their english language skills rusnadi, m.pd.i., ma a lecturer of english education department at faculty of tarbiyah and teachers training, iain antasari banjarmasin abstract this mini research is intended to know the language learning strategies used by esl students to improve their english language skills, and whether or not there is a different between male and female in the use of the strategies. the data were collected from 25 participants by using survey technique. the collected data were analyzed by using multiple regression analysis which includes coefficients of discrimination (r squared), intercept coefficients (the constant), and variable coefficients (slope), and then concluded inductively. the result of this study shows that strategies of language learning have significant influence to the improvement of students’ language skills, specifically for listening, speaking and reading. it is also conclude that there is no significant influence of strategy of learning to the improvement of vocabulary and writing skills. there is no significant difference of using strategy in relation with different genders (male & female). however, there is a slight difference between male and female in the use of reading strategies. key words: language learning strategies, esl learners, language skills language learning strategies have been long becomes the subject of research. however, the majority of studies and overviews have been based on classroom contexts, and less attention has been paid to strategies used by the students in improving their language skills. the students’ effort, autonomy, and independency in improving their english should be taken into account in esl or efl learning, because learning a language is a gradual process. in english language learning and teaching, strategy of learning is seen as one of the most important factors which will lead students to be successful language learners. it is expected that the learners will find the quickest and easiest ways to learn the target language. therefore, implementing some strategies of learning may possibly give chances as well as opportunities for the learners to succeed in achieving their goals in learning and using the target language. murray state university through its institute for international studies (iis) has been long time provides english as a second language (esl) for international students. many international students from different countries in the world come to this institute for learning esl before they are actually enrolled into their program at the university. the english learning and teaching process in this institute is believed will be able to help students to succeed in studying in the university. the students need to improve their english in order to 2 be successful learners and to compete with other students at the university level. therefore, it is important to know and investigate the strategies of esl learners in improving their english language skills, specifically those who are studying at the iis of murray state university, murray, kentucky. specifically, this research is aimed to find out some strategies used by those learners to improve their vocabulary, listening, speaking, reading, writing, and grammar or structure. besides, whether or not gender difference, country of origin, and age influence the use of the learning strategies the students use to improve their language skills. language learning strategies language learning strategies has become one of the objects of discussion in the field of second or foreign language acquisition. it is seen not only as an integral element in language proficiency, but also as a means of achieving learner’s autonomy in language learning process. however, there is no agreement among linguists concerning the definition of this term yet. strategy here means specific techniques used to learn something new better, as oxford stated that “learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (oxford, 1990). the students must have some effective and strategies in order to succeed in learning english as a second or foreign language. they also need to apply those strategies consistently in order to improve their english language skills. many researchers have defined the term of language learning strategies. cynthia white stated that “language learning strategies are commonly defined as the operations or processes which are consciously selected and employed by the learner to learn the tl or facilitate a language task” (hurd & lewis, 2008, p. 8). additionally, in relation with second language learning, oxford acknowledged that l2 learning strategies are the goal-oriented actions or steps (e.g. plan, evaluate, analyze) that learners take, with some degree of consciousness, to enhance their l2 learning (hurd & lewis, 2008, p. 41). the definitions above clearly explained that language learners should actually do some conscious and serious efforts or activities through gradual processes in order to learn the target language or a new language. it is obvious that there is a combination between intention and action while applying a strategy of learning. in this case, learners should aware of their needs, preferences, goals, and problems while learning a language. many researchers have done some studied concerning to the topic of language learning strategies and its relation with students’ achievement in their language learning process. some of them revealed that students at all levels reported the use of an extensive variety of learning strategies. geramia & baighloub in their study indicated that successful efl students used a wider range of learning strategies and different from those often preferred by their unsuccessful peers. the former often used metacognitive strategies while the latter tended to use surface level cognitive strategies. the results of this study can be beneficial for iranian language teachers in terms of raising their awareness on narrowing the gap between the students' language learning strategies and their teaching methodologies preferences (geramia & baighloub, 2011). 3 furthermore, ehrman and oxford (1995) indicated that successful students preferred to use cognitive strategies more frequently in their study. green and oxford (1995) discovered that high achieving students used all kinds of language learning strategies more frequently than low-achieving students. qingquan, chatupote & teo found that successful students used a wider range of learning strategies for efl learning significantly more frequently than unsuccessful students. it was also found that the strategies often employed by the successful students are different from those often preferred by their unsuccessful peers. the former often used deep, l2-based, association, active participation, language use, positive attitude taking and learning-process monitoring strategies that are likely to make more contributions to successful l2 learning while the latter tended to use surface, l1based, word-level, rote memory and gesture strategies (qingquan, chatupote, & teo, 2008). other researchers found out that significant positive correlation was found between language learning strategy use and self-efficacy beliefs. students’ language learning strategy use is found to be positively correlated with their self-efficacy level in language learning. students who reported to use more language learning strategies have higher self-efficacy, in other words, were more confident in their language learning abilities. therefore, there would be a significant and positive correlation existed between language learning strategy use and perceived selfefficacy; highly self-efficacious learners would use more strategies than those with lower self-efficacy (hsun su & duo, 2012). furthermore, su & duo suggested that there is significant positive correlation was found between language learning strategy use and self-efficacy beliefs. students’ language learning strategy use is found to be positively correlated with their self-efficacy level in language learning. students who reported to use more language learning strategies have higher self-efficacy, in other words, were more confident in their language learning abilities. therefore, there would be a significant and positive correlation existed between language learning strategy use and perceived self-efficacy; highly self-efficacious learners would use more strategies than those with lower self-efficacy (hsun su & duo, 2012). in addition to that, hashemi in his study to iranian efl students about cognitive and social strategies concluded that cognitive and social strategies were the popular strategies used by iranian learners and that such strategies could be related to gender, cultural and educational background differences. it is clear that language learning strategies could facilitate the learning of the target language by the language learner. language learners in general use language learning strategies in the learning process. since the factors like age, gender, personality, motivation, self-concept, life-experience, learning style, etc. affect the way in which language learners learn the target language, it is not reasonable to assume that all language learners use the same good language learning strategies or should be trained in using and developing the same strategies to become successful learners (hashemi, 2011). relating to gender issue, it is seen that gender is an issue with important theoretical and pedagogical implications in second language learning, it has received some attention in language learning strategy research (e.g., oxford, 1993; oxford, young, ito & sumrall, 1993; oxford, 1995; young & oxford 1997). these studies have found that gender can have a significant impact on how students learn a language. an emerging theory for this gender difference proposes that although sometimes males surpassed females in the use of a particular strategy, females employ more learning strategies or employ strategies more 4 effectively (erhman and oxford, 1989; nyikos, 1990; oxford, 1994; sheorey, 1999). ehrman and oxford (1990) stated that women at the foreign service institute definitely reported more use of strategies. also green and oxford (1995) reported concluded that females used strategies significantly more often than males. yabukoshi and takeuchi found out that females reported more use of strategies than males, and interestingly enough, that no positive relationship was found between english proficiency and strategy use (yabukoshi & takeuchi, 2009). it is also believed that age and level of proficiency have significant influence to the use of strategies in language learning. some studies regarding to this issues found out that students in lower grade showed clearer preferences for particular types of strategies than older students, and the relationship between learning strategies and efl grades was stronger in younger students (tragant & victori, 2012). regarding to the perception of teachers and students to the use of language learning strategies, it was found out that teachers perceive that course level and learning strategies are significantly correlated and it is highly important (griffiths, 2007). furthermore, students view that language learning strategies is very useful and students tended to believe in the usefulness of all four groups of strategies but seemed more often to use use-focused ones. correlations were found between perceptions of the usefulness and perceived use of the strategies (zhang & goh, 2006). research questions to that purpose, this research questions is focused on the following: 1. what strategies do esl learners use to improve their english language skills? 2. is there any different between male and female in using the learning strategies? method of research participants this study is conducted at the institute for international studies (iis) of murray state university, murray, kentucky. the participants of this study are 25 esl students who are studying esl at the institute and which are taken randomly from different gender, age and nationality (table 1). almost all of them have been studying english between 5 – less than 10 years (84%), while the rest have been studying english between 2 – less than 5 years (16%). table 1 demographic description of participants n % gender: male female 13 12 52% 48% age: 20 or under 21 – 25 26 – 30 30 or older 6 11 6 2 24% 44% 24% 8% nationality: 5 saudi arabia china korea central america indonesia japan thailand vietnam 8 6 4 2 2 1 1 1 32% 24% 16% 8% 8% 4% 4% 4% instrument the data of this research are collected through survey questionnaire which consist of 20 statements each describing the use of one strategy, and which grouped into 5 categories of strategy: vocabulary, listening, speaking, reading, and writing. each participant had to indicate their attitude toward 20 key statements of language learning strategies by rating them using a 4 likert scale; very often, often, rarely, and never. data presentation and analysis the collected data from the survey are categorized based on scale very often, often, rarely, and never. in order to be able to analyze the data this scale is then scored based on assumption that very often = 100, often = 75, rarely = 50, and never = 0. based on that score the collected data will be presented and the analyzed. the data are analyzed using multiple regression analysis which includes coefficients of discrimination (r squared), intercept coefficients (the constant), and variable coefficients (slope). discussion and analysis strategies of esl learners to improve their english language skills listening strategies based on the result of the survey for the listening strategies, it is found out that there are four strategies that esl students use to improve their listening skills. they are attending outof-class events where english is spoken (strategy 1); listening to song, talk shows, news, and watching movies (strategy 2); listening to people in a restaurant or a store (strategy 3); and listening to people who are having conversation in english (strategy 4). the following table shows the result of the data regarding to the listening strategies. table 2. listening strategies respondent y strategy 1 strategy 2 strategy 3 strategy 4 1 75 75 50 100 75 2 62.5 50 75 75 50 3 81.25 75 100 100 50 4 87.5 100 75 100 75 5 75 75 50 75 100 6 87.5 75 75 100 100 6 7 31.25 0 75 50 0 8 75 50 100 75 75 9 75 100 100 0 100 10 68.75 50 100 50 75 11 50 75 75 0 50 12 81.25 100 75 50 100 13 81.25 100 100 50 75 14 75 75 100 75 50 15 75 75 100 50 75 16 75 50 100 75 75 17 93.75 100 75 100 100 18 75 75 100 50 75 19 31.25 0 75 0 50 20 68.75 50 100 50 75 21 43.75 50 75 0 50 22 50 75 75 0 50 23 81.25 100 75 50 100 24 81.25 100 100 50 75 25 56.25 75 100 0 50 based on statistical analysis for the listening strategies, the coefficient of discrimination (r2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). it means that the equation of this data can explain completely the dependent variable. the following are the intercept coefficients (the constant) for the independent variables (the slope) of the listening strategies: coefficients intercept -7.10543e-15 strategy 1 0.25 strategy 2 0.25 strategy 3 0.25 strategy 4 0.25 model: y =  + βх1 + βх2 + βх3 + βх4 y = -7.10543e-15 + 0.25x1 + 0.25x2 + 0.25x3 + 0.25x4 based on the regression model, it can be concluded that the subset of the interdependent variables (listening strategy 1 -4) have the same influence toward the improvement of listening skills (dependent variable), since the slope of each variable is just the same (0.25). therefore, each interdependent variable coefficient contributes a 25% probability in improving the students’ listening skills, and since the intercept coefficients of this data has a big minus (-7.10543e-15), so it can be said that students will not be able to improve their listening skills unless they employ one or more strategies above. 7 vocabulary strategies the result of the research shows that there are five vocabulary strategies which are used by the participants in order to improve their vocabulary skills. those strategies are memorize every new words (strategy 1), list new words with other words that are related to them (strategy 2), group the words based on parts of speech (strategy 3), use flash card in a systematic ways to learn new words ((strategy 4), and use or practice new words and familiar words in different ways (strategy 5). the result of the collected data for the vocabulary learning strategy can be seen in the following table. table 3. vocabulary strategies responden ts y strategy 1 strategy 2 strategy 3 strategy 4 strategy 5 1 90 75 100 75 100 100 2 40 50 50 50 0 50 3 60 75 50 0 75 100 4 90 100 75 75 100 100 5 75 75 100 50 75 75 6 80 75 75 75 100 75 7 50 50 75 75 0 50 8 70 75 75 50 50 100 9 65 75 75 50 50 75 10 75 75 100 50 75 75 11 90 100 75 75 100 100 12 65 75 75 50 50 75 13 90 75 100 75 100 100 14 55 75 75 0 50 75 15 80 100 75 75 75 75 16 65 75 50 50 75 75 17 80 75 50 100 75 100 18 80 75 100 75 75 75 19 75 75 50 75 75 100 20 80 100 75 75 75 75 21 90 100 75 75 100 100 22 65 75 75 50 50 75 23 90 75 100 75 100 100 24 55 75 75 0 50 75 25 80 100 75 75 75 75 based on statistical analysis for the vocabulary strategies, the coefficient of discrimination (r2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). it means that the equation of this data can explain completely the dependent variable. 8 the following are the intercept coefficients (the constant) for the independent variables (the slope) of the vocabulary strategies: coefficients intercept 3.55271e-15 strategy 1 0.2 strategy 2 0.2 strategy 3 0.2 strategy 4 0.2 strategy 5 0.2 model: y =  + βх1 + βх2 + βх2 + βх4 + βх5 y = 3.55271-e15 + 0.20x1 + 0.20x2 + 0.20x3 + 0.20x4 + 0.20x5 based on the regression model, it can be concluded that the subset of the interdependent variables of vocabulary strategies have the same influence toward the improvement of vocabulary skills (dependent variable), since the slope of each variable is just the same (0.20). therefore, each interdependent variable coefficient contributes a 20% probability in improving the students’ vocabulary skills, and since the intercept coefficients of this data is positive (3.55271e-15), so it can be said that students will be able to improve their vocabulary skills without employing one or more strategies above. however, if the students apply one or more of those five strategies, they will surely improve their vocabulary with 20% probability for each strategy. speaking strategies the result of the research shows that there are four speaking strategies which are used by the participants in order to improve their speaking skills. those strategies are practice saying new expressions/sentences (strategy 1), initiate conversation in english as much as possible (strategy 2), seek out opportunity to speak with native speakers (strategy 3), and ask questions as a way to be involved in the conversation (strategy 4). the table below will show you the result of the collected data for the speaking strategies. table 4. speaking strategies respondent s y strategy 1 strategy 2 strategy 3 strategy 4 1 75 75 50 100 75 2 56.25 75 50 50 50 3 68.75 75 50 100 50 4 87.5 75 100 75 100 5 75 75 75 75 75 6 81.25 100 75 75 75 7 43.75 50 75 0 50 8 50 75 50 0 75 9 9 87.5 100 100 75 75 10 87.5 75 100 75 100 11 81.25 100 75 75 75 12 87.5 75 100 75 100 13 62.5 75 50 50 75 14 93.75 100 100 75 100 15 68.75 75 50 75 75 16 56.25 50 50 75 50 17 81.25 100 75 75 75 18 62.5 75 75 50 50 19 68.75 75 50 75 75 20 87.5 75 100 75 100 21 81.25 100 75 75 75 22 87.5 75 100 75 100 23 62.5 75 50 50 75 24 93.75 100 100 75 100 25 68.75 75 50 75 75 based on statistical analysis for the speaking strategies, the coefficient of discrimination (r2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). it means that the equation of this data will be able to explain completely the dependent variable. the following are the intercept coefficients (the constant) for the independent variables (the slope) of the speaking strategies: coefficients intercept -7.10543e-15 strategy 1 0.25 strategy 2 0.25 strategy 3 0.25 strategy 4 0.25 model: y =  + βх1 + βх2 + βх2 + βх4 y = -7.10543e-15 + 0.25x1 + 0.25x2 + 0.25x3 + 0.25x4 based on the regression model, it can be concluded that the subset of the interdependent variables of speaking strategies have the same influence toward the improvement of student’ speaking skills (dependent variable), since the slope of each variable is just the same (0.25). therefore, each interdependent variable coefficient contributes about 25% in improving the students’ speaking skills, and since the intercept coefficients of this data is a big minus/negative (-7.10543e-15), so it can be said that students will not be able to improve their speaking skills without employing one or more strategies above. 10 reading strategies based on the result of the research, it is known that there are four reading strategies which are employed by the esl students to improve their reading skills. those strategies are reading as much as possible in english (strategy 1), finding magazines or novel to read for pleasure (strategy 2), finding materials that are at or near students’ level (strategy 3), and read a story or dialog several times until understand it (strategy 4). the presentation of the data for the reading strategies can be seen in the following table. table 5. reading strategies respondents y strategy 1 strategy 2 strategy 3 strategy 4 1 75 75 50 100 75 2 56.25 75 50 50 50 3 68.75 75 50 100 50 4 87.5 75 100 75 100 5 75 75 75 75 75 6 81.25 100 75 75 75 7 43.75 50 75 0 50 8 50 75 50 0 75 9 87.5 100 100 75 75 10 87.5 75 100 75 100 11 81.25 100 75 75 75 12 87.5 75 100 75 100 13 62.5 75 50 50 75 14 93.75 100 100 75 100 15 68.75 75 50 75 75 16 56.25 50 50 75 50 17 81.25 100 75 75 75 18 62.5 75 75 50 50 19 68.75 75 50 75 75 20 87.5 75 100 75 100 21 81.25 100 75 75 75 22 87.5 75 100 75 100 23 62.5 75 50 50 75 24 93.75 100 100 75 100 25 68.75 75 50 75 75 based on statistical analysis for the reading strategies, the coefficient of discrimination (r 2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). it means that the equation of this data will be able to explain completely the dependent variable. 11 the following are the intercept coefficients (the constant) for the independent variables (the slope) of the reading strategies: coefficients intercept -7.10543e-15 strategy 1 0.25 strategy 2 0.25 strategy 3 0.25 strategy 4 0.25 model: y =  + βх1 + βх2 + βх3 + βх4 y = -7.10543e-15 + 0.25x1 + 0.25x2 + 0.25x3 + 0.25x4 based on the regression model, it can be concluded that the subset of the interdependent variables of reading strategies have the same influence toward the improvement of student’ reading skills (dependent variable), since the slope of each variable is just the same (0.25). therefore, each interdependent variable coefficient contributes about 25% in improving the students’ reading skills, and since the intercept coefficients of this data is a big minus/negative (-7.10543e-15), so it can be said that students will not be able to improve their reading skills without employing one or more strategies above. writing strategies based on the survey research it is known that there are 3 different strategies that students used to improve their writing skills. those three strategies are: practice writing english by keeping journal or diary (strategy 1), try to writing different kinds of texts in english (e.g personal notes, messages, letters, and course papers) (strategy 4), and take class note in english as much as possible (strategy 5). the data about students’ strategies to improve their writing skills are presented in the following table. table 6. writing strategies respondents y strategy 1 strategy 2 strategy 3 1 83.3 100 75 75 2 75 50 100 75 3 58.3 50 50 75 4 83.3 75 75 100 5 66.67 50 75 75 6 83.3 75 100 75 7 58.3 50 50 75 8 58.3 0 75 100 9 83.3 75 75 100 10 75 50 100 75 11 58.3 50 50 75 12 83.3 75 75 100 13 58.3 0 75 100 12 14 83.3 75 75 100 15 75 50 75 100 16 66.67 50 75 75 17 83.3 75 75 100 18 66.67 50 75 75 19 66.67 50 75 75 20 83.3 75 75 100 21 75 50 75 100 22 66.67 50 75 75 23 83.3 75 75 100 24 66.67 50 75 75 25 83.3 75 75 100 based on statistical analysis for the writing strategies, the coefficient of discrimination (r 2) that will explain how fits the subset of model multiple liner regression give a result equal to 1 (r2 = 1). it means that the equation of this data will be able to explain completely the dependent variable. the following are the intercept coefficients (the constant) for the independent variables (the slope) of the writing strategies: coefficients intercept 5.32907e-14 x variable 1 0.333333333 x variable 2 0.333333333 x variable 3 0.333333333 model: y =  + βх1 + βх2 + βх3 y = -7.10543e-15 + 0.25x1 + 0.25x2 + 0.25x3 based on the regression model, it can be concluded that the subset of the interdependent variables of writing strategies have the same influence toward the improvement of reading skills (dependent variable), since the slope of each variable is just the same (0.20). therefore, each interdependent variable coefficient contributes a 20% probability in improving the students’ speaking skills, and since the intercept coefficients of this data is positive (3.55271e-15), so it can be said that students will be able to improve their speaking skills without employing one or more strategies above. however, if the students apply one or more of those five strategies, they will surely improve their vocabulary with 33% probability for each strategy. 13 the difference between male and female in using strategies of learning to improve their english language skills listening strategies notes: strategy 1: attending out-of-class events where english is spoken strategy 2: listening to song, talk shows, news, and watching movies strategy 3: listening to people in a restaurant or a store strategy 4: listening to people who are having conversation in english the above bar chart shows that there is no significant difference in the use of strategies of learning between male and female in improving their listening skills. the most frequent strategy that is used by both genders was the strategy 2; listening to song, talk shows, news, and watching movies with 80.77% and 89.58% for male and female in turn. on the contrary, the least frequent strategy that is used by both female and male was the strategy 3; listen to people in a restaurant or a store, which 63.46% of males use it and only 41.67%of females use it to improve their listening skills. 14 a. vocabulary strategies notes: strategy 1: memorize every new words strategy 2: list new words with other words that are related to them strategy 3: group the words based on parts of speech strategy 4: use flash card in a systematic ways to learn new words strategy 5: use or practice new words and familiar words in different ways just like the listening strategies, the chart shows that there is no significant difference between both genders; male and female in the use of strategies of learning to improve their vocabulary skills. strategy 5 and strategy 2 were considered as the most frequent strategies are used by 82.68% and 78.85% of males in turn. for female, there are about 83.33% of them use strategy 1 and strategy 5 more frequently compared to the other strategies. in contrast, the least frequent strategy used by both female and male was the strategy 3 with only 57.69% of males use it and about 60.46%of females use it to improve their vocabulary skills. 15 b. speaking strategies notes: strategy 1: practice saying new expressions/sentences strategy 2: initiate conversation in english as much as possible strategy 3: seek out opportunity to speak with native speakers strategy 4: ask questions as a way to be involved in the conversation it can be seen clearly from the chart that there is no significant difference between both genders; male and female in the use of strategies of learning to improve their speaking skills. strategy 1 and strategy 4 were considered as the most frequent strategies are used by both genders. about 78.85% and 75% of males use strategy 1 and strategy 4 to improve their speaking skills, while for female there are about 81.25% and 79.17% of them use strategy 1 and strategy 4 in turn. similarly, the two other strategies (strategy 2 and strategy 3) were also used by the same percentage of males and female, which is just about 70s% of them, and interestingly, only 63.48% of male use strategy 3 to improve their speaking skills. 16 reading strategies notes: strategy 1: reading as much as possible in english strategy 2: finding magazines or novel to read for pleasure strategy 3: finding materials that are at or near students’ level strategy 4: read a story or dialog several times until understand it the chart above shows that in reading strategies, there are slight difference learning strategies used by both genders; male and female in improving their reading skills. the most frequent strategy that is used by both genders was the strategy 1; reading as much as possible in english with 80.77% and 79.17% of male and female in turn. on the contrary, the least frequent strategy that is used by female was strategy 3 (only 68.75%), and while by male were strategy 3 and strategy 4 (only 67.31% of them). while strategy 2 was used by almost the same number of participant from both genders (71.15% of male and 72.19% of female). 17 writing strategies notes: strategy 1: practice writing english by keeping journal or diary strategy 2: try to writing difference kinds of texts in english strategy 3: take class note in english as much as possible just like listening, vocabulary, and reading strategies, the above chart shows that there is no significant difference in the use of the three strategies for writing between the two genders. both male and female used strategy 3 more frequently than the two other strategies to improve their writing skills (84.62% of male and 89.58% of female). strategy two was used by 75% of both female and female, while strategy 1 is considered as the least frequent strategy used by the two genders (only 53.85% of male and 60.42% of female). conclusion 1. strategies of language learning have significant influence to the improvement of students’ language skills, specifically for listening, speaking and reading. it is also conclude that there is no significant influence of strategy of learning to the improvement of vocabulary and writing skills. 2. there is no significant difference of using strategy in relation with different genders (male & female). however, there is a slight difference between male and female in the use of reading strategies. limitation of the study and recommendation 1. this study cannot be generalized, since the study only used survey technique in collecting the data, which there a possibility of bias from the participant responses. therefore, there should be more comprehensive methods of collecting the data like 18 interview and observation that will confirm the participants’ response toward the survey questions. 2. the number of participants of this research was too small only 25 participants, so it would be hard to gain representative data. therefore, it would be better if the next researcher who is interested in researching this topic to add the number of participants. references baker, w. & boonkit, k. (2004). learning strategies in reading and writing: eap contexts. regional language centre journal. 35 (3), 299 – 328. doi: 10.1177/0033688205052143 gerami, m.h., & baiglou, s.m.g. (2011). language learning strategies used by successful and unsuccessful iranian efl students. procedia-social and behavioral science. 29, 1567-1576. doi:10.1016/j.sbspro.2011.11.399 griffiths, c. (2007). language learning strategies: students' and teachers' perceptions. elt journal, 61, 91-99. hashemi, m. (2011). strategies of iranian efl learners. international journal of academic research. hsun su, m., & duo, p. (2012). efl learners’ language learning strategy use and perceived self-efficacy. european journal of social sciences, 335-345. hurd, s., & lewis, t. (2008). language learning strategies in independent settings. in s. hurd, & t. lewis, language learning strategies in independent settings (p. 8). toronto, canada: multilingual matter. main, r. d. (2012, november 13). the huffington post.com. retrieved from the huffington post.com: http://www.huffingtonpost.com/2012/11/06/hurricane-damage-climatechange_n_2081960.html oxford, r. l. (1990). language learning strategies: what every teacher should know. in r. l. oxford, language learning strategies: what every teacher should know (p. 8). boston, ma: heinle & heinle publishers. oxford, r. l. & burry-stock, j.a. (1995). assessing the use of language learning strategies worldwide with the esl/efl version of the strategy inventory for language learning (sill). system. 23 (1), 1 – 23. 0346-251x(94)00047-6 oxford, r.l. & ehrman, m.e. (1995). adults' language learning strategies in an intensive foreign language program in the united states. system. 23 (3), 359 -386. 0346251x(95)00023-2 qingquan, n., chatupote, m., & teo, a. (2008). a deep look into learning strategy use by successful and unsuccessful students in the chinese efl learning context. relc journal, 29(3), 338-358. doi:10.1177/0033688208096845 riley, j., & jolis, a. (2012, november 13). aol on news.com. retrieved from aol on news.com: http://on.aol.com/video/opinion--dont-blame-climate-change-forfrankenstorm-517523373 su, mh., & dou, pc. (2012). efl learners’ language learning strategy use and perceived self-efficacy. european journal of social science, 27 (3), 335 -345. issn 14502267 tragant, e., & victori, m. (2012). language learning strategies, course grade, and age in efl secondary school learners. language awareness, 21(3), 293-308. 19 wong l.l.c., & nunan, d. (2011). the learning styles and strategies of effective language learners. system. 39, 144 – 163. doi:10.1016/j.system.2011.05.004 yabukoshi, t., & takeuchi, o. (2009). language learning strategies used by lower secondary school learners in japanese efl context. international journal of applied linguistics, 136. zhang, d., & goh, c. c. (2006). strategy knowledge and perceived strategy use: singaporean students’ awareness of listening and speaking strategies. language awareness, 15(3), 199-210. doi:10.2167/la342.0 20 teaching english for specific purposes (esp) in efl context raida asfihana a lecturer at english department of state institute for islamic studies antasari banjarmasin abstract english for specific purposes (esp) has been a current trend in language teaching for years. the esp principles take part in the process of designing a syllabus or developing a teaching material for a particular course or study. traditionally esp courses were typically designed for intermediate or advanced adult learners. nowadays many students can start to learn academic or vocational english at an earlier age and at a lower level of proficiency. a needs analysis, which is a part of esp’s principles, is applied in order to find the needs of the course’s participants. this paper comprises three parts; the nature of esp, the needs analysis in esp, and esp in efl context. key words: english, specific, needs. the english language is put to many uses, but one branch of tefl that is increasingly common is esp – a generic term meaning english for specific purposes. this ranges from specific vocational purposes (such as the language of the tourist industry, or that of the banking industry, etc.) to, arguably, academic english in any discipline. esp is very much focused on the learners needs for the english language. english for specific purposes (esp) programs are specifically devoted to professional fields of study. a course in english for nurse or business writing would fall under the general rubric of esp. usually esp courses are differentiated from vocational/technical english in that esp refers to disciplines in which people can get university majors and degrees, while vocational/technical refers to trades and other non-baccalaureate certificate programs. nevertheless, esp can also be inserted in efl curriculum since english department graduates must have the ability to design and teach a particular course in english. in designing a program or a course, the teacher must be able to see their students needs, wants, and lacks in order to make their designed program meets their students’ requirements. the nature of esp the history of esp certainly, a great deal about the origins of esp could be written. notably, there are three common reasons to the emergence of esp: the demands of a brave new world, a revolution in linguistics, and focus on the learner (hutchinson & waters, 1987:5). hutchinson and waters (1987:6) note that two key historical periods breathed life into esp. first, the end of the second world war brought with it an age of enormous and unprecedented expansion in scientific, technical and economic activity on an international scale for various reasons, most notably the economic power of the united states in the post-war world, the role of international language fell to english. second, the oil crisis of the early 1970s resulted in western money and knowledge flowing into the oil-rich countries. the language of this knowledge became english. the general effect of all this development was to exert pressure on the language teaching profession to deliver the required goods. whereas english had previously decided its own destiny, it now became subject to the wishes, needs and demands of people other than language teachers (hutchinson & waters, 1987:7). the second key reason cited as having a tremendous impact on the emergence of esp was a revolution in linguistics. whereas traditional linguists set out to describe the features of language, revolutionary pioneers in linguistics began to focus on the ways in which language is used in real communication. hutchinson and waters (1987) point out that one significant discovery was in the ways that spoken and written english vary. in other words, given the particular context in which english is used, the variant of english will change. this idea was taken one step farther. if language in different situations varies, then creating language instruction to meet the needs of learners in specific contexts is also possible. for this reason, in the late 1960s and the early 1970s there were many attempts to describe english for science and technology (est). hutchinson and waters (1987) identify ewer and latorre, swales, selinker and trimble as a few of the prominent descriptive est pioneers. the final reason hutchinson and waters (1987:7) cite as having influenced the emergence of esp has less to do with linguistics and everything to do with psychology. rather than simply focus on the method of language delivery, more attention was given to the ways in which learners acquire language and the differences in the ways language is acquired. learners were seen to employ different learning strategies, use different skills, enter with different learning schemata, and be motivated by different needs and interests. therefore, focus on the learners' needs became equally paramount as the methods employed to disseminate linguistic knowledge. designing specific courses to better meet these individual needs was a natural extension of this thinking. esp and language education english for specific purposes (esp) is an exciting movement in english language education since it opens up rich opportunities for english teachers and researchers in new professional domains. the growing demand for highly proficient speakers of specialized academic and workplace english is drawing increasingly large number of teachers into the esp profession and awarding them higher salaries and prestige than were previously given to language instructors. moreover, esp has become increasingly important since there has been an increase in vocational training and learning throughout the world. the spread of globalization has resulted on the increasing use of english as the language of international communication. more and more people are using english in a growing number of occupational contexts. students are starting to learn and therefore master general english at a younger age, and so move on to esp at an earlier age. basically, esp currently possesses three specific referents in the world of english language education, as follows: 1. specific subsets of the english language that are required to carry out specific tasks for specific purposes. 2. a branch of language education that studies and teaches subsets of english to assist learners in successfully carrying out specific tasks for specific purposes. 3. a movement that has popularized the esp profession and its work with esp discourse. specific-purpose of english includes not only knowledge of a specific part of the english language but also competency in the skills required to use this language, as well as sufficient understanding of the contexts within which it is situated. although the name can be misleading, esp does not refer to english or english language education for any specific purpose. all education exists for specific purposes, but only english education for highly specialized purposes interests esp professionals. there are two main characteristics of esp in its accordance with language education. as stated in gatehouse (2001), at a 1997 japan conference on esp, dudley-evans together with st. john offered two characteristics of esp as follows: 1. absolute characteristics ▪ esp is defined to meet specific needs of the learner; ▪ esp makes use of the underlying methodology and activities of the discipline it serves; ▪ esp is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities. 2. variable characteristics ▪ esp may be related to or designed for specific disciplines; ▪ esp may use, in specific teaching situations, a different methodology from that of general english; ▪ esp is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation. it could, however, be for learners at secondary school level; ▪ esp is generally designed for intermediate or advanced students; ▪ most esp courses assume some basic knowledge of the language system, but it can be used with beginners. in above characteristics, they assert that esp is not necessarily related to a specific discipline. furthermore, esp is likely to be used with adult learners although it could be used with young adults in a secondary school setting. needs analysis in esp gonzalez and st. louis in crandall and kaufman (2002:93) assume that english for specific purposes (esp) teachers often find themselves teaching a course without possessing any knowledge of the content they are going to teach. thus, self-instruction seems to be a common trend for teachers in this area. motivation is one of the most important factors in language learning, which is why teachers of english as a foreign language have always tried to find new approaches or strategies that introduce practical uses of efl in the classroom. unfortunately, many students dislike learning english; and although they attend lessons, they are not interested in speaking properly. they only want to pass the compulsory exams. finding the students’ likes and dislikes concerning efl learning and applying new teaching techniques to improve the command of language use have been major goals. surveys conducted with learners and teachers at the school of nursing in holguin (in corria, 2004) have focused on finding out why students reject learning foreign languages. the results showed that most of the second and third–year students in the nursing career did not like studying english because they did not find any relation between english and their own careers. they did not think that english would be useful in their future jobs; they felt that they spent too much time learning boring, unpleasant, and difficult things. still in corria (2004), in cuba, the kernel series books are used to teach general english to nursing career students from the first to third years. english for specific purposes (esp) is taught to students in the fourth year. surprisingly, data showed that esp learners liked studying efl, while the ones studying in general english disliked it. in recent years, course design has become more learner centered, or learning centered, as differentiated by hutchinson & waters (1987). needs analysis has come to be regarded as the starting point of the process, especially in the esp field. furthermore, in most instances, the content of any esp course should only be determined by a comprehensive needs analysis as this first step and it is seen as being absolutely crucial if esp practitioners wish to design a course that will maximally benefit their learners. according to iwai et al. (1999) in songhori (2008), formal needs analysis is relatively new to the field of language teaching. however, informal needs analyses have been conducted by teachers in order to assess what language points their students needed to master. in fact, the reason why different approaches were born and then replaced by others is that the teachers have intended to meet the needs of their students during their learning. needs analysis is neither unique to language teaching nor within language training but it is often seen as being “the corner stone of esp and leads to a very focused course” (dudley-evans & st. john, 1998: 122). although there are various ways of interpreting ‘needs’, the concept of ‘learner needs’ is often interpreted in two ways: ✓ as what the learner wants to do with the language (goal-oriented definition of needs) which relates to terminal objectives or the end of learning; and ✓ what the learner needs to do to actually acquire the language (a process-oriented definition) which relates to transitional/means of learning. in view of these concerns, dudley-evans and st. john (1998: 145) discuss criteria for esp course design and put forward useful steps for esp teachers and course designers to consider. they list these concerns surrounding course design in the form of the following questions: o should the course be intensive or extensive? o should the learners’ performance be assessed or non-assessed? o should the course deal with immediate needs or with delayed needs? o should the role of the teacher be that of the provider of knowledge and activities, or should it be as facilitator of activities arising from learners’ expressed wants? o should the course have a broad focus or narrow focus? o should the course be pre-study or pre-experience or run parallel with the study or experience? o should the materials be common-core or specific to learners’ study or work? o should the group taking the course be homogenous or should it be heterogeneous? in short, by asking these questions prior to planning course design, the esp teacher can be better prepared, more so if the teacher has to balance out some of these parameters which are linked to institutional and learner expectations (dudley-evans and st. john, 1998). needs analysis prior to materials design is necessary. therefore more emphasis should be put on formative evaluation and monitoring as materials are piloted. such evaluation may reveal important information about student attitudes which can be difficult to obtain in an initial needs analysis. esp in efl context from the early 1960’s, english for specific purposes (esp) has grown to become one of the most prominent areas of english as foreign language (efl) teaching today. its development is reflected in the increasing number of universities offering an ma in esp (e.g. the university of birmingham, and aston university in the uk) and in the number of esp courses offered to overseas students in english speaking countries. english for specific purposes (esp) is known as a learner-centered approach to teaching english as a foreign or second language. it meets the needs of (mostly) adult learners who need to learn a foreign language for use in their specific fields, such as science, technology, medicine, leisure, and academic learning, and islamic studies. a course of esp has already been inserted in the curriculum of english department of tarbiyah faculty in state institute of islamic in studies (iain) antasari banjarmasin since its establishment. the participants of this two-credit course are the seventh semester students of english department. this course is designed to equip the student with practical knowledge of the concept of english for specific purposes which is in turn assigned them to design their own esp course. the topics selected for this course are the development of esp, course design in esp, needs analysis, developing material for esp course, etc. the detailed topics are presented in the following table: table 1. the meeting schedule of english for specific purposes meeting specific objective topics 1 the students should be able to describe the nature, the development, and the current trends in english for specific purposes (esp). the nature and development of esp the current trends in esp 2 the students should be able to identify the practice of esp in english as foreign language (efl) context. esp in efl context 3 the students should be able to identify the characteristics of a good teacher for an esp course. the teacher of an esp course: an english teacher or a subject specialist? 4 – 5 the students should be able to identify the importance of conducting a needs analysis and some useful techniques to conduct it for an esp course. needs analysis. needs, lacks, wants techniques in conducting a needs analysis. 6 the students should be able to describe the principles of designing a course of esp. course design in esp 7 middle test 8 the students should be able to describe the principles for developing material for an esp course. the principles for developing material for an esp course 9 – 10 the students should be able to develop the instruments to be used in conducting a needs analysis. developing the instruments for conducting a needs analysis (student’s individual work) 11 – 13 the students should be able to develop a syllabus and materials for an esp course. designing an esp course: developing a syllabus and materials for an esp course 14 final test some teachers are afraid of making the transition from teaching general english to teaching esp. there is also the danger that the novice esp teacher will only use materials that they feel comfortable with and will not stretch their learners. bell (2002) argues that the depth of knowledge of a subject matter that a teacher requires depends on a number of variables which include: 1. how much do the learners know about their specialism? 2. are the students pre-experience or post-experience learners? 3. how specific and detailed are the language, skills and genres that the learners need to learn? although the teacher perhaps is not an expert in a specialist area, he still must need to have some awareness and feel for a particular vocational area. bell (2002) advocates the three cs for helping teachers to improve their knowledge and skills in a particular area of esp. 1. curiosity the teacher should be interested in the subject area and want to learn more. 2. collaboration teachers should seek out subject specialists, show them their work and ask for their feedback. 3. confidence confidence will grow as teachers explore the new subject matter, engage with subject specialists and learn from their learners. harding (2007) stresses that the general skills that a general english teacher must have are being communicative, using authentic materials and analyzing english in a practical way. he also suggests that teachers should: 1. think about what is needed and do not just follow an off-the-shelf course or course book. 2. understand the nature of their students' subject area. 3. work out their language needs in relation to their specialism. 4. use contexts, texts, situations from their subject area. 5. use authentic materials. 6. make the tasks as authentic as possible. 7. motivate the students with variety, relevance and fun. 8. take the classroom into the real world and bring the real world into the classroom. teaching english for specific purposes was and is a controversial issue among efl teachers and others. whether the efl teacher or the specialist in the field should teach esp courses is the matter of controversy. there has been much discussion among esp specialists and teachers as to who should teach business or scientific english: efl/esl teachers or specialists in the field? some people claim that efl teachers do not possess the necessary grip of the subject matter, and therefore he/she may not be able to exchange ideas which contribute to bring about the intended learning outcomes. however, what defines the intended learning outcome raises a number of questions which should be directly addressed. moreover, there are those who claim that esp teaching is part and parcel of an english language teacher. furthermore, maleki (2005) states that the meaning of the word "specific" that goes with the term english for specific purposes does not mean "specialized", and the aim of teaching esp is not to teach special terminology or jargon in a specific field of study. however, when students have little or no basic knowledge of english, teaching it for a specific purpose is almost impossible. this is when general english and esp really cross paths. zoumana (2007) in maleki (2005), in concluding a study on pre-service esp teacher training, argues that we can design esp teacher training courses which are both content-oriented and intended for learning methodology. he thinks that basic knowledge in business, science and technology is required in rendering an esp teacher operational; however, teachers trained this way build on the basic knowledge they have acquired. furthermore, sadeghi (2005) still in maleki (2005), citing hutchinson and waters (1987), argues that the esp teacher should have the same qualities of the general english teacher. he continues saying that the esp teacher should possess: 1. english language knowledge. 2. thorough command of the course design. 3. expert knowledge of the related field of science. apparently, most subject teachers lack (a) and (b), which cannot be ignored. robinson (1991) in maleki (2005) asserts that the most important quality the esp teacher needs is flexibility. for robinson (1991), flexibility means changing from being a general english teacher to being a specific purpose teacher. such a flexible teacher should cope with different groups of students, often at very short notice. therefore, it can be inferred from robinson (1991) that it is the general language teacher's responsibility to teach esp classes. what is the significance difference between esp and general english? surely any linguistic improvement – whether classified as generic or specific – contributes to the learners understanding of the language. then, the most important difference lies in the learners and their purposes for learning english. esp students are usually adults who already have some acquaintance with english and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. an esp program is therefore built on an assessment of purposes and needs and the functions for which english is required. esp concentrates more on language in context and covers subjects varying from accounting or computer science to tourism and business management. the esp focal point is that english is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners. as a matter of fact, esp combines subject matter and english language teaching. such a combination is highly motivating because students are able to apply what they learn in their english classes to their main field of study, whether it is accounting, business management, economics, computer science or islamic studies. finally, being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation. conclusion the term "specific" in esp refers to the specific purpose for learning english. students approach the study of english through a field that is already known and relevant to them. this means that they are able to use what they learn in the esp classroom right away in their work and studies. if the esp community hopes to grow and flourish in the future, it is vital that the community as a whole understands what esp actually represents. only then, can new members join with confidence, and existing members carry on the practices which have brought esp to the position it has in efl teaching today. moreover, this seems to be the latest paradigm for esp teachers: infusing more reality into teaching programs and realistically designing the syllabus and material that meets the students’ needs. references brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy. new york: addison wesley longman, inc. corria, ignacio lopez. (2004). motivating efl learners. english teaching forum (on line). (vol. 37, no. 2, http://exchanges.state.gov/. accessed on may 5th 2008). dudley-evans, t., st john, m. j., 1998. developments in english for specific purposes: a multi-disciplinary approach. cambridge university press, cambridge. gonzalez, dafne, & st. louis, rubena. 2002. content-based english for specific purposes course design: the case of english for architecture. in joann crandall and dorit kaufman (eds.), content-based instruction in higher education settings (pp. 93-106). virginia: tesol, inc. hutchinson, t., & waters, a. (1987). english for specific purposes: a learningcentered approach. cambridge: cambridge university press. maleki, ataollah. (2006). esp teaching: a matter of controversy. the journal of english for specific purposes (on line). (issue 2, www.esp-world.info. accessed on november 24th 2008). orr, thomas. 2002. the nature of english for specific purposes. in thomas orr (ed.), english for specific purposes. virginia: tesol, inc. songhori, mehdi haseli. (2008). introduction to needs analysis. the journal of english for specific purposes (on line). (issue 4, www.esp-world.info. accessed on november 24th 2008). http://exchanges.state.gov/ 1 an analysis on relative clause in “bridge to terabithia” novel nur laila kadariyah a lecturer of english department at tarbiyah faculty of iain antasari banjarmasin desy purwanti alumni of english department at tarbiah faculty of iain antasari banjarmasin abstract this research describes 1). tthe original sentences of relative clause in novel bridge to terabithia; (2) tthe common relative clause found in the novel; (3). the frequency of kinds of relative clause that are used in the novel. the subject of this research is novel “bridge to terabithia” by katherine paterson and the object of this research is relative clause in novel “bridge to terabithia” by katherine paterson. the data of this research are collected through reading and comprehending the story of novel, choosing the data dealing with the problem of the study, and conducting survey on novel script. then taking evidences related to the question from the selected data. all collected data are then processed systematically through editing and clarifying. the result of the research shows that there are five patterns of relative clause found in the novel “bridge to terabithia” by katherine paterson namely relative clause of who, whom, whose, that and which. first, the most frequently appeared in this novel are 99 relative clause of that, the second position are 39 relative clause of who. after that in the third position are 26 relative clause of which, in the forth position are 5 relative clause of whose. the last in the fifth are 3 relative clause of whom. key words: an analysis, relative clause, novel bridge to terabithia. some stories make instruction or teaching. stories of novel show the readers the way to use english in written or spoken language. it can help learners to recognize words more quickly, develop a larger vocabulary, understand grammar better. novel is fictional prose narrative of considerable length and some complexity that deals imaginatively with human experience through a connected sequence of events involving a group of persons in a specific setting. the novel “bridge to terabithia” is chosen because it is a good reading to learn englis. it has moral values to seek and grammatical structure to learn. one of grammar can be found and learnt in a novel is relative clause. relative clause is one of the most essential to be learnt, to be able to write and speak target language. learning relative clause also will improve reading, grammar, vocabulary and speech communication. in sum, in this novel the author finds to analyze in its script is relative clause. “a relative clause is used to form one sentence from two separate sentences. the relative clauses replaces one of two identical noun pharases and relates the clause to each other”.(michael a . payle, ma. and mary ellen munoz page, ma, 2005:174). that generally modifies a noun or noun phrase and is introduced by (which, that, who, whom, whose), a relative clause is a postmodifier--that is, it follows the noun or noun phrase it modifies. based on background above, the formulation of problem in the research are: what are the origin sentences of relative clause in novel bridge to terabithia?; (2) what is the common http://grammar.about.com/od/c/g/clauseterm.htm http://grammar.about.com/od/mo/g/nounterm.htm http://grammar.about.com/od/mo/g/nounphraseterm.htm 2 relative clause found in the novel? and (3) how is the frequency of kinds of relative clause that are used in the novel? method of research subject and object of the study the subject of this study is novel “ bridge to terabithia”by katherine paterson and the object of the study is the relative clause in novel “ bridge to terabithia”by katherine paterson. data and sources of data the primary data is this research are (1) the origin sentences of relative clause in the novel “ bridge to terabithia”by katherine paterson; (2) the common relative clause found in the novel “ bridge to terabithia”by katherine paterson; and (3) the frequency of kinds of relative clause that are used in the novel “ bridge to terabithia”by katherine paterson. findings and discussions the origin sentences of relative clause in novel bridge to terabithia the formulation of data which is used in this analysis is drawn in this example: ( data 1, 2: 34 ) = the man is angry. he is in this room) means: data i is chapter i in the novel 2 is the page in the novel 3-4 is the line in the novel the man is angry. he is in this room = the origin sentence of relative clause from the man who is in this room is angry. 1. earle watson who was no good was at running, but had a big mouth, would yell “bang!”. ( data i, 4:5-6 ) = earle watson was at running. he was no good, but had a big mouth, would yell “bang!” 2. he had to let that puny chest of his know who was boss. ( data i, 5:7 ) = he was boss. he had to let that puny chest of his know. 3. it was may belle who came to tell him in the bean patch. ( data i, 8:7 ) = it was may belle in the bean patch. may belle came to tell him. 4. he closed the screen door gently as he entered and slipped past his mother, who was rocking herself in the kitchen chair watching tv. ( data ii, 10:10-12 ) = he closed the screen door gently as he entered and slipped past his mother. she was rocking herself in the kitchen chair watching tv. 5. his mother had said when brenda, who had been in seventh grade last year, described miss edmunds to her. ( data ii, 12-13:32-2 ) = his mother had said brenda described miss edmunds to her. when brenda had been in seventh grade last year. 3 6. he saw her as a beautiful wild creature who had been caught for a moment in that dirty old cage of a schoolhouse, perhaps by mistake. ( data ii, 13: 3-5 ) = he saw her as a beautiful wild creature. she had been caught for a moment in that dirty old cage of a schoolhouse, perhaps. 7. but it was she who was the diamond, sparkling out of that muddy, grassless, dirty-brick setting. ( data ii. 14:18-19 ) = but it was she. she was the diamond, sparkling out of that muddy, grassless, dirty-brick setting. 8. his dad would be home soon, and so would those cagey girls who managed somehow to have all the fun and leave him and their mother with all the work. ( data ii, 15:1-3 ) = his dad would be home soon, and so would those cagey girls. those cagey girls managed somehow to have all the fun and leave him and their mother with all the work. 9. he was the only one who had to take that stuff. ( data ii, 15:13-14 ) = he had to take that stuff. he was the only one. 10. he paused in midair like a stop-action tv shot and turned, almost losing his balance, to face the questioner, who was sitting on the fence nearest the old perkins place, dangling bare brown legs. ( data ii, 17-18:30-3 ) = he paused in midair like a stop-action tv shot and turned, almost losing his balance, to face the questioner. the questioner was sitting on the fence nearest the old perkins place, dangling bare brown legs. 11. this from wanda kay moore, the snottiest, who sat immediately in front of jess. ( data iii, 23:22-23 ) = this from wanda kay moore sat immediately in front of jess. wanda kay moore was the snottiest. 12. everyone was impatient with gary, who was trying for all the world to sound like this year’s wayne pettis. ( data iii, 24:31-33 ) = everyone was impatient with gary. gary was trying for all the world to sound like this year’s wayne pettis. 13. the girls were divided: those who didn’t care much about what mrs. myers thought chose watching game shows on tv, and those like wanda kay moore who were still aiming for a’s chose reading good books, but mrs. myers didn’t read anyone’s paper out loud except leslie’s. ( data iv, 33:12-16 ) = the girls were divided: those chose watching game shows on tv. those didn’t care much about what mrs. myers thought. and those like wanda kay moore chose reading good books. those were still aiming for a’s , but mrs. myers didn’t read anyone’s paper out loud except leslie’s. 14. here he was letting some girl who wasn’t even ten yet scare the liver out of him by just telling what it was like to sight-see under water. ( data iv, 34:4-6 ) = here he was letting some girl. she wasn’t even ten yet scare the liver out of him by just telling what it was like to sight-see under water. 15. but i will give extra credit to those who do extra work. ( data iv, 34:23-24) = but i will give extra credit to those. those do extra work. 16. indeed, janice avery, who among all the seventh graders was the one person who devoted her entire life to scaring the wits out of anyone smaller than she, was right behind him. ( data iv, 36:19-22 ) = janice avery was the one person. she was among all the seventh graders. she devoted her entire life to scaring the wits out of anyone smaller than she. she was right behind him. 17. and leslie began to spin out a wonderful story about a whale and a crazy sea captain who was bent on killing it. ( data iv, 43:2-4 ) = and leslie began to spin out a wonderful story about a whale and a crazy sea captain. a crazy sea captain was bent on killing it. 4 18. a girl friend was somebody who chased you on the playground and tried to grab you and kiss you. ( data iv, 43:11-13 ) = a girl friend was somebody. she chased you on the playground and tried to grab you and kiss you. 19. leslie was one of those people who sat quietly at her desk, never whispering or daydreaming or chewing gum, doing beautiful schoolwork, and yet her brain was so full of mischief. ( data iv, 43:24-27) = leslie was one of those people. leslie sat quietly at her desk, never whispering or daydreaming or chewing gum, doing beautiful schoolwork, and yet her brain was so full of mischief. 20. in her fantasy, mrs. myers was one of the foodaholics who would hide bits of candy bars in odd place up the hot water faucet! only to be found out and publicly humiliated before all the other fat ladies. ( data iv, 44:3-6 ) = in her fantasy, mrs. myers would hide bits of candy bars in odd place up the hot water faucet!. she was one of the foodaholics. only to be found out and publicly humiliated before all the other fat ladies. 21. leslie was totally absorbed in her geography book, or so it would appear to anyone who didn’t know. ( data iv, 44:17-19 ) = leslie was totally absorbed in her geography book, or so it would appear to anyone. anyone didn’t know. who is defining relative clause for person. who is as subject. 22. mrs. burke wrote novels and, according to leslie, was were famous than mr. burke, who wrote about politics. ( data iv, 45:1-3 ) = mrs. burke wrote novels and, according to leslie, was were famous than mr. burke. mr. burke wrote about politics. 23. she had two friends, wilma dean and bobby sue henshaw, who were almost as big as she was, and the three of them would roam the playground, grabbing up hopscotch rocks, running through jump ropes, laughing while second graders screamed. ( data v, 48:4-8 ) = she had two friends, wilma dean and bobby sue henshaw were almost as big as she was. the three of them would roam the playground, grabbing up hopscotch rocks, running through jump ropes, laughing while second graders screamed. 24. you know how mr. turner is about boys who pick on girls. ( data v, 50: 2) = you know how mr. turner is about boys. boys pick on girls. 25. there was a moment of silence while they both considered what janice avery might do to anyone who reported her to the principal. ( data v, 50-51:30-2 ) = there was a moment of silence while they both considered what janice avery might do to anyone. anyone reported her to the principal. 26. somewhere i have a family who have rooms filled with nothing but books and who still grieve for their baby who was stolen. ( data vi, 58:18-20 ) = somewhere i have a family still grieve for their baby was stolen. family have rooms filled with nothing but books. 27. ellie smiled like a plastic angel first at jess and then at brenda, who glared back. ( data vi, 64:17-18 ) = ellie smiled like a plastic angel first at jess and then at brenda. jess and brenda glared back. 28. well, you’re the one who’s always telling me i gotta care. ( data vii, 73:1 ) = well, you’re the one. you’re always telling me i gotta care. 29. she was sitting straight up in her seat, looking as pleased with herself as a motorcycle rider who’s just made it over fourteen trucks. (data vii, 74:12-14 ) = she was sitting straight up in her seat, looking as pleased with herself as a motorcycle rider. she just made it over fourteen trucks. 30. the ride was much too short, especially for joyce ann, who began to cry because the arrival interrupted the first verse of “ santa claus is coming to town,” which after 5 “jingle bells” was her favorite song. ( data viii, 83:14-18 ) = the ride was much too short, especially for joyce ann. she began to cry because the arrival interrupted the first verse of “ santa claus is coming to town,” it after “jingle bells” was her favorite song. 31. whoever heard of a king who was scared of tall trees and a little bit of water? ( data ix, 91:24-25 ) = whoever heard of a king. he was scared of tall trees and a little bit of water. 32. the door was opened by a man who was half leaning over to hold the dog back. ( data xii, 111:6-7 ) = the door was opened by a man. he was half leaning over to hold the dog back. 33. he didn’t want to look at her, so he gave himself over to rubbing p.t., who was hanging across his lap. ( data xii, 112:17-18 ) = he didn’t want to look at her, so he gave himself over to rubbing p.t. she was hanging across his lap. 34. the man who had opened the door came up and put his arm around her. ( data xii, 112:19-20 ) = the man had opened the door came up. he put his arm around her. 35. it was as if the lady who talked about polident on tv had suddenly burst into tears. ( data xii, 112:23-24 ) = it was as if the lady had suddenly burst into tears. she talked about polident on tv. 36. jess, was the only one who really cared for leslie. ( data xii, 114: 19 ) = jess, was the only one. he really cared for leslie. 37. everyone except may belle, who hung back as though afraid to have anything to do with him. ( data xii, 116:23-25 ) = everyone except may belle. she hung back as though afraid to have anything to do with him. 38. he thought about it all day, how before leslie came, he had been a nothing-a stupid, weird little kid who drew funny pictures and chased around a cow field trying to act bigtrying to hide a whole mob of foolish little fears running riot inside his gut. ( data xiii, 126:3-7 ) = he thought about it all day, how before leslie came, he had been a nothing-a stupid, weird little kid. he drew funny pictures and chased around a cow field trying to act big-trying to hide a whole mob of foolish little fears running riot inside his gut. 39. it was leslie who had taken him from the cow pasture into terabithia and turned him into a king. ( data xiii, 126:8-9 ) = it was leslie. she had taken him from the cow pasture into terabithia and turned him into a king. number 1 to 39 are who as subjects.that defining relative clause for persons. 40. he did not know people for whom money was not the problem. ( data iv, 32-33:32-1 ) = he did not know people. money was not the problem. 41. between the two of them they owned the world and no enemy, gary fulcher, wanda kay moore, janice avery, jess’s own fears and insufficiencies, nor any of the foes whom leslie imagined attacking terabithia, could ever really defeat them. ( data iv, 40:26-30 ) = between the two of them they owned the world and no enemy, gary fulcher, wanda kay moore, janice avery, jess’s own fears and insufficiencies, nor any of the foes. leslie imagined attacking terabithia could ever really defeat them. number 40 to 41 are whom as objects that defining relative clause for person. 42. in the end everyone got something new except jess and his dad, neither of whom cared, but jess got the idea it might give him a little bargaining power with his mother. ( data viii, 82:3-6 ) = in the end everyone got something new except jess and his dad, neither cared. but jess got the idea it might give him a little bargaining power with his mother. 6 whom is as object with a preposition defining relative clause for person. 43. he wondered what it would be like to have a mother whose stories were inside her head instead of marching across the television screen all day long. ( data ix, 88:1-3 ) = he wondered what it would be like to have a mother. her stories were inside her head instead of marching across the television screen all day long. 44. she had even gone to school with a girl whose father was a congressman. ( data x, 99:22-23 ) = she had even gone to school with a girl. her father was a congressman. 45. now i’m not going to have any argument about whose paying. (data x, 100:13-14) = now i’m not going to have any argument. about our paying. whose is defining relative clause for person. whose is as possessive adjective. 46. but they all had their heads down except may belle, whose eyes were wide with terror. ( data xi, 104:2-3 ) = but they all had their heads down except may belle. her eyes were wide with terror. 47. he was the only person his age he knew whose best friend had died. ( data xii, 112:27-29 ) = he was the only person his age he knew. his best friend had died. number 43 to 47 are whose as possessive adjectives defining relative clause for person. 48. when he was in first grade, he had told his dad that he wanted to be an artist when he grew up. (data ii, 10:32 ) = when he was in first grade, he had told his dad. he wanted to be an artist when he grew up. 49. jess believed, that she thought he was the best. ( data ii, 12:26 ) = jess believed. she thought he was the best. 50. he stole a few minutes on friday just to stand close to her and hear her voice, soft and smooth as suede, assuring him that he was a “neat kid”. ( data ii, 14:9-12 ) = he stole a few minutes on friday just to stand close to her and hear her voice, soft and smooth as suede, assuring him. he was a “neat kid”. 51. he mustn’t let fulcher suspect that he was scared of a little belt in the mouth. ( data iii, 26:14-15 ) = he mustn’t let fulcher suspect. he was scared of a little belt in the mouth. 52. it was the only way he could make sure that he wouldn’t have leslie plunking herself down beside him. ( data iii, 28:18-20 ) = it was the only way he could make sure. he wouldn’t have leslie plunking herself down beside him. 53. jess knew now that he would never be the best runner of the fourth and fifth grades. ( data iv, 29:10-12 ) = jess knew now. he would never be the best runner of the fourth and fifth grades. that is defining relative clause for person. that is as subject. 54. she was in her jeans as usual and sat there cross-legged in front of them as though that was the way teachers always did. ( data iv, 30:20-22 ) = she was in her jeans as usual and sat there cross-legged in front of them as though. she was the way teachers always did. 55. it started with mrs. myers reading out loud a composition that leslie had written about her hobby. ( data iv, 33:6-7 ) = it started with mrs. myers reading out loud a composition. leslie had written about her hobby. that is defining relative clause for person. that is as subject. 56. you inform your parents that it is a homework assignment. ( data iv, 34: 31 ) = you inform your parents. it is a homework assignment. 7 57. at recess time when he was playing king of the mountain, he could see that leslie was surrounded by a group of girls led by wanda kay. ( data iv, 35:17-19 ) = at recess time when he was playing king of the mountain, he could see. leslie was surrounded by a group of girls led by wanda kay. 58. he couldn’t hear what they were saying, but he could tell by the proud way leslie was throwing her head back that the others were making fun of her. ( data iv, 35:19-21 ) = he couldn’t hear what they were saying, but he could tell by the proud way leslie was throwing her head back. the others were making fun of her. 59. it would be so secret that we would never tell anyone in the whole world about it. ( data iv, 38:27-29 ) = it would be so secret. we would never tell anyone in the whole world about it. 60. “ sure,” jess agreed quickly, relieved that there was no need to plunge deeper into the woods. ( data iv, 39:19-20 ) = “sure”, jess agreed quickly, relieved. there was no need to plunge deeper into the woods. 61. he would take her there, of course, for he wasn’t such a coward that he would mind a little exploring now and then farther in amongst the ever darkening columns of the tall pines. ( data iv, 39:20-23 ) = he would take her there, of course, for he wasn’t such a coward. he would mind a little exploring now and then farther in amongst the ever darkening columns of the tall pines. 62. a few days after they finished the castle, janice avery fell down in the school bus and yelled that jess had tripped her as she went past. ( data iv, 41:1-3 ) = a few days after they finished the castle, janice avery fell down in the school bus and yelled. jess had tripped her as she went past. 63. she made such a fuss that mrs. prentice, the driver, ordered jess off the bus, and he had to walk the three miles home. ( data iv, 41:3-5 ) = she made such a fuss. mrs. prentice, the driver, ordered jess off the bus, and he had to walk the three miles home. 64. except for the magic half hour on fridays, recess was all that jess looked forward to at school. ( data iv, 43:19-21 ) = except for the magic half hour on fridays, recess was all. jess looked forward to at school. 65. mr. burke was going back and forth to washington to finish a book he was working on with someone else, but he had promised leslie that after christmas he would stay home and fix up the house and plant his garden and listen to music and read books out loud and write only in his spare time. ( data iv, 45:7-12 ) = mr. burke was going back and forth to washington to finish a book he was working on with someone else, but he had promised leslie. after christmas he would stay home and fix up the house and plant his garden and listen to music and read books out loud and write only in his spare time. 66. his father had seen leslie only a few times and had nodded to show that he had noticed her, but his mother said that she was sure he was fretting that his only son did nothing but play with girls, and they both were worried about what would become of it. ( data iv, 46:1-5 ) = his father had seen leslie only a few times and had nodded to show that he had noticed her, but his mother said. she was sure he was fretting that his only son did nothing but play with girls, and they both were worried about what would become of it. 67. of course, it wasn’t only jess and leslie that she was after. ( data v, 48:3-4 ) = of course, it wasn’t only jess and leslie. she was after. 68. as the bus was about to pull out that afternoon, one of the seventh-grade boys, billy morris, yelled up to mrs. prentice that janice avery wasn’t on the bus yet. ( data v, 8 54:22-24 ) = as the bus was about to pull out that afternoon, one of the seventh-grade boys, billy morris, yelled up to mrs. prentice. janice avery wasn’t on the bus yet. 69. you just better tell janice that willard is gonna be mad when he hears what she’s spreading all over the school. ( data v, 55:6-8 ) = you just better tell janice. willard is gonna be mad when he hears what she’s spreading all over the school. 70. fights, because as usual, their mother was complaining that there was hardly enough money to give the little girls something from santa claus, let alone a surplus to buy record albums or shirts for a pair of boys she’d never set eyes on. ( data vi, 57:5-9 ) = fights, because as usual, their mother was complaining. there was hardly enough money to give the little girls something from santa claus, let alone a surplus to buy record albums or shirts for a pair of boys she’d never set eyes on. 71. partly, of course, it made him furious that anyone as dumb as brenda would think she could make fun of leslie. ( data vi, 58:8-9 ) = partly, of course, it made him furious. anyone as dumb as brenda would think she could make fun of leslie. 72. it would have been easier, but he couldn’t escape the feeling that one must enter terabithia only by the prescribed entrance. ( data vi, 60:26-28 ) = it would have been easier, but he couldn’t escape the feeling. one must enter terabithia only by the prescribed entrance. 73. joyce ann wouldn’t care that he only had a hair clip for her. ( data vi, 63: 4-5 ) = joyce ann wouldn’t care. he only had a hair clip for her. 74. he was afraid he would destroy everything by trying to force the magic on his own, when it was plain that the magic was reluctant to come for him. (data vii, 65:13-15 ) = he was afraid he would destroy everything by trying to force the magic on his own, when it was plain. the magic was reluctant to come for him. 75. it had never occurred to jess that parents were meant to be understood any more than the safe at millsburg first national was sitting around begging him to crack it. ( data vii, 67:27-30 ) = it had never occurred to jess. parents were meant to be understood any more than the safe at millsburg first national was sitting around begging him to crack it. 76. it also helped to know some things that bill for all his brains and books didn’t know. ( data vii, 69:3-5 ) = it also helped to know some things. bill for all his brains and books didn’t know. 77. leslie came out at recess to tell jess that she had started into the girls’ room only to be stopped by the sound of crying from one of the stalls. (data vii, 72:8-11 ) = leslie came out at recess to tell jess. she had started into the girls’ room only to be stopped by the sound of crying from one of the stalls. 78. well, she’s the only one in school that has willard hughes’s name crossed out on her sneakers. ( data vii, 72:15-16 ) = well, she’s the only one in school. she has willard hughes’s name crossed out on her sneakers. 79. well, today she was so mad at her father that she told her so-called friends wilma and bobby sue about it. ( data vii, 75:13-14 ) = well, today she was so mad at her father. she told her so-called friends wilma and bobby sue about it. 80. sometimes it seemed to him that his life was delicate as a dandelion. ( data vii, 77:2829 ) = sometimes it seemed to him. his life was delicate as a dandelion. 81. since momma got mad at the preacher three years back, easter was the only time in the year that the aarons went to church and it was a big deal. ( data viii, 78:11-13 ) = since 9 momma got mad at the preacher three years back, easter was the only time in the year. the aarons went to church and it was a big deal. 82. the sun wasn’t exactly shining, but it was the first day in so long that the rain wasn’t actually coming down that they sang “ o lord, what a morning,” “ ah, lovely meadows,” and “ sing! sing a song” that miss edmunds had taught them, and even “jingle bells” for joyce ann. ( data viii, 83:7-11 ) = the sun wasn’t exactly shining, but it was the first day in so long. the rain wasn’t actually coming down. they sang “ o lord, what a morning,” “ ah, lovely meadows,” and “ sing! sing a song” that miss edmunds had taught them, and even “jingle bells” for joyce ann. 83. he would just have to tell leslie that he wouldn’t go to terabithia. ( data ix, 93:14-15 ) = he would just have to tell leslie. he wouldn’t go to terabithia. that is defining relative clause for person. that is as subject. 84. it wasn’t so much that he minded telling leslie that he was afraid to go; it was that he minded being afraid. ( data ix, 93:17-19 ) = it wasn’t so much. he minded telling leslie. he was afraid to go; it was. he minded being afraid. 85. leslie had called him exactly once, and brenda had gone into such a song and dance with her about jess’s getting a call from his sweetheart that leslie had decided it was simpler to come to the house and get him when she wanted to talk. ( data x, 96:25-29 ) = leslie had called him exactly once, and brenda had gone into such a song and dance with her about jess’s getting a call from his sweetheart. leslie had decided it was simpler to come to the house and get him when she wanted to talk. 86. it didn’t occur to him until the car was past millsburg that he might have asked miss edmunds if leslie could have come, too. ( data x, 98: 13-15 ) = it didn’t occur to him until the car was past millsburg. he might have asked miss edmunds if leslie could have come, too. 87. he thought he might tell miss edmunds later that leslie was a personal friend of a real congressman. ( data x, 99:23-25 ) = he thought he might tell miss edmunds later. leslie was a personal friend of a real congressman. 88. when she mentioned lunch, he realized with horror that he would need money, and he didn’t know how to tell her that he hadn’t brought anydidn’t have any to bring, for that matter. ( data x, 100:9-12 ) = when she mentioned lunch, he realized with horror. he would need money, and he didn’t know how to tell her. he hadn’t brought anydidn’t have any to bring, for that matter. 89. he watched the car go out of sight and then turned and ran with all his might to the house, the joy jiggling inside of him so hard that he wouldn’t have been surprised if his feet had just taken off from the ground the way they sometimes did in dreams and floated him right over the roof. ( data x, 101:28-32 ) = he watched the car go out of sight and then turned and ran with all his might to the house, the joy jiggling inside of him so hard. he wouldn’t have been surprised if his feet had just taken off from the ground the way they sometimes did in dreams and floated him right over the roof. 90. it came into his mind that someone had told him that leslie was dead. ( data xi, 106:1214 ) = it came into his mind. someone had told him. leslie was dead. 91. jess was only dimly aware that his parents were looking at each other and then at him. ( data xi, 109:13-14 ) = jess was only dimly aware. his parents were looking at each other and then at him. 10 92. he knew somehow that he shouldn’t ask for more, but he was disappointed that she didn’t give him any. ( data xi, 109:18-20 ) = he knew somehow. he shouldn’t ask for more, but he was disappointed. she didn’t give him any. 93. he thought, then, that he should get up and leave the table, but he wasn’t sure where he was supposed to go or what he was supposed to do. (data xi, 109:20-22 ) = he thought, then. he should get up and leave the table, but he wasn’t sure where he was supposed to go or what he was supposed to do. 94. he could tell from bill’s voice that he was crying. ( data xii, 113: 25 26 ) = he could tell from bill’s voice. he was crying. 95. and bill answering quietly almost in his regular voice that they had decided to have the body cremated and were going to take the ashes to his family home in pennsylvania tomorrow. ( data xii, 114:5-7 ) = and bill answering quietly almost in his regular voice. they had decided to have the body cremated and were going to take the ashes to his family home in pennsylvania tomorrow. 96. she went swinging on that rope just to show him that she was no coward. ( data xii, 114:21-22 ) = she went swinging on that rope just to show him. she was no coward. 97. he went into the bedroom and felt under the mattress until he retrieved all his paper and the paints that leslie had given him at christmastime. ( data xii, 115:7-9 ) = he went into the bedroom and felt under the mattress until he retrieved all his paper and the paints. leslie had given him at christmastime. 98. he wanted, too, to know that bill didn’t blame him for anything. (data xii, 116117:32-1 ) = he wanted, too, to know. bill didn’t blame him for anything. 99. it was dark and damp, but there was no evidence there to suggest that the queen had died. ( data xiii, 119:12-14 ) = it was dark and damp, but there was no evidence there to suggest. the queen had died. 100. it occurred to him that he probably had cancer of the throat. ( data xiii, 119:19-20 ) = it occurred to him. he probably had cancer of the throat.. 101. he was suddenly ashamed that he’d thought he might be regarded with respect by the other kids. ( data xiii, 124:10-12 ) = he was suddenly ashamed. he’d thought he might be regarded with respect by the other kids. 102. and even he himself had entertained the traitorous thought that now he would be the fastest. ( data xiii, 124:20-22 ) = and even he himself had entertained the traitorous thought. now he would be the fastest. 103. she came over so close to him that he could smell her dimestore powder. ( data xiii, 125:2-3 ) = she came over so close to him. he could smell her dimestore powder. 104. because mrs. myers had helped him already by understanding that he would never forget leslie. ( data xiii, 125-126:33-2 ) = because mrs. myers had helped him already by understanding. he would never forget leslie. 105. if there’s anything we’ve left that you want, please help yourself. (data xiii, 127:7-8 ) = if there’s anything we’ve left. you want, please help yourself. 106. there’s a rumor going around that the beautiful girl arriving today might be the queen they’ve been waiting for. ( data xiii, 128:18-20 ) = there’s a rumor going around. the beautiful girl arriving today might be the queen they’ve been waiting for. number 48 to 106 is that as subject defining relative clause for person. 11 107. there wasn’t a muscle in his body that didn’t ache. ( data i, 5:30-31 ) = there wasn’t a muscle in his body. it didn’t ache. 108. he thought later how peculiar it was that here was probably the biggest thing in his life, and he had shrugged it off as nothing. ( data i, 8:15-16 ) = he thought later how peculiar it was. here was probably the biggest thing in his life, and he had shrugged it off as nothing. 109. she could play the guitar like a regular recording star, and she had this soft floaty voice that made jess squish inside. ( data ii, 12:17-19 ) = she could play the guitar like a regular recording star, and she had this soft floaty voice. it made jess squish inside. 110. he heard her say “jess” once, but the bus was noisy enough that he could pretend he hadn’t heard. ( data iii, 28:24-25 ) = he heard her say “jess” once, but the bus was noisy enough. he could pretend he hadn’t heard. 111. she didn’t speak directly to jess, but she gave him a look with those blue eyes of hers that made him zing like one of the strings she was strumming. ( data iv, 30:24-26 ) = she didn’t speak directly to jess, but she gave him a look with those blue eyes of hers. it made him zing like one of the strings she was strumming. 112. he felt there in the teachers’ room that it was the beginning of a new season in his life, and he chose deliberately to make it so. ( data iv, 31:15-17 ) = he felt there in the teachers’ room. it was the beginning of a new season in his life, and he chose deliberately to make it so. 113. he did not have to make any announcement to leslie that he had changed his mind about her. ( data iv, 31:18-19 ) = he did not have to make any announcement to leslie. he had changed his mind about her. that is defining relative clause for thing. that is as subject. 114. but leslie had other problem at lark creek that caused more of a rumpus than lack of money. ( data iv, 33:3-4 ) = but leslie had other problem at lark creek. it caused more of a rumpus than lack of money. 115. her leslie smile shifted suddenly and ominously into a scowl that silenced the storm. ( data iv, 35:11-13 ) = her leslie smile shifted suddenly and ominously into a scowl. it silenced the storm. 116. after they had watched may belle tearing up the hill, clutching her new treasure, jess and leslie turned and ran up over the empty field behind the old perkins place and down to the dry creek bed that separated farmland from the woods. ( data iv, 38:12-15 ) = after they had watched may belle tearing up the hill, clutching her new treasure, jess and leslie turned and ran up over the empty field behind the old perkins place and down to the dry creek. it separated farmland from the woods. 117. leslie could always come up with something funny that made the long days bearable. ( data iv, 43:22-23 ) = leslie could always come up with something funny. it made the long days bearable. 118. it was really something to see the shelf that had their book on it. ( data iv, 45:3-4 ) = it was really something to see the shelf. it had their book on it. 119. there was no tv at the burkes’, but there were mountains of records and a stereo set that looked like something off star trek. ( data iv, 45:15-17 ) = there was no tv at the burkes’, but there were mountains of records and a stereo set. it looked like something off star trek. 12 120. there the trees grew so thick at the top that the sunshine was veiled. ( data iv, 46:21-22 ) = there the trees grew so thick at the top. the sunshine was veiled. 121. it was the stillness that had always frightened him before, but this time it was like the moment after miss edmunds finished a song, just after the chords hummed down to silence. ( data iv, 46-47:31-2 ) = it was the stillness. it had always frightened him before, but this time it was like the moment after miss edmunds finished a song, just after the chords hummed down to silence. 122. leslie liked to make up stories about the giants that threatened the peace of terabithia, but they both knew that the real giant in their lives was janice avery. ( data v, 48:1-3 ) = leslie liked to make up stories about the giants. it threatened the peace of terabithia, but they both knew that the real giant in their lives was janice avery. 123. as soon as he heard their retreating footsteps, he flew around the remaining desks until, oh, joy, he found one with a composition book that had janice avery’s name on it. ( data v, 54:10-12 ) = as soon as he heard their retreating footsteps, he flew around the remaining desks until, oh, joy, he found one with a composition book. it had janice avery’s name on it. 124. she was crazy about fixing up that broken down old wreck of a house. (data vii, 67:2324 ) = she was crazy about fixing up. it broken down old wreck of a house. 125. it took her until february, and for a girl as smart as leslie that was a long, long time.( data vii, 68:13-14 ) = it took her until february, and for a girl as smart as leslie. it was a long, long time. first they ripped out the boards that covered the ancient fireplace, coming upon the rusty bricks like prospectors upon the mother lode. ( data vii, 69: 11-13 ) = first they ripped out the boards. it covered the ancient fireplace, coming upon the rusty bricks like prospectors upon the mother lode. 126. jess listened wonderingly as bill explained things that were going on in the world. ( data vii, 69:18-19 ) = jess listened wonderingly as bill explained things. its were going on in the world. 127. the guardian of the realm raced about in happy puppy circles, too young as yet to comprehend the danger that surrounded them all. ( data vii, 71: 10-12 ) = the guardian of the realm raced about in happy puppy circles, too young as yet to comprehend the danger. it surrounded them all. 128. how could he trust everything that mattered to him to a sassy six-year-old? ( data vii, 77:26-28 ) = how could he trust everything. it mattered to him to a sassy six-year-old. that is defining relative clause for thing. that is as subject. 129. even though it was nearly easter, there were still very few nights that it was warm enough to leave miss bessie out. ( data viii, 78:1-2 ) = even though it was nearly easter, there were still very few nights. it was warm enough to leave miss bessie out. 130. while they were sitting in the castle on wednesday, it began suddenly to rain so hard that water came through the top of the shack in icy streams. ( data ix, 90:15-17 ) = while they were sitting in the castle on wednesday, it began suddenly to rain so hard. water came through the top of the shack in icy streams. 13 131. for of a truth i perceive that this is no ordinary rain that is falling upon our kingdom. ( data ix, 90-91:32-1 ) = for of a truth i perceive. this is no ordinary rain. it is falling upon our kingdom. 132. it had seemed to jess when he went to bed wednesday night that he could relax, that everything was going to be all right, but he awoke in the middle of the night with the horrible realization that it was still raining. ( data ix, 93:11-14 ) = it had seemed to jess when he went to bed wednesday night. he could relax. everything was going to be all right, but he awoke in the middle of the night with the horrible realization. it was still raining. 133. he was all the way into the kitchen before he realized that something was wrong. ( data x, 101-102:31-1) = he was all the way into the kitchen before he realized. something was wrong. 134. then jess gave himself over to the numbness that was buzzing to be let out from a corner of his brain. ( data xi, 104:16-17 ) = then jess gave himself over to the numbness. it was buzzing to be let out from a corner of his brain. 135. but he knew now that that had been part of the dreadful dream. (data xi, 106:14-15 ) = but he knew now that. it had been part of the dreadful dream. 136. tell joyce ann something that’s a secret between you and me. (data xiii, 128:1-2 ) = tell joyce ann something. it’s a secret between you and me. 137. there were parts of the woods that jess did not like. ( data iv, 39:8 ) = there were parts of the woods. jess did not like. 138. one of those tiny japanese ones that she could keep in her own room without bothering judy and bill. ( data vi, 59:20-22 ) = one of those tiny japanese ones. she could keep in her own room without bothering judy and bill. 139. it didn’t seem fair with all their money that they’d gotten rid of the tv. ( data vi, 59:22-23 ) = it didn’t seem fair with all their money. they’d gotten rid of the tv. 140. but, of course, there was no way that he could buy her a tv. ( data vi, 59:28-29 ) = but, of course, there was no way. he could buy her a tv. that is defining relative clause for thing. that is as object. 141. it wasn’t one of those big sets that they advertised on tv, but it was electric, and he knew his dad had put more money into it than he should have. ( data vi, 63:21-23 ) = it wasn’t one of those big sets. they advertised on tv, but it was electric, and he knew his dad had put more money into it than he should have. 142. that was the rule that you never mixed up troubles at home with life at school. ( data vii, 75:23-24 ) = that was the rule. you never mixed up troubles at home with life at school. 143. at the bottom of her red knee socks were a pair of shiny brown leather shoes that jess had never seen before as leslie always wore sneakers like the rest of the kids in lark creek. ( data viii, 82:23-26 ) = at the bottom of her red knee socks were a pair of shiny brown leather shoes. jess had never seen before as leslie always wore sneakers like the rest of the kids in lark creek. 144. it was the same words that jess’s mother might have used, but it didn’t come out the same way. ( data ix, 87:8-10 ) = it was the same words. jess’s mother might have used, but it didn’t come out the same way. 145. somehow it was the one thing in all washington that leslie had never seen, and so he could tell her about it, describing the tiny beasts hurtling to destruction. ( data xi, 107:6 14 8 ) = somehow it was the one thing in all washington. leslie had never seen, and so he could tell her about it, describing the tiny beasts hurtling to destruction. 146. she was going on seven, and she worshiped him, which was ok sometimes. ( data i, 2:11-12 ) = she was going on seven, and she worshiped him. it was ok sometimes. number 107 to 146 is that as subject defining relative clause for thing. 147. jess was a four, which suited him well enough. ( data iii, 25:1 ) = jess was a four. it suited him well enough. 148. she was quiet for a moment, thinking, jess decided, about her former school, which he saw as bright and new with a gleaming gymnasium larger than the one at the consolidated high school. ( data iv, 32:1-3 ) = she was quiet for a moment, thinking, jess decided, about her former school. he saw as bright and new with a gleaming gymnasium larger than the one at the consolidated high school. 149. jess had written about football, which he really hated, but he had enough brains to know that if he said drawing, everyone would laugh at him. ( data iv, 33:8-11 ) = jess had written about football. he really hated, but he had enough brains to know that if he said drawing, everyone would laugh at him. 150. there was an old crab apple tree there, just at the bank of the creek bed, from which someone long forgotten had hung a rope. ( data iv, 38:15-17 ) = there was an old crab apple tree there, just at the bank of the creek bed. someone long forgotten had hung a rope. which is defining relative clause for thing. which is as object of preposition. 151. leslie called them judy and bill, which bothered jess more than he wanted it to. ( data iv, 44:28-29 ) = leslie called them judy and bill. it bothered jess more than he wanted it to. 152. mrs. burke was “judith hancock” on the cover, which threw you at first, but then if you looked on the back, there was her picture looking very young and serious. ( data iv, 45:4-7 ) = mrs. burke was “judith hancock” on the cover. it threw you at first, but then if you looked on the back, there was her picture looking very young and serious. 153. terabithia was their secret, which was a good thing, for how could jess have ever explained it to an outsider? ( data iv, 46:11-12 ) = terabithia was their secret. it was a good thing, for how could jess have ever explained it to an outsider? 154. he had received a racing-car set, which he tried to run to please his father. ( data vi, 63:20-21 ) = he had received a racing-car set. he tried to run to please his father. 155. jess jumped up, pleased for an excuse to leave the track which he couldn’t make work to his dad’s satisfaction. ( data vi, 64:12-13 ) = jess jumped up, pleased for an excuse to leave the track. he couldn’t make work to his dad’s satisfaction. 156. after christmas, mrs. burke was right in the middle of writing a book, so she wasn’t available to help, which left leslie the jobs of hunting and fetching. ( data vii, 65:1-4 ) = after christmas, mrs. burke was right in the middle of writing a book, so she wasn’t available to help. she left leslie the jobs of hunting and fetching. 157. like one day while they were working, judy came down and read out loud to them, mostly poetry and some of it in italian which, of course, jess couldn’t understand, but he buried his head in the rich sound of the words and let himself be wrapped warmly around in the feel of the burkes’ brilliance. ( data vii, 69:23-28 ) = like one day while they were working, judy came down and read out loud to them, mostly poetry and some of it 15 in italian. of course, jess couldn’t understand, but he buried his head in the rich sound of the words and let himself be wrapped warmly around in the feel of the burkes’ brilliance. 158. leslie and jess had wanted blue, but bill held out for gold, which turned out to be so beautiful. ( data vii, 69: 29-31 ) = leslie and jess had wanted blue, but bill held out for gold. it turned out to be so beautiful. 159. they both insisted on riding in the front of the pickup with their parents, which was some kind of a squeeze with brenda’s shape to consider. ( data viii, 83:1-3 ) = they both insisted on riding in the front of the pickup with their parents. it was some kind of a squeeze with brenda’s shape to consider. 160. it made the music seem mysterious, which filled jess with a feeling of power over the hills rolling out from behind the truck. ( data viii, 83:12-14 ) = it made the music seem mysterious. it filled jess with a feeling of power over the hills rolling out from behind the truck. 161. they were a little late, which didn’t bother ellie and brenda for it meant . ( data viii, 83:21-22 ) = they were a little late. it didn’t bother ellie and brenda for it meant. 162. he stuck his hand out, but he was watching leslie and p.t. and not concentrating on the rope, which slipped off the end of his fingertips and swung in a large arc out of his reach. ( data ix, 89:20-22 ) = he stuck his hand out, but he was watching leslie and p.t. and not concentrating on the rope. it slipped off the end of his fingertips and swung in a large arc out of his reach. 163. we are come on behalf of our beloved kingdom which lies even now under the spell of some evil, unknown force. ( data ix, 91:10-12 ) = we are come on behalf of our beloved kingdom. it lies even now under the spell of some evil, unknown force. 164. he tried to think of some way to protest without ending up with the bill, but couldn’t, and found himself getting a three dollar meal, which was far more than he had meant to have her spend on him. ( data x, 100:16-19 ) = he tried to think of some way to protest without ending up with the bill, but couldn’t, and found himself getting a three dollar meal. it was far more than he had meant to have her spend on him. 165. mrs. aarons gave brenda a hard look and gave mr. aarons a look which was to say that brenda was to be kept quiet, but jess was only thinking of how good the pancakes had been and hoping his mother would put down some more in front of him. ( data xi, 109:14-18 ) = mrs. aarons gave brenda a hard look and gave mr. aarons a look. it was to say that brenda was to be kept quiet, but jess was only thinking of how good the pancakes had been and hoping his mother would put down some more in front of him. 166. a voice which jess did not know said “down”. ( data xii, 111:5-6 ) = a voice said “ down”. jess did not know. 167. he stepped on it, and it seemed firm, so he crossed on it, foot over foot, to the other side, grabbing the smaller branches which grew out from the main one toward the opposite bank to keep his balance. ( data xiii, 119: 1-4 ) = he stepped on it, and it seemed firm, so he crossed on it, foot over foot, to the other side, grabbing the smaller branches. it grew out from the main one toward the opposite bank to keep his balance. 168. the anger which had possessed him yesterday flared up again. (data xiii, 119:15-16 ) = the anger flared up again. the anger had possessed him yesterday. 169. p.t. let out a growl which sounded more like a purr. ( data xiii, 120: 3 ) = p.t. let out a growl. it sounded more like a purr. 16 170. and when he finished, he put flowers in her hair and led her across the bridge-the great bridge into terabithiawhich might look to someone with no magic in him like a few planks across a nearly dry gully. ( data xiii, 128:9-12 ) = and when he finished, he put flowers in her hair and led her across the bridge-the great bridge into terabithia-. it might look to someone with no magic in him like a few planks across a nearly dry gully. number 146 to 170 is which as subject defining relative clause for thing but number 150 is which as object of preposition defining relative clause for thing. the common relative clause found in the novel. sbased on the writers’ observation, the author of this novel used a lot of relative clauses. they are who, whom, whose, which and that. in this novel, it was found that the common relative clause used by the author is relative clause of that. it consisted of 99. in this novel the author used relative clause of that for person and for thing. the functions of that is as subject and object. there are 59 defining relative clause for person as subject and 40 defining relative clause for thing, 31 is as subject and 9 is as object. an analysis on relative clause based on its kind and frequency. there are 40 relative clause of who, 3 relative clause of whom, 5 relative clause of whose, 102 relative clause of that, 26 relative clause of which. kinds of relative clause sentences number frequency who 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19,20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39. 39 whom 40, 41, 42. 3 whose 43, 44, 45, 46, 47. 5 that for person that for thing 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109, 110, 111, 112, 113, 114, 115, 116, 117, 118, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146. 51 44 which 147, 148, 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166, 167, 168, 169, 170, 171 25 17 the result is also described in the chart below: conclusion based on the research an analysis on relative clause in novel “bridge to terabithia” by katherine paterson, it can be concluded that: 1. the result of the research shows that all the data relative clauses in novel have origin sentence of relative clause. 2. the common relative clause used by the author is relative clause of that. it consisted of 99 relative clause of that. in this novel the author used relative clause of that for person and for thing. 3. in the novel “bridge to terabithia” by katherine paterson. there are 39 relative clause of who, 3 relative clause of whom, 5 relative clause of whose, 99 relative clause of that, 25 relative clause of which. references alexander, l.g. 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(1995). a practical english grammar. london: oxford university press. 1 enhancing the students’ fluency in writing through the use of journal writing nor jannah a lecturer at english department of university of lambung mangkurat abstract writing in english claimed as the hardest skill to be achieved by the students, especially the students at stai darul ulum kandangan because of some reasons. the reasons are because the students have no ideas to write, they have very limited vocabulary, and they are not sure with their grammar. however, those kinds of reasons can be solved by using journal writing focusing only on the fluency of writing performed by the students. key words: enhancing, students’ fluency in writing, journal writing there are some different opinions about the english language skills. as we know that english language skills consist of four skills that are listening, speaking, reading, and writing. some people might say that listening in english is difficult because listening in english cannot be repeated, while some others might say that speaking is difficult because they need a strong confidence to say something. in terms of reading, in contrast, they might say that reading is easy because they can re-read the texts for many times and they can get the answers from the reading passages as long as they can read the texts thoroughly. while in terms of writing, the majority of people, including the students at stai darul ulum kandangan say that writing is the ‘hardest skill’ (nunan, 1999) to be mastered especially because it is not easy ‘to motivate english learners to practice [writing] regularly’ (hedge, 1991:6) when the students have claimed that writing is the most difficult one. there were some reasons for the writer to choose stai darul ulum kandangan as the place of the study. first, the college was located in a small place precisely at hulu sungai selatan regency, which has the uniqueness in teaching english among islamic subjects. secondly, the writer was interested in measuring the students’ fluency in writing in english. in the writer’s mind, before the students entered stai darul ulum kandangan, the students had studied english at least for six years when they were at junior high schools and at senior high schools. after getting some exposures in english for at least six years, the writer wanted to know about the progress of the students’ fluency in writing in english. there were 50 students in the classroom with the variety ages, between 18 years old and 30 years old. about 90 percent of the students were the fresh graduates from the senior high schools, while the rest of students were the islamic teachers at madrasah ibtidaiyah or madrasah tsanawiyah or madrasah aliyah spread out in hulu sungai selatan regency who wanted to get more knowledge and the title from the college to support their career more. 2 the writer had the interesting experience while entering the class for the first time. when the writer entered the english class for the first time, there was no student who used english in the class. the writer used english starting from entering the class till the end of the class because it was the english class, according to the schedule. then, the writer thought there was something wrong with the english skills that they have been achieved. after that, the writer had a question and answer session in order to get to know about the previous english subject that they had had on the first semester. while doing the question and answer session, the writer kept using english while the students used the mixture languages, that were banjarese, bahasa indonesia and a little english. at the same time, the writer got to know the students individually, including their level of english. then, at the last ten minutes before ending the class, the writer asked the students to take out a piece of paper, one for each, and ask them to write about everything they wanted to write on their paper in ten minutes. then, the writer walked around the class for checking the students’ writing. the writer paid attention to every single activity that the students did. the reactions of the students were varied, such as holding their heads getting blank what to write, looking at their friends and laughing, keeping busy in looking the dictionary up finding the english words that they wanted to write, and so forth. when the time was over, the writer asked the students to submit all paper to her. the writer checked quickly the amount of words that the students wrote on their paper. it was very surprising that nine tenths students only wrote ten to twenty words only in ten minutes, whereas the rest wrote more than twenty words. the other finding was more than 95 percent of the students wrote about the introduction of themselves. the students at stai darul ulum kandangan state that writing became the most difficult skill to do. when they were asked the reason why writing was the most difficult one to do, they mentioned some reasons, that were: (1) they did not have any ideas to write, (2) they do not have a wide range of vocabulary, and (3) they were not sure with their grammar. in academic context, the ability in writing is very important to be acquired to support the study of the students. as we know that having the skills in writing in english will be very helpful when students are asked to write the abstract of their ‘sarjana skripsi,’ some paper in english, theses, and dissertations. the skills in writing will also be very useful in supporting the students when they want to take part in the international seminars, international conferences, and international symposium. whether they like it or not, they must use english as the most convenient medium to communicate their ideas with the society in those international events. it happens because english has become not only the international language, but it also has become the universal language for communication worldwide. therefore, having the good english skills especially in writing will give some benefits to the students, because it can support their career as mentioned by glazier (1994:3) as ‘assets for learning and life-long career’ now and in the future. problems in writing in the background above, it has been known that the students at stai darul ulum kandangan got problems. those problems are: (1) they did not have any ideas to write, (2) they do not have a wide range of vocabulary, and (3) they were not sure with their grammar when they 3 were asked to write about everything they want to write in ten minutes. as a result, the majority of students wrote only ten to twenty words written on their paper. if we have a look at the reasons why the students could not be able to write more than twenty words, as the majority number, they are correct. the core of the causes why the students were not able to write more than twenty words will be because: (1) they do not get use to write in english which is along with byrne (1991:5) who states that ‘being at a loss of ideas is a familiar experience to most of us when we are obliged to write’ or ‘even worse [like] non-native writers……have nothing to say’ tho (2000:36), (2) they do not get use to use the variety of words because they do not have enough exposure to learn new words and practice using the variety of words, for instance they only know the word ‘big’ while there are some other words which have the same meaning with the word ‘big’ such as ‘huge and gigantic’, and (3) they are very worried with the grammar mistakes that they might make because the previous teachers and lecturer were teaching english focusing much only on accuracy. method in solving problems the writer was only given four opportunities to enter the english class of stai darul ulum, and she used the rest of meeting enhancing the students’ fluency in english, focusing much on their writing skills. the writer used the integrated skills while teaching english linked with religion materials, in this case islamic materials like the pillars of islam, shalaat, allah almighty, muhammad rasullullah, and so forth. the writer starts the lesson with games and puzzles related to the materials that will be discussed further. by having games and puzzle, the students could activate their prior knowledge through this activity. then, they have a simple reading material, about islamic material in english, and have the discussion in english. some of them still mix the languages between banjarese, bahasa indonesia, and english at once. then, they have listening and speaking session by having a conversation session stated in their handbook and by making their own scripts related to reading material. after performing the conversation in groups which scripts made by the students, they asked the audience in the class to answer two questions they raised, related to the script performed. having to teach listening and speaking at once could train the students to listen to the spoken english comprehensively and answer the questions based on their understanding. finally, just ten minutes before the class over, the students were asked to write about everything they wanted to express, for instance their impressions towards the topic, the activities, and so on. the lecturer implemented the journal writing in the classroom. she did it because she wanted to attract the students’ attention in writing. additionally, wilcox (1998) claims that ‘a journal is a place where our thinking can be visible’. in the writer’s opinion, journal writing is not only a place to ‘see the students’ [ways] of thinking’, but it is also as the place for her to see the fluency of the students in writing. 4 there are some benefits of journal writing. genesse and upshur (1999) state about the benefits of journal [writing], that are: ‘(1) they provide useful information for individual instruction (for instance: students’ attitude and feelings about themselves or towards teachers), (2) they increase opportunities for functional communication between students and teachers, (3) they give students opportunities to use language for genuine communication and personalized reading, (4) they permit teachers to individualize language teaching by modeling writing in their responses to students’ journal, (5) they promote the development of certain writing skills, and (6) they enhance students’ involvement in, and ownership of learning.’ the writer told the students about the rules in writing the journal. at the second meeting above, the writer encouraged the students to write more about everything the students want to write, without being worried of ‘the grammar mistakes’ (hamp-lyons and heasly, 2006:2) might occur in their writing. the writer avoided to interfere about the things that the students wanted to write, therefore she allowed students to write whatever they wanted to write. it was still difficult to do though at the same time it was very ‘challenging’ (harmer, 1992:53 and tuan, 2010) to be applied. every student looked very busy with their task, holding a pen on the right hand, and an aphalink electronic dictionary or a dictionary on the other hand. some of the students could directly write down the words in english, on the contrary, the others were struggling to translate words by words into english with the help of their electronic dictionaries or the manual dictionaries. then, the writer collected all the second tasks the students had written down. after that, the writer analyzed the students’ work at home before returning those paper back to the students on the following meeting. the writer did the same thing on the third and the fourth meeting with the students at stai darul ulum kandangan. the writer onducted the same procedures in sequence, starting from having games and puzzles related to the islamic materials, followed by reading and reading discussion, speaking and demonstrating the students’ scripts and enhancing the students’ listening skills through question and answer session after the group of students performing their script, which ended up with writing about everything the students wanted to write in ten minutes at the end of the lessons. although chanderasegaran (2002:14) says ‘writing outside the classroom can be useful tool to enhance writing skills’, the writer did not do that. the writer preferred to ask students to write the journal writing in the classroom just 10 minutes before the class over to ease her to control the progress of the learners in writing the journal with the strict time allotment. the students could choose ‘any topic freely’ (hudelson, 1989, silva, 1997:361, and hamp-lyons and heasley, 2006:5) to talk about in order to increase their success in writing. having to do those steps of teaching above in sequence, using english integratedly, had changed the perception of the students that english was very difficult. they had fun during studying english with no worried of making mistakes, especially in writing as they have been told that the lecturer only focus on ‘fluency’ (peyton 1990, peyton and reed, 1990, and peyton and staton, 1993, 1996) of writing only. at the same time they had a kind of pride that they had the ability in reading, listening, speaking and especially in writing in english which is in line with acquiring the islamic materials in english. they looked much more confidence, 5 starting from the second meeting until the fourth meeting. hence, for the rest of the meeting of english class, they talked and enjoyed english more than before. findings and discussions on the first meeting, we had already known that the production of the students of stai darul ulum kandangan in writing were mostly not more than twenty words as stated above. the topic that they wrote basically only about the introduction about themselves, for instance: their names, the addresses they live, and their opinions about english which was very difficult. after the students got some courage for not being too much worried with their word choices and ‘grammar mistakes’ (hamp-lyons and heasly, 2006:2) that they might have, the range of the words produced by them in ten minutes were increased. meeting 1 meeting 2 meeting 3 meeting 4 total of words 10 to 20 20 to 50 50 to 70 70 to 100 time allotment 10 minutes 10 minutes 10 minutes 10 minutes in general, based on the results on the table above, it can be seen that at the second meeting they could write between twenty and fifty words in average, talking about their impression about topic of english and the kinds of difficulties that they still faced in studying english. next, at the third meeting, the students’ length in writing were increased becoming fifty to seventy words, discussing about the varieties topics such as the impressions that the students felt after learning the third topic of english, the students’ progress in practicing the english skills, and their habits at home in enhancing the students’ english language skills. finally, at the fourth meeting, the students made the significant progress by writing their journals with the length between seventy and a hundred word in average with the nice topics such as the pride of their success in writing more than fifty words in ten minutes, their impressions of studying english by using islamic materials, and their new habits getting use to write diaries in english. therefore, we can conclude from the result above that the students’ fluency in writing in english at stai darul ulum kandangan were increased significantly after having the courage for not being too much worried in the grammatical mistakes, though the writer used the same time allotment about 10 minutes for each meeting in order to measure the reliability of the students’ writing, although weir (1990:61) says ‘time pressure.. [will] hinder learners in writing [journal] effectively’. however, keeping the students to keep writing their journals more regularly, especially with the same time allotment, in this case for ten minutes, can promote the progress of the students in writing, as stated by lagan (2000:14) ‘the more you practice in writing, the better you will write’. in details, there are some causes happened to change the previous condition becoming having fun in learning english. first, the students at stai darul ulum kandangan at the first meeting was still shocked with the english teaching method used. they predicted that the english that they would learn would be like the previous english class that they had had which focused much on grammar only. what they had in their mind were the kinds of tenses like simple present tense, present continuous tense, past tense and the rest of tenses, active and passive sentences, and so forth by using the general materials with not focus on the islamic materials at 6 all linked with islamic materials. consequently, they said that learning english was very difficult. as long as the lecturer only relied much only on grammatical matters or in other words on ‘accuracy’ (hamp-lyons and heasley, 2006:2) only, the students would keep saying that english was very difficult. this kind of thinking set on their minds could kill their creativity to use english. in general, they were very eager to be able to use english fluently orally and written, however because of they had to be accurate in using the words and patterns, then they chose to be silent. they did not want to feel ashamed in front of their classmates. however, in terms of enhancing the fluency of the students in writing, the lecturer must not focus on the accuracy or grammatical mistakes that the students have. the focus will be given only on the number of words used and written on the students’ work. in other words, whether the students wrote the sentences with no clear pattern, it would not be really matter as long as he or she wrote the words in english. the most important one is, starting at the beginning of the class, that the students need to be brave and have ‘low anxiety’ (tin, 2004:6) in expressing what they have in their minds by using english by writing them on their paper, as the media to express. commonly, it will be very hard to do at first because they need to change the mind-set they hold so far from being afraid of expressing their ideas becoming being brave in expressing their ideas on their paper. slowly for sure, they will get use to do so. additionally, the time limit like ten minutes before the class over is really good to be applied because the students will know that they must be ‘creative’ (spaventa, 2000:168) and be automatic in thinking. moreover, the students must have a good skill in synchronizing their ideas in their mind and their hands to write the ideas on their paper with the time constrain. the lecturer must not make correction on the patterns of sentences on the students’ work. what the lecturer must do are reading the students’ work thoroughly trying to understand the flow of ideas they wrote on their paper. additionally, the lecturer counts the number of words used by the students on each meeting and controls the progress of the number of words written on the paper from each meeting. furthermore, the lecturer can give comments on the students’ work so that the students will be felt appreciated by the lecturer. the ‘comments’ (anderson, 1993) could be related to the content of the students’ work or other comments which can encourage the students to write more and ‘make students more interested in writing more’ (white and arndt, 1991:63). by giving the comments like that, it will also show to the students that the lecturer really reads and appreciates the students’ work. even though reading and giving comments on the students’ work are very ‘time consuming’ (jeffrey and hadley, undated), they are worth to do. the comments on the students’ work will be good feedback and can make ‘good rapport between the lecturer and the students’ (dyment and o’connell, in press-b). something which is always needed to remember is that all of the students’ work must be confidential. therefore, each student will pay attention and responsible only for his or her own work only. furthermore, by returning the students’ work back to them directly with the certain comments as soon as possible will make the students more aware of their ways of writing in english, especially in terms of the content of the writing. hence, the students will be more confident in keeping writing in english without being asked to do so, as long as they do not have any worried for being afraid of the mistakes. later, when they are fluent in expressing their ideas through writing, this ability will also affect their ability in speaking too because they have got 7 some experiences of thinking critically and automatically in using words in english in expressing their ideas. in terms of accuracy, the students can learn it along with strengthening their abilities in their progress in expressing ideas orally and written. conclusions the majority of students at stai darul ulum kandangan were afraid of using english, including in writing in english to express their ideas from their minds. it happens because they were nurtured by the teachers and the previous lecturer that english was about accuracy only. therefore, they learnt grammar which were confusing them very much and making them were baffled when they were asked to express their ideas on their papers through writing. the lecturer should not force the students to focus on the accuracy in the beginning of the study of english, including in writing in english. it will be much better if the students are encouraged to be able to use english actively in writing. telling the students for not being too much worried for their grammatical mistakes will reduce their anxiety which can block their creativity in expressing their ideas on a piece of paper. in addition, the lecturer should give some comments as the feedback to the students’ work showing that the lecturer is appreciating the students’ work. references anderson, j. (1993). journal writing: the promise and the reality. journal of reading. vol. 36 no. 4. pages 304-309. bryne, d. (1991). teaching writing skills. hong kong-longman. chanderasegaran, a.( 2002). intervening to help in writing process. relc portfolio series 7. dyment, j. e. and o’connell, t. s. (in press-b). journal writing is something we have to learn on our own. the results of a focus group discussion with reaction students. genesse, f. and upshur, j. a. (1999). classroom-based education in second language education. cambridge: cambridge university press. glazier, t. f. (1994). the least you should know about english writing skills. usa: harcout brace college publishers. hamp-lyons, l. and heasley, b. ( 2006). study writing. (2nd ed.) cambridge: cambridge university press. harmer, j. ( 1992). the practice of english language teaching. london: longman. hedge, t. ( 1991). writing. hong kong: oxford university press. hudelson, s. (1989). write on: children writing in esl. englewood cliffs, nj: center for applied linguistics and prentice hall. jeffrey, d. and hadley, g. undated. balancing intuition with insight: reflective teaching through diary studies. available online at http://www.nuis.ac.jp/~hedley/publication/jeffreyhadjalt/jeffreyhadjalt.htm (accessed on 7th november 2012). lagan, j. (2000). college writing skills. london: longman. http://www.nuis.ac.jp/~hedley/publication/jeffreyhadjalt/jeffreyhadjalt.htm 8 ngoh, t. j. (2002). from journals to weekly papers. guideliness. vol. 24 june 2002. nunan, d. (1999). second english teaching and learning. boston: heinle & heinle publishers. peyton, j. k. (1990). students and teachers writing together: perspectives on journal writing. alexandria, va: teachers of english to speakers of other languages. peyton, j. k. and reed, l. (1990). dialogue journal writing with non-native english speakers: a handbook for teachers (ed.). alexandria, va: teachers of english to speakers of other languages. peyton, j. k. and staton, j. (1993). dialogue journals in the multilingual classroom. building language fluency and writing skills through written interaction. norwood, nj: ablex publishing co. peyton, j. k. and staton, j. (1996). writing our lives: reflections on dialogue journal writing with adults learning english. mchenry, il: center for applied linguistics and delta systems. silva, t. (1997). on the ethical treatment of esl writers. tesol quarterly. vol. 31 no. 2. pages 359-363. skehan, p. (1996). a framework for the implementation of task-based instruction. applied linguistics. vol. 17 no. 1. pages 38-61. spaventa, s. (2006). essay writing. cambridge: cambridge university press. tin, t. b. (2004). creative writing in efl/esl classrooms. universiti putra malaysia press. tho, l. n. m. (2000). a survey of writing problems of ussh first-year students of english. ho chi minh city. tuan, l.t. (2010). enhancing efl english learners’ writing skill via journal writing. english language teaching. vol. 3 no. 3 sept 2010 weir, c. j. (1990). communicative language teaching. gb: prentice hall international. white, r. and arndt, v. (1991). process writing. london: longman. wilcox, b. l. (1998). thinking journals. the reading teacher. vol. 51 no. 4. pages 350353. 9 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||327-351||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php technology-assisted project-based language learning on wetland concern rina listia rina_listia@ulm.ac.id yusuf al arief yusufalarief@ulm.ac.id dzahabiyah alfia zahra alfiyazahra23@gmail.com kimilia azzahra kimiliaazzahra1@gmail.com lambung mangkurat university of banjarmasin, indonesia rizky amelia rizky.amelia@poliban.ac.id state polytechnic of banjarmasin, indonesia article history: received: 26 august 2022 accepted: 8 december 2022 in the midst of independent learning, the implementation of project-based learning method is inseparable. by employing a quasiexperimental study involving english department students in an experimental class and a control class, this study investigated the effectiveness of technology-assisted projectbased language learning with wetland-based concern. the data was collected from the presentation project score and a questionnaire given to the students. the collected data was then analyzed by using mann-whitney test and descriptive statistics. focusing on the two-fold foci, the results showed significant result where the students in the experimental class performed better than those in the control class. collaboration, motivation, authenticity and students’ mastery to the technology that is corresponding author: rizky.amelia@poliban.ac.id keywords: technology; project-based; language learning; wetland http://jurnal.uin-antasari.ac.id/index.php mailto:rina_listia@ulm.ac.id mailto:yusufalarief@ulm.ac.id mailto:alfiyazahra23@gmail.com mailto:kimiliaazzahra1@gmail.com mailto:rizky.amelia@poliban.ac.id mailto:rizky.amelia@poliban.ac.id page | 328 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 storyjumper impacted to the significant result in this study as confirmed in the questionnaire results. students perceived positively to the implementation of technology-assisted project based language learning in wetland concern. the result of this research study is expected to be used in teaching and learning in the field of learning english as a foreign language and to encourage students to apply technological innovations in the field of learning english in a wetland environment. introduction technology-assisted project-based language learning (pbll) is used to create learning so that learning can be more engaging and natural, and students are interested in and motivated to acquire languages using technology. this method of leaning can be in line with lantolf and thorne (2006) that stated learning that is identical in educational sector is a collaborative and social experience in which learners create authentic, meaning-based activities using the tools around them. this method also supports the independent learning policy established by the ministry of education of republic indonesia. furthermore, chabibie (2020) stated that there are three important things to consider in the policy of independent learning, namely: building a technology-based education ecosystem, collaboration with other parties, and the importance of data. pbll is not a new approach since it has been used for a long time ago in various disciplines, including language learning (levy, 1997; moss & van duzer, 1998) in (thomas 2017). a project is defined in terms of a series of interconnected extended tasks which take place over a more significant period of time from one week to one semester or longer than it. in pbll, student will accomplish several tasks namely brainstorming, planning, exchanging opinions, discussing, editing, evaluating and finalizing. in accomplishing the tasks, students participating in page | 329 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 projects may use language skills such as speaking, listening, reading and writing and engage in collaborative problem solving before reporting their results to their instructor and/or peer groups (stoller 2002). according to (le, 2021; trianto, 2011; santyasa, 2006), the project-based learning model has enormous potential to create a more interesting and useful learning experience for students. in simple terms project-based learning is defined as a teaching that tries to link technology with everyday life problems that are familiar to students or with school/ university projects. one of the technology-assisted learning alternatives that can be applied in the classroom is the learning by using storyjumper website. storyjumper provides teachers and students with facilities to create, design, and write stories. by using storyjumper in learning english, teachers can create narrative text using a variety of interesting illustrations and even add audio to read the text. these websites are very practical, attractive, and easy to modify according to the needs of students. previous studies have been conducted by several researchers such as güvey aktay (2020) and rameswara et al. (2019). by involving 92 pre-service elementary school teachers, aktay (2020) investigated the use of digital folktales with storyjumper as an activity of written expression. the results showed that the storyjumper was beneficial and inspirational since it allowed the pre-service teachers to use their creativity due to the feature of adding suitable audio and interesting visuals. moreover, by using storyjumper the written expression skills of the pre-service teachers were improved. the other researcher, rameswara et al. (2019), aimed to investigate the use of storyjumper as the teaching media for kindergarten students. in this study, all the teachers agreed that storyjumper was accessible and easy to be utilized as teaching media. in addition, rameswara et al. (2019) found the storyjumper also provided benefits for the students besides the pre-service teachers. the students’ learning motivation and participation were increased when the storyjumper was used as the teaching media. their vocabulary mastery was also improved. this finding is similar to mohammad & yamat (2020). involving 36 form 5 students from a secondary page | 330 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 school, the study was aimed to examine the students’ perspective and motivation on the use of storyjumper in teaching writing. the results showed that they had positive perceptions toward storyjumper in which they can create their own outlined narrative text creatively. their motivation in writing was also fostered, for storyjumper helped them to solve the writing issue in brainstorming ideas by reviewing other clients’ accounts and using various potential layouts. preliminary studies conducted through interviews with innovation in education course lecturers yielded information that there was no integration of technology and wetland environment concern in the teaching instruction and the other class was taught by discussion and delivering presentation on innovation in education issues. given the importance of this gap, there is an urgency of this research study is to unravel empirically the effectiveness of the implementation of technology-assisted project-based language learning with wetland-based concern to train english skills and mastery of technological innovations in the implementation of independent education for wetland-based learning. this is in line with the implementation of independent learning education where learning is carried out with project-based learning and case-based learning to trigger students' independence, skills, and thinking skills not only when they are in class but especially in real life application. therefore, the research problems to be raised are (1) do students who were taught by implementing technology-assisted projectbased language learning with wetland-based concern in the experimental class have better english skills than students who were not taught by implementing technology-assisted project-based language learning with wetland-based concern? (2) how do students perceive the application of technology-assisted project-based language learning with wetland-based concern to practice english skills and mastery of technological innovation in the implementation of independent education for wetland-based learning? the result of this research study is expected to be used in teaching and learning in the field of learning english as a foreign language by proving the effectiveness of technology-assisted project-based language learning on wetland page | 331 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 concern and to encourage students to apply technological innovations in the field of learning english in a wetland environment. method research design this study was conducted to investigate the effect of project-based learning to train students' english skills and innovation competencies regarding wetland environments as learning innovations in the independent learning program. the research design that aims to measure the effect accurately is an experimental research design. however, because subjects cannot be assigned randomly, this study used a quasi-experimental (alsaleh, 2013) because random assignments cannot be carried out in the scope of learning in the classroom. the independent variable in this study is project-based language learning which is an input variable that is measured and manipulated by researchers to study or assess its possible influence on other variables and to determine its relationship with the observed phenomena (cohen et al., 2007; fraenkel & wallen, 2006; tuckman, 1999). another variable, namely the dependent variable is the output or response variable caused or influenced entirely or partially by the independent variable where the dependent variable in this study is the english language ability and innovation competence of students (cohen et al., 2007; fraenkel & wallen, 2006; tuckman, 1999). apart from selecting the appropriate design to test the research hypotheses of this study, there is a need to provide adequate control in the design. it is a major problem in experiments to establish appropriate controls for threats to experimental validity that come from unanticipated confounding variables in the experimental process (a. latief, 2013). a study is likely to have a low level of confidence in the relationship between variables if the design cannot control for the confounding variables (ary et al., 2010). therefore, there is a need to select an appropriate experimental design that controls internal validity threats (gall et al., 2007). some page | 332 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 confounding variables that may threaten the internal validity of experimental research findings are history, maturation, testing, instrumentation, selection bias, experimental mortality, selection-maturation interactions, subject effects, and diffusion (ary et al., 2010). research setting and subjects this research study spanned over a semester in lambung mangkurat university. the research subjects of this study were people who fit the conceptual definition for this study. they were the fourth semester students. the subjects of this research were students who are taking the innovation in education course for the 2021/2022 academic year in the even semester. they were grouped into several small groups of about 4-5 students. these students were experimentally fit, accessible, and available. those according to the criteria were experimenting with project-based learning to generalize the results of this study. the 4th semester students have passed a series of language skills courses such as listening, speaking, reading, and writing and were assumed to have sufficient basic knowledge. therefore, they met the requirements of this study. the students were randomly selected to be the control and the experimental group with cluster random sampling used lottery coins nine times. the students in the experimental group were 24 students while 23 students were on the control group. project overview the treatment in the experimental class using technology-assisted projectbased language learning was carried out with the procedure that can be seen in table 1. table 1. the treatment in the experimental class no. steps description meeting 1. brainstorming students were given lectures in the classroom. 1 5 page | 333 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 lecturer explain relevant materials and learning sources. 2. planning lecturer explain the project that students must finish. students were grouped. students in groups selected target class where they would bring the project and interviewed school teachers about current problem that they were facing. 6 7 3. exchanging opinions students decided the technology to use (story jumper) and started to work. students exchanged ideas on the wetland concerns that they would embed in the project. 9 10 4. discussing students in big class discussed the technology, design, wetland topics. students considered their lecturer’s and peers’ suggestions to their project. lecturer facilitated students and offered solutions. 11 12 5. editing students edited their current work of the project. students implemented the story jumper that they have made. 13 6. evaluating students delivered the presentation to report how their project ran. 14 7. finalizing students revised their project and submitted it to the lecturer. 15 page | 334 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 research instruments there are three instruments used in this study, namely a test, a scoring rubric for presentation and a questionnaires on student perceptions of the implementation of technology-assisted project-based language learning. table 2. research instruments no. instrument variables function 1 english skill: speaking test in the form of presentation students’ speaking ability after implementing the treatment to test the hypotheses 2 speaking scoring rubric to measure the students’ speaking ability 3 questionnaire on students’ perception on innovation technology students’ perception on innovation technology after implementing the treatment to establish students’ perception on innovation technology the main instrument to measure students' english skills was represented through productive skills. one of the productive skills is the ability to speak. the first stage was the development of the blueprint of the speaking test in the form of presentation, the second stage was making the test, the third was is measuring the validity and reliability of the test, the fourth stage was validation of the test to the expert, the fifth stage was the revision of the speaking test, the sixth stage was tried out the test, the eighth stage was the revision of the speaking test. the ninth was the analysis of the test results, and the last stage was the finalization of the speaking test. careful steps and considerations were taken into account in developing the grading rubric. this assessment rubric would be used to measure students' speaking page | 335 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 skills. first, among the three types of rating scales commonly used in the assessment of speaking skills, namely holistic, primary trait, and analytic assessments (o’malley & pierce, 1996), the analytic one was chosen. it is also because the evaluation of learning in the classroom is best served through an analytical evaluation (brown, 2004). in addition, the analytic scoring rubric provides high reliability and higher construct validity because it is suitable for l2 writers as there are different aspects of skills that develop at different levels and provide useful diagnostic information (latief, 2016; weigle, 2002). the competency instrument that would be used in this study was redeveloped by keinänen et al. (2018). this instrument is an assessment tool that can present methods in scientific research and be applied to direct work. this instrument could be used to measure the development of students' perceptions of innovation competence across degree programs and to measure the effectiveness of universities and their pedagogical practices for generating innovative skills. the results of the five-dimensional model reinforce the approach that innovation competence is not just an individual feature but a combination of individual and social factors (keinänen et al., 2018). jussila et al. (2008) in keinänen et al. (2018) also caution that innovation is rarely the result of a single individual. according to them, the competence of innovators consists of two parts, both personal competence and social competence (see also for example, bikfalvi, et al., 2010) in keinänen, et al. (2018). as stated by melkas, et al. (2012) and wolf, et al. (2021), nowadays innovation is most often seen as the result of cooperation in normal social activities. this instrument can also be used as a development tool to raise awareness of the important aspects of innovative behavior. it helps students to understand the importance of applying innovation competencies in the innovation process and in work life. understanding their own level of innovation competence prepares students better for more complex life and work environments. assessment tools require students to monitor and regulate their own learning as they reflect on their achievements and demonstrate that they have met or exceeded the standards of their page | 336 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 programs and institutions (postareff et al., 2017) in keinänen, ursin, & nissinen (keinänen et al., 2018). to ensure the instruments used were good, validation of tests to experts was carried out to obtain evidence that the prompts and scoring rubric of speaking tests in this study were good to use. the speaking test for the posttest was validated by experts. experts as validators in this study are lecturers of the english education study program who have expertise in teaching speaking who have good academic qualifications with experience in teaching speaking skill for more than 10 years. the things covered by the expert in the form of validation are the suitability of the test to the student's level, test length, test objectives, test instructions, and scoring rubrics. in addition, it was piloted by asking three different raters to rate two different students’ performance. it turns out that the raters understand the scoring rubric and the differences are only slight. this means that the scoring rubric was understandable and measurable. data collection all data was collected from students in the control and experimental groups who were enrolled in the innovation in education course fkip ulm. each instrument was used. the first data, in the posttest, they were asked to speak in the form of a presentation. then, two raters will judge based on the analytical scoring rubric created for this study. the consideration of having two raters and an analytic scoring rubric is to maximize the accuracy of spoken and written assessments and minimize differences due to different backgrounds. student names on reports are hidden and reports are coded to avoid subjectivity. students in the control group were coded as student a 1, student a 2, and so on. meanwhile, students in the experimental group were coded as student b 1, student b 2, and so on. this posttest data was calculated and used to determine the effect of project-based language learning. then, the questionnaire was given to find students’ perception after the post-test was carried out. page | 337 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 data analysis the first step was to conduct preliminary statistics by analyzing the data obtained to meet the statistical assumptions. statistical assumptions that are maintained were homogeneity, normality, and linearity tests. homogeneity is the extent to which the variance of the groups is homogeneous to obtain the same information. tests were carried out using levene's test with a significance level of 0.05 criteria. then, normality, which is the extent to which the distribution of scores is close to the standard normal curve, was tested using the kolmogorov-smirnov test with the acceptance criteria for rejecting this assumption at 0.05 level of significance.meanwhile, the linearity was done using linearity test for spss. the second step in data analysis was to test the hypothesis. there were also a few steps to take here. the first was to state a statistical hypothesis. this statistical hypothesis was created to answer the research question. it is fulfilled by formulating the null hypothesis. then, the researchers set the criteria for a decision. the criteria for acceptance or rejection of the null hypothesis are at a significance level of 0.05 (p = 0.05) as accepted in the field of education. the third was calculating the statistical test by analyzing the data using an independent sample t-test using the spss 23.0 program. this test was chosen because it was used for two large groups, to compare the mean of these groups, and to investigate one data being tested, namely the posttest (salkind et al., 2000). in addition, this test aims to determine whether there is a difference in the calculation of the average score between the two groups that are independent of each other. finally, the final step in data analysis is making a decision to accept or reject the null hypothesis. the last analysis is analyzing the results of research on student perceptions of the application of technology-assisted project-based language learning to train students’ english skills and mastery of technological innovations in the implementation of independent education for wetland-based learning. findings and discussions the results of descriptive statistics showed that the minimum score of the student in the experimental class is 68 and the maximum score is 86,5. meanwhile, page | 338 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 students in the control class got 70 on the minimum score and 80 for the maximum score. details of the descriptive statistics are given in table 1. table 3. descriptive statistics results descriptive statistics n minimum maximum mean std. deviation post.exp 24 68.00 86.50 79.2500 5.03466 post.cont 23 70.00 80.00 76.6522 3.26982 valid n (listwise) 23 the data of the post-test in this study was analyzed statistically. before testing the hypothesis, the fulfillment of the statistical assumption was conducted. the data was homogeneous (sig .019) and linear (.114) , but it was not normally distributed (0.200 in the experimental class and .000 in the control class) as seen in tables 2, 3, and 4. table 4. homogeneity test results test of homogeneity of variances exp.cont levene statistic df1 df2 sig. 5.876 1 45 .019 table 5. linearity test results anova table sum of squares df mean square f sig. exp * cont (combined) 206.234 6 34.372 1.580 .217 page | 339 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 betwe en group s linearity 60.888 1 60.888 2.799 .114 deviation from linearity 145.346 5 29.069 1.336 .299 within groups 348.006 16 21.750 total 554.239 22 table 6. normality test results one-sample kolmogorov-smirnov test post.exp post.cont n 24 23 normal parametersa,b mean 79.2500 76.6522 std. deviation 5.03466 3.26982 most extreme differences absolute .143 .269 positive .075 .153 negative -.143 -.269 test statistic .143 .269 asymp. sig. (2-tailed) .200c,d .000c a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. d. this is a lower bound of the true significance. since the data was not normally distributed, non-parametric test would be used. the mann-whitney test was employed to answer the research question to find whether the students who were taught by implementing technology-assisted project-based language learning with wetland-based concern in the experimental class have better english skills than students who were not taught by implementing technology-assisted project-based language learning with wetland-based concern. the obtained result was .029 showing the significant result. the complete result of the post-test is given in table 6. page | 340 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 table 7. the results of the experimental and control group post-test test statisticsa post.exp mann-whitney u 174.000 wilcoxon w 450.000 z -2.183 asymp. sig. (2-tailed) .029 a. grouping variable: post.cont the significant result obtained in this study is interesting to unravel. project based learning was fully supported to implement in the classroom including language classes particularly in the current curriculum, kurikulum merdeka. the other concern that is technology employed in the use of storyjumper was started to investigate since three to four years back. showing significant result, this present study strengthens the results of the previous study such as research conducted by sari & arini (2021) and kautsar, mariani, and amelia (2021). kautsar’s et al., study (2021) was conducted in university level while sari &arini (2021) showed that storyjumper was found to be an effective platform for teaching english to primary school students. in sari & arini (2021), the researchers utilized the storyjumper that was presented as an online audiobook and helped students enhance their englishspeaking skills. similarly, kautsar, et al., (2021) conducted a study that showed comparable results. this study, which aimed to examine the effectiveness of using video and story jumpers to improve students' speaking abilities, discovered that using story jumpers can help students become more fluent in english. the project-based learning is proven to increase the students’ english skills, for it provides a meaningful (aktay, 2020; syarifah, 2018; trianto, 2011) and authentic learning (grant, 2017; lampert, et al., 2013) for the students. the page | 341 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 authentic learning allows the students to produce language in a relatively natural context (haines and watson 1989). the students in the experimental class did the project in the state elementary school 6 banjarmasin. every group taught one class. after finished using the storyjumper in the classroom on the implementation stage, the students in the experimental class were given a questionnaire. the results of the questionnaire showed that students 21,7% of the participants stated they strongly agree that they suggest ideas for others and 52,5% stated agree. meanwhile, 26,1% of the participants stated they strongly agree that they suggest ideas for solving problems while 69,6% stated agree. in short, students showed positive responses in problem solving. the challenge that they have that was completing a project of making a storyjumper in wetland concern was done successfully. therefore, solving problems in the real world makes the learning more meaningful and authentic. according to kean & kwe (2014), authentic learning is the learning process that allow students to apply the knowledge or insights they had obtained to the real situations. project-based learning in english subject provides the opportunity to students to have authentic learning in which the students can use their knowledge of language and their language skills in the real-life context. in this current research, the students applied their knowledge, language skills and creativity in making the story by using storyjumper and implemented it to the real teaching process in the school they have chosen. the story they have made in storyjumper was used as the instructional media in teaching english in the school. in this way, the students engaged in authentic learning. since the students finished the project by utilizing their knowledge and implemented it to the real-life situation, it gave them the meaningful experience. in project-based learning, they did not completely depend on the lecturer because they could use the knowledge that they have obtained to finish the project. in addition to that, the project they made was implemented in the teaching and learning in the schools. this is in line with the studies conducted by kean & kwe (2014) and syarifah (syarifah 2018). they found that project-based learning made the students thought that the learning process is more meaningful, for the knowledge and experience they had could be applied in doing the project. page | 342 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 moreover, this finding is also supported by grant (2017) highlighted that projectbased language teaching “provides a number of potential language learning benefits through opportunities for authentic meaningful language use”. in addition, the project-based language learning assisted with storyjumper improves the students’ english skills as it fosters their motivation in learning. shin (shin 2018) claimed that the project-based learning using technology had great impact on increasing learning motivation since the students found it interesting and relevant to their real-life context. this is related to goal orientation dimension given in the questionnaire. the students responded positively (39,1% stated strongly interested in the matter and 26,1% stated that they are interested in the matter). then, 30,4% of the participants said that they worked strongly persistently to achieve the goals and 39,1% stated that they worked persistently to achieve the goals. on the other study such as mohammad & yamat’s study (2020), it is found that the use of storyjumper increases the students’ motivation because storyjumper allows them to design creatively. in this current research, the students created their own story in english as the project by using storyjumper. in designing the story, they could use the interesting layouts provided in the storyjumper as the example. furthermore, the students could brainstorm the ideas by reviewing other stories that had been made by other clients in the storyjumper. since the students could create the story creatively with the assistant of the available potential layouts, the students were motivated in the learning process as their english skills, specifically writing and speaking skill, are improved. this is in line with masgoret & gardner's (2003) and saito’s (2018) claims stating that motivation was positively correlated with second language achievement and usage. this motivation is probably due to the ease of storyjumper use. rameswara et al. (2019) claimed that the use of storyjumper is accessible to everyone. storyjumper has two versions namely free and paid version. students can use the free version to make a complete audiobook. this version is easy to utilize and access by people worldwide. this makes the impact wider, for many teachers and students can access it freely and easily. this ease triggers students to be more motivated to finish their project. page | 343 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the most important point that contribute to the significant result of this present study is collaboration. a project that must be finished within a long period of time on some steps from brainstorming to finalizing unites students to work in groups. some previous studies have shown that project-based learning promoted knowledge sharing and collaboration (astawa, artini, & nitiasih, 2017; gómezpablos, del pozo, & muñoz-repiso, 2017; vogler, et al., 2018). according to sari and arini (2021), it has been proven that storyjumper is an effective tool for teaching english to primary school students. this claim was supported by the utilization of story jumpers by students teaching in elementary schools. students’ teamwork is one of the factors that makes project-based learning successful as indicated in the questionnaire result in this current research. the teamwork and networking dimension showed positive perception given by the students. the data revealed that 34,8% of the participants stated that they were strongly capable of collaborating and 43,5% stated that they were capable of collaborating. students are required to complete group projects as part of project-based learning. the outcomes of student collaboration are significant, particularly in improving students' english ability. collaborative learning is significant and has long been acknowledged since it is one way to create a relaxed and low-threat learning environment in the language learning classroom. it is generally agreed that a learner's language acquisition progresses more effectively when they feel relaxed and less worried. the idea of collaborative learning comes from vygotsky's social constructivism. smith, b.l., and macgregor (1992) stated that it is an umbrella term for a multitude of educational strategies requiring collaborative thought from students or students and teachers. "a sense of the social aspect of learning and the emphasis on a social approach to the development of learning skills, work skills, and life skills" are included (ingleton, c., doube, l., rogers, t. & noble 2004). collaboration is one of essential factor in promoting foreign language learning (storch and aldosari 2013; dobao 2012; kim and mcdonough 2008). dobao (dobao 2014) and shehadeh (shehadeh 2011) stated that students positively perceive the benefits of page | 344 rina listia let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 collaboration in pairs and groups. through collaboration, students can share their ideas and knowledge with their peers to discover the solution, make products, or finish the projects. conclusions and suggestions in the nutshell, this study revealed that the students who were taught by implementing technology-assisted project-based language learning with wetland-based concern in the experimental class have better english skills than 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(1999). conducting educational research fith edition. new york: harcount brace college puplisher. weigle, s. c. 2002. assessing writing. cambridge university press. wolf, victoria, renata dobrucka, robert przekop, and stephan haubold. 2021. “cooperative innovation strategies – review and analysis” 17 (4): 477–84. muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||1||pages||177-201||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php emotional geographies of efl senior high school teachers in online teaching implementation during the covid-19 pandemic muhammad zaid muttaqin zaidmuttaqin98@gmail.com puji sri rahayu p.rahayu@gmail.com fajrianor fajrianor.edupart@gmail.com antasari state islamic university of banjarmasin, indonesia article history: received: 23 may 2021 accepted: 15 june 2021 this study was carried out to know what emotional geographic experiences efl senior high school teachers experienced while teaching online during the covid-19 pandemic and how they dealt with these emotional geographic problems. this research is qualitative research using the descriptive method. the participants in this study were 4 high school efl teachers from 4 different high schools in banjarmasin. data were collected through an interview process. the study results show that of hargreaves' 5 emotional geographies frameworks, each participant expresses various emotions. some negative emotions such as anger, irritation, or dissatisfaction, and some positive emotions such as satisfaction or pleasure. in addition, the participants also shared their various ways of dealing with the emotional geographies problems according to each of the problems they raised such as report the problem to counseling teacher, give the student a motivation, and more. corresponding author: zaidmuttaqin98@gmail.com keywords: emotional geographies; efl senior high school teacher; online teaching http://jurnal.uin-antasari.ac.id/index.php mailto:zaidmuttaqin98@gmail.com mailto:p.rahayu@gmail.com mailto:fajrianor.edupart@gmail.com mailto:zaidmuttaqin98@gmail.com p a g e | 178 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 introduction in indonesia, the covid-19 pandemic has brought some changes, especially in the teaching and learning process. according to asmara, teaching and learning activities between teachers and students usually carried out in classrooms have now turned into online learning and teaching activities due to the covid-19 pandemic situation (asmara, 2020). widiastuti, mantra, and sukoco, also said that this pandemic event had a powerful impact on how the learning process is carried out in the education sector. implementing online learning is certainly a quick solution, as suggested by the minister of education (widiastuti, mantra, & sukoco, 2020). however, the implementation of online learning and teaching certainly did not go as smoothly as expected. researchers who have taught during the teaching practice ii program often hear complaints from students, teachers, and even parents during the implementation of online learning and teaching activities. they face various obstacles, such as unstable internet networks, lack of understanding of technology, decreased enthusiasm of students in learning, and difficulty building connections in learning strategies between teachers and students. besides, the distance created between teacher and student often creates emotions of misunderstanding during the teaching process. the emotional misunderstanding between teachers and students when teaching is called emotional geography (hargreaves, 2001). teacher emotions are an essential aspect that cannot be left out during the learning and teaching process (rejeki, kristina, & drajati, 2018). teachers must be able to control and balance emotions well. teachers need to pay attention to closeness and distance from their students. because if the teacher displays wrong/negative emotions compared to positive emotions, it will undoubtedly damage education (fatimah, 2020). however, with the conditions of the covid-19 pandemic, which requires teachers to teach online, of course, it makes teachers have a distance when teaching students. coupled with the various problems that exist during its implementation, online teaching can make teachers' negative emotions uncontrollable, and emotional misunderstanding when teaching often occurs. p a g e | 179 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 several studies on emotional geographies have been conducted, such as research from fatimah entitled, "an analysis of emotional geographies among teachers and students in the efl class." in this study, researchers investigated the teacher emotions felt by efl teachers in salatiga and semarang while facing various challenges such as geographic characteristics of these areas, culture, quality of students and teachers, etcetera (fatimah, 2020). in another study entitled "the emotional geographies of language teaching" by liu, it was found that immigrant teachers who taught english in england also experienced emotional geographic problems. in this study, researchers explored a narrative case study of esl teachers' emotional experiences with immigrant backgrounds in england's professional teacher community (liu, 2016). based on several previous studies, it can be understood that emotional geographic problems cannot be considered as trivial problems. coupled with the condition of the covid-19 pandemic, which is still happening when this research was done, teachers and students have to carry out the learning and teaching process online. that means learning is not carried out at close range/face to face but through long distances. the distance created between teachers and students can undoubtedly cause emotional misunderstanding to occur more frequently. therefore, the researcher conducted this study to find out the emotional geographies forms that the efl teacher feels in the implementation of online teaching during the covid-19 pandemic and to find out how the efl teacher deal with the emotional geographies problems they face in implementing online teaching during the covid-19 pandemic. emotional geographies theoretical framework emotion is an essential aspect of the process of perception and understanding of meaning and interaction (pile, 2010). emotion is also an essential factor in shaping mental and social life (nussbaum, 2003). emotions themselves can show a person's identity and the places where the person interacts, where these places connect a person with other people (berrens, 2016) p a g e | 180 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 emotional geography itself is a problem of understanding and misunderstanding emotions when teaching. there are forms of spatial experiences about proximity or distance in human relationships and interactions, which can be a supporting factor in creating, organizing, and coloring the feelings and emotions we feel about others and ourselves. emotional understanding is quite crucial in the learning and teaching process, and that is why the concept of emotional geography is quite crucial because it can help teachers to understand the various forms of closeness and distance between teachers and students, which can cause emotional misunderstandings (hargreaves, 2001). physical geography physical geography, namely in the form of distance or closeness created by time and place. distance and time are important aspects of emotional understanding in the teaching and learning process. moral geography moral geography refers to the closeness/distance created due to differences in goals and views of the prevailing norms in society (hargreaves, 2001). hargreaves also added that teachers' and others' moral distance could cause negative emotions. this moral distance can also occur when teachers feel that their goals are lost or threatened (fatimah, 2020). sociocultural geography sociocultural geography is directed towards emotions caused by closeness or distance that occurs due to differences in race, gender, ethnicity, language, and culture (liu, 2016). emotional geography, when learning takes place, can be influenced by regional differences between schools and teachers. teachers can also be confused in understanding their students' and colleagues' character, which can be caused by differences in regions (fatimah, 2020). p a g e | 181 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 professional geography professional geography is an emotion caused by the creation of distance/closeness that occurs due to differences in understanding the norms of professionalism and professional practice (liu, 2016). the norms of professionalism are how teachers advance their schools that they have mutually agreed to. this agreement must be carried out and respected by teachers when approved (baldanza, 2016). different cultures mean different learning and teaching cultures. besides, the understanding of professional standards in teaching also differs. good teaching practice in one education system can be considered ineffective and even detrimental in another education system (liu, 2016). political geography political geography is an emotion caused by the creation of distance/closeness due to differences in understanding power (liu, 2016). a workplace that prioritizes professionalism usually has several castes/levels/positions in each position. that is, there is a power structure that regulates how an interaction/practice should work. of course, a teacher must understand well and behave correctly with each status and role of his coworkers. how to overcome emotional geographies problems physical geography problems physical geography is the closeness/distances caused by space and time (hargreaves, 2001). in fatimah's research, physical geography problems were encountered by several teachers who teach in salatiga and semarang. it is known that some teachers reveal that teaching time is very influential in teachers' understanding of their students. the longer and more often, the teacher teaches, the easier it will be for the teacher to get to know and understand their students. (fatimah, 2020). p a g e | 182 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 moral geography problems hargreaves explained that moral geography refers to the closeness/distance created due to differences in goals and views of the prevailing norms in society (susanto, suparmi, & rahayu, 2020). environmental differences between teachers and students can lead to a different understanding of moral standards. this can cause negative emotions to arise when misunderstandings occur. sociocultural geography problems sociocultural geography refers to the closeness/distances created due to differences in gender, age, race, ethnicity, religion, and language (hargreaves, 2001). in liu's research, the sociocultural geography problem faced by wen, a chinese immigrant teacher who teaches in england, is feeling uncomfortable and afraid of being fired from his position as a teacher because wen is not a native speaker. wen feels that every student expects an authentic english teacher with perfect english accents. in overcoming this problem, wen tried to improve his english use so that his accent sounded more like a native speaker. even though she knew that it was impossible to become a complete native speaker, she did his best to sound like a native speaker. wen was also careful in using english to minimize mistakes (liu, 2016). professional geography problems professional geography refers to closeness/distances created by differences in understanding the norms of professionalism and professional practice (hargreaves, 2001). professional geography problems that occur are in the form of how teachers deal with various student behaviors that occur in class such as frequently chatting in class, sleeping in class, not paying attention to teacher explanations, and others. of course, the attitudes of these students can irritate the teacher's emotions. however, teachers are indeed required to remain professional as educators. in overcoming this, most teachers solve it with the concept of punishment, reward, and solve it privately with problem students (fatimah, 2020). p a g e | 183 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 political geography problems political geography refers to the closeness/distances created due to differences in understanding power (hargreaves, 2001). in fatimah's research, it is known that around 33.3% of the six teachers teaching in salatiga and semarang have never taught in school before. even so, both those who have or have never taught in schools before, they have no worries or difficulties in adapting to the existing regulations in the schools they currently teach. they still choose to obey the rules in the school. in this case, what teachers do in overcoming/preventing political geography problems is to try their best to adapt and obey the existing rules in the school where they teach at this time (fatimah, 2020). method this research is descriptive qualitative method. a descriptive method is a research method that describes as accurately as possible the phenomena that occur. the phenomenon studied in the descriptive method is an event that already exists. researchers collect the data through tests like questionnaires, interviews, or observation. the descriptive method aims to describe systematically the phenomena that occur in research (atmowardoyo, 2018). this method is considered suitable by researchers for this study because this study tries to describe and tell the problems of emotional geography that the participants face in online teaching during the covid-19 pandemic and how the participants overcome these problems. the settings in this research are in public senior high schools in south kalimantan. the schools selected were schools that carried out online learning during the covid-19 pandemic and were based on recommendations from the participants involved in this study. the participants are an efl senior high school teachers from sman 7 banjarmasin, sman 2 banjarmasin, sman 1 banjarmasin, and sman 6 banjarmasin. the participants were selected through the purposive sampling method. purposive sampling is a sampling method used to select respondents/participants who are considered most p a g e | 184 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 likely to provide relevant results and valuable information to be achieved (campbell, et al., 2020) in this research, the researcher used interviews as a technique in collecting data. this technique that the researcher used to explore information related to the emotional geography faced by efl teachers when teaching english online during the covid-19 pandemic. besides, researchers used interviews to find out the opinions and views of efl teachers in overcoming emotional geographic problems they faced. the number of interview questions asked to each participant was 10 questions. these questions are divided into 5 categories based on hargreaves' emotional geography frameworks: physical geography, moral geography, sociocultural geography, professional geography, and political geography findings and discussion forms of emotional geographies physical geography the difference in distance for a1 made him feel some difficulties in carrying out online learning. according to him, the smooth implementation of online learning during the covid-19 pandemic is very dependent on various conditions and the stability of the internet connection. this makes a1 experience various problems such as difficulty in tracking student attendance. however, this problem only occurs in some applications that do not directly display students’ faces, such as google classroom. meanwhile, it is not too much of a problem for other applications that can display students’ faces directly. the second participant, b2, revealed that the covid-19 pandemic forced teachers to adapt to different situations than before. according to b2, he felt pretty stiff and had difficulty teaching, especially at the beginning of the pandemic. however, a few months later, the presence of new basic competencies that have been modified and adapted to make b2 feel that things are easier. although, the distance created between b2 and his students still often makes b2 difficult, especially in terms of freedom to convey material. b2 felt that the distance created p a g e | 185 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 due to the covid-19 pandemic greatly limited him from delivering material freely. b2 stated, “the distance created due to online learning makes me unfree to explain the learning material.” in terms of teaching time, b2 feels that the reduction in learning time in online learning during the covid-19 pandemic has affected his teaching performance. b2 finds it challenging to know if his students are actually present in his class. the third participant, c3, revealed that the difference in distance between her and her students greatly affected her teaching performance. c3 finds it very difficult to control the class she teaches online during the covid-19 pandemic. c3 also feels that current conditions can cause unexpected things during online learning. the difference in distance from the students makes c3 often experiences negative emotions such as anger and confusion. c3 stated, “emotionally, i sometimes feel confused and angry during online teaching.” online learning like this also made c3 make mistakes that embarrassed her. this is because c3 entered the wrong class. c3 stated, “i was in the wrong class once, which made me very embarrassed.” the last participant, d4, feels that the teaching process in online learning during the covid-19 pandemic is very different from offline learning. one of the things she felt was that she could not see her students directly. of course, this is due to the physical distance between d4 and her students. d4 also considers this to affect her teaching performance. during this covid-19 pandemic, all things related to learning are done online, including checking student attendance in class. d4 shared that she had made a pretty embarrassing mistake in this case. this happened when d4 set the wrong date for checking student attendance, which confused the students. p a g e | 186 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 moral geography a1 often faces mixed attitudes from his students. including one of them such as students who are often late to class for various reasons. a1 revealed that he was distraught with the students’ behavior at first. a1 stated, “i was annoyed at the beginning of the lesson when i asked students to log into my learning account at the appointed time, but one or two people had not shown up at the appointed time.” while in b2’s case, a student made b2 angry because he did not answer when asked by b2. according to b2, the student looks very passive when the learning process occurs. b2 stated, “i once got angry with a student for never answering me when i asked him something and so on. this student looks passive in the learning activity.” other problematic students encountered by b2 when learning online were students who gave up too quickly in answering questions from the assignments given by b2. this makes b2 feel annoyed with the student. for the third participant, in this category, c3 said that she did not encounter any problems in the online teaching process. c3 only revealed that this problem was encountered outside of learning. therefore, neither the emotions nor the problems faced by c3 are listed. while in d4’s case, students’ attitude in online learning during the covid19 pandemic was enough to make d4 feel disturbed. d4 shared that she always asks students to turn on their face cams when teaching online with the zoom meeting application. d4 does this to check directly whether the student was present in class or not. however, some students sometimes find it difficult to be invited to turn on their face cams. sociocultural geography a1 felt that differences in the cultural background did not affect teaching performance at all. however, according to him, there is a problem with the difference in pronunciation when pronouncing english words/sentences. some students from different ethnicities or regions have different accents, so their pronunciation in english also varies. a1 stated, “because some students are from p a g e | 187 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 certain ethnicities, sometimes the pronunciation in english is often not good or not too clear.” even so, a1 did not express his emotions when facing these problems. while the second participant, b2, revealed that he had met students who had different cultural backgrounds from himself. even so, b2 revealed that he did not encounter any problems in this category. so neither the emotions nor the problems of b2 are listed. in c3’s case, the difference in the cultural background with the students also made c3 a little confused when teaching. the problem usually occurs in the students’ use of slang, which makes c3 find it challenging to understand the students. c3 felt that the confusion turned into happiness when she understood the meaning of the slang. c3 also felt closer to her students after that. c3 stated, “at first, i was also confused about using slang, but when i studied it and understood its meaning, i felt happy and closer to the students.” in this category, the last participant, d4, stated that she did not encounter any problems in this category. so, of course, there are no emotions expressed in this category by d4. professional geography the first participant, a1, did not address the problems of professional geography at the time of the interview. a1 only revealed his method of dealing with problem students and his professional attitude when teaching online during the covid-19 pandemic. while the second participant, b2, reveals various problems his students face, such as uniform problems and even students who do not have cellphones for online learning. in this case, b2 expresses emotion in the form of satisfaction with the system implemented by the school where he teaches in dealing with the problems experienced by his students. while in c3’s case, the problem that c3 itself often faces is that students are often late in collecting the assignments that c3 gives. c3 stated, “the problem p a g e | 188 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 during online learning is that students are often late in collecting the assignments that i give.” despite revealing the problems she encountered, c3 did not express her emotions in dealing with these problems. while the last participant, d4, felt annoyed with the attitude of her students. d4 recounted the various behaviors of these students, such as not collecting the assignments that d4 gave even though the student was attending her online class and students who claimed to be present on the class absence link but did not attend online class at all. d4 stated, “many students often do not collect the assignments that i give, even though they are present when online learning occurs. this thing, of course, irritated me. in addition, there are also problems such as class absences.” political geography a1 stated that the problem in this category is the students who more dominant in english than the other students. a1 stated, “there are always some more dominant students than the other students.” even so, a1 did not express his emotions when facing these problems. in b2’s case, because the learning media used in online learning is different from offline learning, b2 applies different rules. b2 felt that online learning was very different from offline learning. b2 cannot greet students directly or help solve student problems directly. the third participant, c3, reveals that the problems of students who are more dominant in english than other students are undoubtedly in her class. the number could even be more than 1. even so, c3 did not express her emotions in dealing with these problems. c3 stated, “there must be a dominant student in my class. usually, 1/3 students in the class can be considered dominant.” while the last participant, d4, revealed no problems in terms of the regulations she applied during online learning during the covid-19 pandemic. so that d4 does not change the rules and applies the same rules as offline learning. in addition, d4 revealed that the problem with more dominant students, of course, was in her class. d4 stated, “of course, there are dominant and more active students.” p a g e | 189 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 how to deal with the emotional geographies problems physical geography although a1 raises many problems in terms of physical geography, only the problem about him, which is wrong in posting this material, has the solutions expressed by a1. in this case, a1 revealed that he felt embarrassed but apologized to his students in the end. a1 stated, “i have experienced a technical error, and that is posting the wrong material. i should have posted learning materials at that time, but i posted materials for the exam. of course, i was embarrassed and finally apologized to them.” while in b2’s case, because of the distance created due to online learning makes b2 unfree to explain the learning material, b2 sometimes has to deliver the learning material repeatedly so that the students can understand the material that b2 conveys well. b2 stated, “so sometimes, i have to explain one material repeatedly so that students can understand the material.” also, in dealing with his mistake about set the learning time incorrectly, b2 admitted that it was his fault and apologized to his students. the third participant, c3, feels that so many unexpected things could happen in online class during pandemic covid-19. in dealing with this problem, c3 usually reports the problem to the homeroom teacher and counseling teacher to overcome things like this. c3 stated, “however, i usually overcome the obstacles by reporting to their homeroom teacher or the counseling teacher.” the difference in distance from the students makes c3 often experience negative emotions such as anger and confusion. in dealing with this problem, c3 just tries to understand the current condition. in d4’s case, from the several presented problems, only the last problem was the wrong date set in an online class, which d4 conveyed about how she handled it. however, this can be overcome by d4 easily. d4 stated, “however, of course, i can solve it by resetting the date.” p a g e | 190 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 moral geography in this category, a1 problem was some students who did not come to online class on time. in dealing with this problem, a1 asked why these students did not attend the online class at the appointed time. of course, these students also have different reasons. after knowing his students' reasons, a1 tries to understand the situation his students face and understands even though he initially feels annoyed. while in b2’s case, in dealing with the passive student, b2 asked the student to meet the counseling teacher and asked other students to convince the student. b2’s actions seem to have paid off. the third participant, c3, did not state any problems in this category. because the problems in this category were not found in the interview results with c3, there was also no way to solve the problem, so they were not listed. while the fourth participant, d4, even though she told the problems he encountered in this category, d4 did not tell the researcher how to overcome these problems. sociocultural geography a1 did not reveal how to overcome the problems faced in this category. according to him, the students' pronunciation problem is not a significant problem because he can still easily understand it. as for problems other than that, a1 feels that he does not have any significant problems. a1 also argues that problems like this should not affect teachers’ teaching performance. a1 stated, “so far, it has been running smoothly, and i never had any problems.” for the second participant, b2, feels that the difference in cultural background between himself and his students is not a problem. as long as b2 treats all students equally and does not discriminate against them, any misunderstandings about this will never occur. b2 stated, “i never differentiated the students from their cultural backgrounds. in my opinion, learning english is not related to any religion. i treat them all the same so that such a problem will never happen as long as i teach.” p a g e | 191 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 while in c3’s case, c3 confused with the use of slang by her students. c3 was able to overcome this by not being shy about asking them the meaning of the slang they used or searching through google. c3 stated, “however, i do not feel ashamed to ask questions and find out the meaning of words that i do not know either from them or google.” c3 argues that the difference in background between teachers and students should not affect teachers’ teaching performance as long as the teacher is willing to accept all students well. c3 stated, “i do not think it affects us as long as we teachers want to accept students well.” while for the fourth participant, since d4 did not find any problems, in this case, there is no solution to problems in this category by d4. professional geography in dealing with problematic students, a1 chooses to position himself as a father figure for his students. this is done so that a1 can be as close as possible to his students to understand, provide solutions, and provide assistance to his students’ problems. a1 stated, “when i face students with problems, i will try to position myself as a father to my students. i do this to understand, provide solutions, and help them solve the problems they face.” a1 also seeks to carry out online learning to be carried out according to the agreed time. while for b2, in schools where he teaches, problems experienced by students are usually handled directly by the counseling teachers. however, if they ask for help to deal with the student’s problems, other teachers will also participate in discussions with the counseling teachers. b2 also took various actions to maintain a professional attitude during online teaching during the covid-19 pandemic. the third participant, c3, in dealing with various problems experienced by students in online learning during the covid-19 pandemic, c3 adapts to how the students respond. the method used by c3 is to give additional time for students to submit assignments if the reason is reasonable and to punish those who are negligent in doing their assignments. p a g e | 192 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 c3 also said that she always prioritizes assessing the character of students. c3 does this as a form of her professional attitude in teaching online during the covid-19 pandemic. for c3, the most important thing is that the students are willing to proceed. in addition, c3 also provides specific rules to the students to avoid misunderstandings later. c3 stated, “i prioritize affective assessment more than cognitive assessment because the important thing is that students are willing to process. in addition, i also gave and explained the class rules at the first meeting clearly.” the last participant, d4, has her way of dealing with the problems. for student attendance problems, d4 does not rely too much on the class absence link provided by the school. d4 chose to do her own absences in her online class by asking students to turn on their face cams during online learning. d4 then takes a screenshot and sends the proof of attendance to the student’s homeroom teacher. as for the problem of students who often do not collect the assignments that d4 gives, d4 will provide additional time for these students to complete the task. however, if it turns out that they still have not submitted/did not complete the assignment, d4 decides to record the names of the students and submit them to their homeroom teacher. after that, the problem will be handled by the student’s homeroom teacher. regarding a professional attitude when teaching online during the covid19 pandemic, d4 emphasizes two things, namely firmness, and punctuality. d4 also added that in the online learning process, she always provides opportunities for every student, including those who are less active, to be actively involved in her class. political geography in managing the classes during online learning, a1 applies different rules. the regulations he applied during the study during the covid-19 pandemic were more straightforward but also lighter—this thing he did to adjust to the various conditions that occur today. a1 stated, “for example, i only give assignments p a g e | 193 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 during a learning activity. therefore, i created questions that i think can be completed by the end of the learning period. i do not give homework or other assignments outside of my teaching hours” the second participant, b2, believed that the rules he applies in online learning during the covid-19 pandemic are lighter and more tolerant of his students than those during offline learning. while in dealing with students who are more dominant in their class, b2 will use them to explain learning materials to their other friends. in addition to making it easier for other students to understand the subject matter, this is also done by b2 with the intention that the dominant student can bring out his best potential. so far, b2 is quite satisfied with his results by using this method. with different teaching methods between online and offline learning, the third participant, c3, also applies different rules to its students. c3 explained that the rules she applied in online learning were stricter but more tolerant. it is different when learning offline, where c3 only prioritizes honesty and comes to class on time. meanwhile, in responding to dominant students in english lessons, c3 focuses on less dominant students. unlike the previous participants who used dominant students to help teachers in the online learning process, c3 chose to pay more attention to less dominant students. the method used by c3 is to lure students who are less dominant in english with various rewards if they want to be active in learning. the last participant, d4, in dealing with the dominant students problem in her class, decided to focus more on less dominant students. as in the case of english conversation, d4 will offer her students to try to practice the conversation. if it turns out that only the dominant/active student tried, then d4 will call the name of the less active student in her class to try. d4 believes that this method can help encourage less active students to be more actively involved in online learning. p a g e | 194 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 discussion physical geography as participants in this study, a1, b2, c3, and d4 agreed that the difference in distance between teachers and students in online learning during the covid-19 pandemic greatly affected their performance and teaching methods. according to a1, the lack of variety in online teaching is due to teachers' boredom in teaching online. b2 also tells something similar to a1. b2 finds it difficult to teach due to several factors such as limited internet quota and online learning support facilities. in addition, b2 also feels that he is not free in delivering subject matter when teaching online due to the difference in the physical distance between himself and his students. so that b2 must deliver the subject matter repeatedly so that students can easily understand it. the next participant, c3, seemed more expressive in telling her experiences. c3 felt that the distance created between herself and her students in online learning during the covid-19 pandemic made her often feel negative emotions such as anger and confusion. this happens because many unexpected things happen when teaching under these conditions. these emotions certainly affect c3's teaching performance as a teacher. because the problems are usually related to students, c3 also chooses to overcome this by conveying the problem to the homeroom and counseling teachers. the last participant, d4, revealed that online teaching is very different from offline teaching. this is because d4 cannot directly see her students' expressions when studying. meanwhile, the reduced teaching time in online learning during the covid-19 pandemic made d4 feel less satisfied in delivering subject matter to her students. a1, b2, c3, and d4 also shared that they had made mistakes that made them feel negative emotions such as shame or guilt when teaching online. a1 had posted the wrong subject matter, b2 had wrongly set the learning time, c3 had entered the wrong class, and d4 had set the wrong date for checking student attendance. the whole story above about physical geography proves that distance and time are important aspects of emotional understanding in learning and teaching (liu, 2016). p a g e | 195 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 moral geography in this case, a1 was annoyed with his students who did not come to the online class at the agreed time, b2 was angry with students who were passive in online learning in his class and also students who gave up too quickly when doing the assignments b2 gave, and d4 who was annoyed with the students who do not want/difficult to invite on cam when online learning takes place. meanwhile, the problems faced by c3 occur outside of online learning. c3 also said that she never encountered any problems with students who were annoying during online learning. of course, a1and b2 have a way to deal with this problem. a1 contacts his students who do not attend online classes at the appointed time and asks their reasons; if it turns out that their reasons are quite clear, then a1 chooses to understand this. b2 reported the passive student to the counselling teacher and asked other students to help the student to be more active. b2 also motivates students who give up easily to be more thorough and can do the given task seriously. in contrast, d4 does not have a specific way to solve the problem. although not all participants experience this moral geography problem, the participants' stories about the moral problems that occurred in online teaching during this pandemic prove that the bad attitudes/morals of students in online learning during the covid-19 pandemic can make efl teachers experience negative emotions such as feelings of irritation and anger. the participants' stories also reinforce hargreaves' statement that negative emotions can occur when there is a large moral distance between teachers and others when teachers feel their goals are threatened or lost (fatimah, 2020). sociocultural geography a1, b2, c3, and d4 fall into two groups in this respect. a1 and c3 have problems in this category. meanwhile, b2 and d4 did not experience any significant problems. a1 feels that the students' pronunciation becomes an obstacle in this category. a1 sometimes encounters several students from different regions/environments whose english pronunciation is still mixed with their accents. p a g e | 196 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 however, a1 tries to overcome this by understanding the students more. at the same time, c3 experienced almost the same problem. c3 finds it difficult and confusing in understanding the slang used by today's students. however, c3 was not shy to ask the students about slang that she did not know. c3 then actually felt happier and closer to the students after understanding the use of the slang. on the other hand, b2 feels that english education should not be related to any religion (background). b2 said that he always treated all his students the same, so he never had problems/difficulties in understanding his students even though these students had different cultural backgrounds from himself. d4 also said that she had never experienced this problem. in contrast to a1, d4 felt that the students' regional accents never became a problem in understanding students in online learning. according to d4, today's students often hear english songs, so that is enough to improve their pronunciation. a1, c3 and d4 believe that the difference in cultural background between teachers and students should not affect the online learning and teaching process during the covid-19 pandemic. only b2 has a slightly different view from the other participants. according to b2, friction between teachers and students regarding cultural background can occur even though little is possible. this can happen depending on each teacher's personality in dealing with the different cultural backgrounds of their students. the problems faced are only differences in the use and understanding of language and regional accents carried when learning english. from the stories of the participants above, it can also be seen that differences in cultural backgrounds between efl teachers in online learning during the covid-19 pandemic and their students can cause negative emotions in the form of confusion and positive emotions in the form of happiness and a sense of closeness for efl teachers. this proves and strengthens hargreaves' statement that the proximity/distance between teachers and students due to differences in cultural backgrounds such as language, race, religion, ethnicity, gender, and culture can cause various emotions (liu, 2016). p a g e | 197 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 professional geography in this category, a1 chooses to position himself as a father figure for his students to understand, provide solutions, and help when facing problems faced by his students. b2 prefers to follow the system implemented by the school, which according to him, is very supportive both to teachers and students. he submits the problems faced by his students to the counseling guidance teacher and chooses to be a supporter and help solve students' problems when needed. c3 chose to adapt to her students' responses who had problems such as being late in submitting assignments given during online learning. d4 is a little more detailed in describing the problems concerning this professional geography. d4 faces various student problems in online learning during the covid-19 pandemic, such as students who do not collect assignments and student attendance problems that their students can manipulate. in overcoming this, d4 does the students' attendance checking in her way, asking her students to be on cam and then taking screenshots as proof of the real attendance of her students and to avoid her students lying in terms of attendance. meanwhile, to deal with students who do not collect assignments even though they are present during online learning, d4 responds by providing opportunities for students to collect assignments by giving d4 additional time. however, if it turns out that the students still do not submit the assignment, then d4 will record their names and submit the notes to the students' homeroom teachers for further follow-up. it can be seen that the participants expressed not many emotions in this professional geography category. of the four participants, only b2 clearly stated that his emotions were in the form of satisfaction with the school system he taught and satisfaction with his students being able to understand the material he conveyed. the emotion in the form of satisfaction is undoubtedly a positive emotion. however, the answers from the participants indeed reveal their various actions in dealing with the problems they face in terms of professional geography, which at the same time can be linked as preventive measures against negative emotions and maintaining positive emotions that can occur in this professional geography. p a g e | 198 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 political geography in this case, a1 stated that the rules he applied for his students in online learning during the covid-19 pandemic were easier and lighter. a1 also only gives assignments for students when online learning takes place and does not give homework at all. a1 does this because he adapts to current conditions. meanwhile, b2 stated that the regulations applied to online learning differed because the learning media used were also different from offline learning. b2 stated that the online teaching process made him feel the distance between himself and his students. b2 feels like dealing with a machine while teaching. so b2 decided to make rules that were lighter and more tolerant of their students in online learning during the covid-19 pandemic with the excuse of easing the burden faced by their students in the current conditions. likewise, c3 chose to make regulations that were tolerant of their students and stricter for online learning during the covid-19 pandemic. a1 chose to assign the dominant student in his class to explain the material to other students. likewise, b2 does the same way with a1. b2 explains in detail that the dominant students in the class are protected and allowed to develop their potential and share their knowledge with other students. b2 even prepared the dominant student earlier to be more prepared to explain the subject matter to the other students well. meanwhile, c3 focuses on less dominant students. c3 offers rewards to her students, hoping that less active students in online learning will try to be more active. d4 is also more or less the same as c3, which focuses on less dominant students. d4 uses a method that is often used by teachers and is difficult for students to avoid, namely directly calling the names of students who are less active to participate actively in online learning directly. from the participants' answers above regarding the problems of political geography they face, there is no clear emotion that can be known. however, similar to the data in the professional geography category, the answers from the participants above certainly reveal their various actions in dealing with related problems that can be linked as preventive measures against negative emotions and maintaining p a g e | 199 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 positive emotions that can occur in terms of political geography. the participants who are efl teachers undoubtedly have the power and can intervene to create a comfortable learning process for their students (susanto, suparmi, & rahayu, 2020). this is indeed shown from the actions of the participants by making rules that are lighter and tolerant towards their students in online learning, as well as how the participants try to make students who are less active/dominant during online learning to be active as students who are more active/dominant. conclusion the aim of this research is to find out the emotional geography of efl teachers and how they overcome these problems in teaching online during the covid-19 pandemic. the findings in this study show and tell the results of interviews with efl teachers in banjarmasin regarding the 5 emotional geography frameworks from hargreaves; physical, moral, sociocultural, professional, and political. in this study, the researcher found that each participant did not have/face all the emotional geography problems that the researcher asked at the time of the interview. for example, the third participant, c3, did not tell about the problems of moral geography faced in online teaching, nor the second participant, b2, and the fourth participant, d4, which did not find problems in the sociocultural geography category. however, of course, there are still some problems that the participants raised, such as c3, who felt that the difference in distance between herself and her students often made unexpected things happen in online teaching so that she felt emotions such as anger or confusion, as well as many other problems from the other participants. the emotions found from the various problems that the participants raised were shame, anger, guilt, confusion, a sense of freedom, difficulties, irritation, happiness, a sense of closeness, and satisfaction. meanwhile, to deal with the various problems that the participants face, the participants have their own answers and solutions—for example, asking help from other students, submitting students with problems to the counselling teacher, or reporting to the homeroom teacher about students who were having problems in online teaching and learning during the covid-19 pandemic. p a g e | 200 muhammad zaid muttaqin let: linguistics, literature and language teaching journal vol. 11 no. 1 2021 references ally, m. 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(2020). mobile internetbased learning to cultivate students’ speaking skill during coronavirus pandemic. international journal of applied science and sustainable development (ijassd), 6-10. 1 the role of self-confidence and l2 identity construction on the indonesian students’ social interaction in natural english environment nur alfa rahmah post graduate student of state university of malang abstract language learning involves a dynamic process of self confidence construction. a research by jianwei xu (2011) on the lived-experience of two chinese advanced users of english in australia shed a light on this. it also confirmed the nature of language as a complex social process that is closely bound to power relations and learner’s previously established l2 identity. however, it failed to notice how the self confidence and l2 identity play a role on maintaining smooth social interaction in natural english environment. in addition, the local and cultural boundary covered in the study was just coming from chinese students, whom their mother tongues has quite different lexical form and structure from english. indonesia, on the other side, has rather close lexical form and structure to english. therefore, the research on the indonesian learners’ self-confidence in using english might show different result. this paper, then, is attempted to bring the discussion further and deeper to indonesian users of english and how they undergo social interaction with their self-confidence and l2 identity in the englishspeaking country. the researcher will interview three students from english department of state university of malang who had experienced studying abroad to know how they construct their identity and confidence during their interaction with native-speakers and how does this contribute to the development of their english use. key words : self confidence, l2 identity instruction, and students’ social interaction nearly all the available literature suggests that self-confidence is very much related to second language development. researchers have concluded that lower anxiety levels and a tendency to be outgoing were connected with successful l2 learning (dulay, et.al., 1982: 75). learners who are eager to try new and unpredictable experiences are likely to seek out situations that require real communication in the new language. according to dulay, et.al. (1982), these people have been observed to use a wider range of forms in the target language than those with “wait and see” personalities who are at the same level of l2 development. self-confidence, then, possesses a crucial part in language learning. language learning involves a dynamic process of self confidence construction though. a case study by xu (2011) on the lived-experience of two chinese advanced users/learners of english who were taking their doctoral degree in australia shed a light on this. it also confirmed the nature of self-confidence as a complex social process that is closely bound to power relations and learner’s l2 identity. following norton (2000 in xu, 2011), xu believed that learners would seem to perceive more confidence if their previously established l2 identities were confirmed. 2 xu’s research (2011) tried to offer a social constructive approach to the issues of selfconfidence in l2 learning to capture some dimensions that might have been missed by a number of researchers, such as clement (1980, 1986 in xu, 2011) who proposed the social context model in which self-confidence was perceived as the key construct that determines the motivation to learn an l2 in multicultural setting and will develop along with pleasant interaction with l2 community. some experts (clement, 1986; clement & kruidenier, 1985; noels, pon, & clement, 1996; yang, noels, & samuere, 2005 in xu 2011) concluded that the more confident the learners are the greater communicative competence they will achieve and the easier they adapt to the natural environment. according to xu (2011), those experts have not touched the nature of interaction between the individual learners and their social context of learning as well as the effect of those on shaping their confidence. the quantitative measure conducted by them, then, might have overlooked the unique cultural, linguistic, psychological, social, and cognitive characteristic of the individuals. the two chinese users of english that xu (2001) investigated presented fairly interesting phenomena. the first informant, yolanda (35 years old), perceived english as the vehicle through which she can have access to different sociocultural context. yolanda’s experience showed evidence that power relation plays quite a big role in the dynamic change of her self confidence. yolanda, who back there in china had a wonderful profession through her engagement with english, on an occasions underwent the lack of confidence when she was overpowered by native receptionist abroad and felt the most confident when her self-image of being a competent speaker of english was reinforced. it highlighted pierce’s (1995) notion of l2 identity investment, which construct and organize the sense of who the learners are and how they relate to the social world, particularly l2 environment. in other words, if the learners of english cannot claim ownership of this language, they might not consider themselves as legitimate speakers. the second informant, fiona (27 years old), however, invested a more flexible identity that allowed her to mingle very well in her “imagined community” (pavlenko & norton, 2007 in xu 2011), the english speaking environment. because learning english, for fiona, is not only a matter of mastering the language skills, but more about relation to other people meaningfully in a communicative setting. she emphasized her personal enjoyment of being able to use english to enter the unknown world of native english speaking people (xu, 2011). fiona’s case supported another sociocultural framework suggested by lave and wenger (1991 in xu 2011) which views that the acquisition of new l2 knowledge and skill comes from growing sense of belonging to and participation in the l2 community and increasing identification with them. xu’s research (2011) did not explain why she chooses chinese students for her research instead of students from other countries. in fact, english and chinese differ in many fundamental ways, either in writing system, pronunciation, phonology, grammar, or vocabularies, which makes learning english a serious challenge for chinese native speakers (mark, 2009). the linguistic differences and difficulties to bridge the two languages were evident in the two researches conducted by schmitt, et. al. (1994) on commercial communication and yang (2001) on english writing. 3 indonesian, on the other side, has rather close linguistics structure to english compared to chinese. a research by boroditsky, et. al. (2002) demonstrated the flexibility of indonesianenglish bilinguals to look just like english speakers when tested in english, and much more like indonesian speakers when tested in indonesian. in indicated that learning english for indonesian students, be it involves having a native-like pronunciation, might bear a rather moderate difficulties in comparison with learning english for chinese natives. in light of the possible different condition, here the researcher tries to offer another dimension of perspective from indonesian context. this paper, then, is attempted to bring the discussion to indonesian users of english, their already established self-confidence and l2 identity, and how they undergo social interaction in the english-speaking country. the researcher will interview two students/alumni from english department of state university of malang who had experienced studying abroad to know how they utilize their identity and confidence in the interaction with native-speakers and adaption to the environment and the ongoing effect of the interaction to their later established confidence and l2 identity. the research questions underlying this research are formulated below: 1. how did the the indonesian students perceive their self-confidence and l2 identity in using english before they go overseas? 2. did they undergo the dynamic change of self-confidence and l2 identity during their social interaction in the natural english environment? and why? 3. how does being in natural english environment contribute to their self-confidence and l2 identity in using english? inspired by xu (2011), here, i make no distinction between l2 learner and user, since they are qualified as both l2 users and learners, judged from their fairly minor difficulties in using l2 before their going abroad and their on-going social interaction process in l2 community. method of research participants the data was drawn from two english department students/alumni of state university of malang under the pseudonyms rizal and olin who had experienced studying abroad through scholarship program. the first was rizal, a participant of encompass trust to england, who joined the two-week program in the second semester of his undergraduate degree. the second interviewee was olin, one of the guarantees of the global ugrad scholarship program to mississippi, who went there in her seventh semester and spent about half a year studying at the university of mississippi. procedures descriptive qualitative method was used in this study. data collection was obtained through indepth interview. since the research tried to dig some data from the personal perspective of the scholarship guarantees, the interview was conducted as natural as possible to be able to explore more about their opinions and feelings in relation to their experiences using english in natural environment abroad. therefore, the researcher did not exactly limit the flow of their statements, 4 only focus on the data to be collected. the guideline questions here functioned as the initiators that lead to the flow of open statements by the interviewees and guide the researcher in the data collection (see: appendix 1). the interview was audio taped with a cell phone and transcribed to a computer for data analysis. the interview with each participant lasted differently one from the others ranging from half an hour to almost an hour, depending on the amount of experiences the interviewees shared to the researcher, their speaking speed, and their relative personal openness. parts of data transcription presented in the discussion later was written according to the original statement given by the interviewees regardless some minor error in grammar and other linguistic features. this is meant to demonstrate the real atmosphere of the interview to the readers. in the transcription though, the researcher omitted some words or sentences that are not really relevant to the research—indicated by “…” sign—, so that the data is presented as efficient and effective as possible. the data presentation is not chronological but integratedly adjusted to the findings and discussion. findings and discussion to avoid jumbled analysis, the researcher will present findings and discussion in the following order: 1. the interviewees’ previously established l2 identity before going abroad and their expectation with english language in the overseas program; 2. unique experiences during interaction process abroad starting from the very first day to the last one that is relevant to explaining their self-confidence state; and 3. the contribution of overseas experience to the identity and self-confidence construction of the interviewees. rizal’s story rizal was known as easy-going, confident, open, and friendly person among his friends in his department. when i asked how he felt about his english, he responded: “it’s good…it’s really good, well…it is always up from 3.3…friends of mine of the same cohort think that my english was quiet good, may be because we respond to what lectures say.” in brief, rizal statement showed strong investment in his l2 identity that he had good english even before he went overseas. his score and his social perspective apparently were supportive to his self-confidence. furthermore, rizal expected going abroad can increase his confidence and he can join with the world societies. fortunately, in the end of his second semester, he was guaranteed encompass trust to united kingdom, joined by five countries—indonesian, uk, scotland, israel, and palestine—which is aimed to promote peace, tolerance, and understanding through the participants who are considered as the representatives of each country. however, the identity he had already 5 established in indonesia was somehow challenged during his days overseas. the first coming days rizal spent there were quite intimidating to his confidence. he summarizes below: “i felt like, if i can count like from one to ten, i would like to give score, before i go there: six…because i don’t really get highly score on toefl…or may be maximum, seven…when i when there…at the first or second day, i would think that i was the dumbest person in the world…i don’t know, may be because, first, i get the nerve, and second, i don’t really feel that i have the same equality, because i’m thinking that ok…english is their first language…i don’t really get what they say…some people say that it is because of their accents. so british”. the confidence rizal already build about his english was decreasing due to some intimidating power relation in which he felt that british people were the legitimate speakers of english and he, with his english capacity, was somehow nothing among them. the l2 identity rizal had, in this case, was also shifted since he had not seen any support in the new environment to his competence. moreover, his true identity as easy-going, confident, open and friendly was also suppressed. he even was shocked when he found that the surrounding perspective over him initially considered that he was a silent and ‘muted’ person, the characteristic that do not belong to him. the first-day condition, of course, circumscribed his adaptation process and communicative interaction to the l2 environment. eventually, though, rizal can overcome his nerve in the following days. nevertheless, in the second day, he started to think of his stereotype, and encouraged himself to say ‘hi’ and talk to them, the foreigners. in the following days, he discovered his image changed from being ‘muted’ person to humorous person, ‘the funniest man’, and the most supportive in the group. his confidence started to rise when his fellow scholarship recipients from other countries come to understand his jokes. he said: “so, i think that when they can understand my jokes, it means that my english is quite good…well, i can communicate with people…and i am really confident that i can speak to them, foreigners, abroad” . the above statement depicted a great improvement in his confidence. his l2 identity is started to be reconstructed again and even gain better than before. rizal finally came to his desired communicative result. rizal’s case has actually supported two theories presented in the beginning chapter about pierce’s (1995) notion of l2 identity investment. rizal organized sense of who he was among the english native speakers. only when his confidence grew from the social support and he thought he can claim the ownership of the english language, he begun to consider himself as legitimate speaker. on the other side, rizal also bore the dream of “imagined community” (pavlenko & norton, 2007 in xu 2011), where he wished to be, that later encouraged him to step out from being inferior to growing the confidence and engagement with the community. the growing sense of belonging to the community helped to fill the previous gap between him and the natives and also contributed to perception of being a competent l2 user in the interaction (lave and wenger, 1991 in xu 2011). in brief, rizal’s l2 identity assisted him to 6 maintain the balance between his inferiority and confidence that enable him to finally gain success in the interaction among natives. going abroad, for rizal, was really crucial to increase l2 learner’s confidence. he proved it himself that after going there, not only the way people look at him that made him proud but also the way he sees at himself too. he admitted: “after going there, well, definitely there are some changes happen, the score should not be six anymore, like, can be seven, or 7.5…but if you asked me whether it gives me confidence and gives me better than the others…in some point, yes…i once got chance to go abroad, means that it’s not thing that not most people have. i should prove to them that i’m worth to be chosen as scholarship recipient…” people’s support to his l2 identity and confidence is manifested in his part-time career as the announcer at some radio station in malang. his experienced going abroad drove people at his work field to assign him an interview duty whenever there is a foreigner come to the radio station. he was also once offered a job as mc because of his english abilities. olin’s story different from rizal, olin joined a scholarship program abroad, global ugrad, in her seventh semester, when she had already obtained sufficient english input. therefore, the feasibility of successful adaptation to and participation with the natural english environment there is more obvious than it is in rizal’s case. it is slightly implied when the researcher asked how the experience abroad was; she said it was fun. talking about her l2 identity that she had build before going abroad, we should understand first than olin is well-known as a smart and confident girl among her fellows and lecturers in the department. her proud of her english can be inferred from her following statement: “i’m quite confident using my english, especially i can, like, easily, you know, imitate how people of american and english people speak in english…even before i went there.” different time of going abroad between olin and rizal showed quiet a big difference. olin obviously had already been mature in terms of preparing herself to become part of in international communities. she expected that going abroad not only can improve her english, but also broaden her network and insight about western culture. she even thought more on professional goal with her plan abroad; she wished she could apply what she learned there about how to teach english well to her students. surprisingly, olin admitted that she had not undergone some experience where she felt inferior. she even implied some disappointment with the image of america was because she previously she thought of america as a very sophisticated country. regardless she was a little bit worried with her first days there, later on, she concluded that american students are of no difference with indonesian students in terms of academic quality and dedication to class participation. her perspective over american students there in mississippi is stated below: 7 “i don’t’ know but i don’t think i experienced that feeling because when i was there, i feel like, well, all american are somehow similar to indonesians in a way that, well, i lived in a big university…and it was like there are a lot of…students there....and you know… it just resembled how the um goes, i mean like there are a lot of good students and there are a lot of bad students. you know, just like my classmates…they like to be absent from school. they are not as cool as what, you know, hollywood movie describes as americas. they are just laymen like us….so, there is just minor cultural shock for me.” according to olin, her indonesian classmates could show better academic performance than americans, implying that she had not hidden any sense of inferiority of being indonesians there. she had not also any trouble with her english competence in communicating with them. to her, the university she attended abroad for half a year has a lot of resemblance with her previous university in indonesia. her confidence was evident when she told the researcher that her american friend was amazed with her english and praised her. finally, to olin, going abroad is of crucial important, not to increase her self-confidence, but to challenge her english proficiency. she said: “in terms of my english proficiency, i feel my vocabulary, especially in an idiomatic expression, american slang words, and such things”. she thought that now she can be proud of saying that her vocabularies get enriched and her accents get better after going abroad, “more native-like” as she said. conclusion in this paper, i have explored the dynamic process of l2 identity and self-confidence construction in the english use of indonesian’s students during their participation in l2 communities abroad. the findings have shown that first, the learners’ confidence can be intimidated if their previously established l2 identity was not confirmed. second, the confidence is shaped under the influence of external factors such power relation, where they feel that they might not the legitimate speakers of english. however, l2 learner can maintain or recover the self-confidence when by the time they discovered gradually that their l2 identity has been acknowledge by the surrounding community. third, when the l2 learner has already prepared well for mingling with the international english community very well and the l2 identity is confirmed, the self-confidence will increase and the learner can grow the sense of belonging to the community. fourth, going abroad is good to increase even challenge the l2 learner’s state of confidence and identity that later will contribute to future career or even excel their improvement in english compared to those who has not experienced studying abroad. this research also shed a light on the fact that indonesian students might have more chance to be successful in participating with international english community compared to chinese students. it is because indonesian and english languages bear a lot of resemblance linguistically compared to chinese language. it is evident that even though the students being interviewed in the present research were much younger then the two chinese students, and their level of education was also lower than the level education of them, the indonesian students can grow 8 self-confidence better and are more flexible in mingling with the natural english environment abroad. overall, this research strengthened norton’s (2000 in xu, 2011) belief that self-confidence is a dynamic process, and vulnerable to intimidation from external factors, such as power relation. nevertheless, as long as the l2 learners can recover their self confidence by maintaining their previously established l2 and tried to see english more as instruments to gain access to the unknown unique international societies, they eventually can grow the sense of belonging to both the language and the community. in that way, they may have already achieved one of the important goals of second language learning, that is, to gain and enjoy the communicative function of the language. references brenndorfer, mark. (2009). some differences between chinese and english: how english and chinese pronunciation, writing, and grammar differ. (online), (http://markbrenndorfer.suite101.com/chinese-and-english-languages-a154673, accessed on april 26, 2012). boroditsky, lera., ham, wendy., & ramscal michael. (2002). what is universal in event perception? comparing english and indonesian speakers. (online), (psych.stanford.edu/~michael/papers/2002_ramscar_universal.pdf, accessed on april 26, 2012). dulay, heidi., burt, marina., krashen, stephen. (1982). language two. new york: oxford university press. pierce, norton b. social identity, investment, and language learning. tesol quarterly. 29 (1): 9-31. schmitt, bernd d., pan, yigang., & tavasolli, nader t. (1994). language and consumer memory: the impact of linguistic differences between chinese and english. journal of consumer research. 21 (3) : 419-431. yang, yi.( 2001). chinese interference in english writing: cultural and linguistic differences. (online), (http://www.eric.ed.gov/ericwebportal/search/ detailmini.jsp?_nfpb=true&_&ericextsearch_searchvalue_0=ed461992&ericextsearc h_searchtype_0=no&accno=ed461992, accessed on april 26, 2012). xu, jianwei. second language learners and their self-confidence in using english: a social constructive perspective. asian efl journal quarterly. 13 (3): 246-271. appendix 1 interview guidelines 1. how do you feel about your english before you go overseas? 2. and your score? and people’s perception on you? 3. did your perception of you english change after u came overseas? 4. why was that? what did you do about it then? 5. what was your personal expectation that underlies your reason applying the scholarship overseas? 9 6. tell me some interesting experience in relation to your english there! did you ever feel inferior or get more confident with your english? when and why? 7. is there any improvement/change to your english after you came to indonesia? 8. do you think going abroad is important? why? 9. do you think going abroad has something to do to your english? in what way? 10 the effective technique in teaching listening fun grammar teaching nur laila kadariyah a lecturer of english education department at faculty of tarbiyah and teachers training of iain antasari banjarmasin abstract it’s necessary to change our view that grammar is taught only as a set of rules making or changing of sentences structure, but grammar is a flexible frame that can be changed based on the communicative needs. grammar also can be taught not only by giving explanation and exercises, but grammar can be taught by fun evaluation, games or outdoor activity, song, and poems. these are the ways to increase students’ motivation and interested in the material. our class can be fun and interesting. the important thing in teaching and learning grammar is the students have experience to apply the grammar rules in a real communication and realistic context. key words: fun grammar, teaching, real communication, and realistic concept grammar is central to teaching and learning of languages, which is also the system or rules of a language, and is used to find ways to construct the words in sentences. it is not required to study grammar for learning and teaching english language, because many people speak it as their native language without having studied it. however, it is essential to learn grammar “rules for forming words and making sentences” (oxford learners pocket dictionary, 2008, p. 193) in order to utterly understand a foreign second language. it is also one of the more difficult aspects of language to teach well. many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. they associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms. why do we learn grammar? grammar is important because it is the language that makes it possible for us to talk about language. grammar names the types of words and word groups that make up sentences not only in english but in any language. as human beings, we can put sentences together even as children--we can all do grammar. but to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that is knowing about grammar. and knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity. however, despite years of english instruction at schools, it is found that students fail to use the target language competently for genuine communication. the major reason is that english puts great stress on written assessments rather than communication ability. the typical english teaching methods are form-based and text-based, and many teachers adopt grammar translation method or audiolingual method on their teaching. english is taught by using dialogues for repetition and memorization, along with lots of systematic and intensive drills on sentence patterns and grammar rules. grammar is regarded as the http://grammar.about.com/od/rs/g/senterm.htm http://grammar.about.com/od/e/g/englishlanguageterm.htm 2 cornerstone in english instruction, whereas conversational english is hardly practiced. there is no real communication in english classes. grammar is the structural foundation of our ability to express ourselves. the more we are aware how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. it can help foster precision, detect ambiguity, and exploit the richness of expression available in english. it also can help everyone not only teachers of english, but teachers of anything, for all teaching are ultimately a matter of getting to grip with meaning. (david crystal, "in word and deed," tes teacher, april 30, 2004) concepts of grammar teaching old or traditional concept research over a period of nearly 90 years has consistently shown that the teaching of school grammar has little or no effect on students (george hillocks & michael smith, 1991). in the limited view, grammar is seen, paradoxically, as the heart of language and at the same time as manifested in restricted and controlled production of correct sentences, based on a relatively formal and academic norm for written language. (jack g. richards, 2008, p.vi) grammar is given too much priority in the class. students do not learn english, but they learn grammar, the impact of this view in teaching grammar is many students who have known the main idea of the grammar rules and can pass the tests, when it comes to use the language in practice, they discover that they lack vital element, vocabulary and fluency. language teachers who adopt this opinion focus on grammar as a set of forms and rules. they teach grammar by explaining the forms and rules and then drilling students on them. for some teachers, a grammar class consists primarily of the formal explanation of grammatical rules with all of the grammatical terminology necessary of the task. this results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context. the reason of unsuccessful grammar teaching the most common reason for teaching grammar as a system for analyzing and labeling sentences has been to accomplish some practical aim or aims, typically the improvement of writing. for decades, however, research has demonstrated that the teaching of grammar rarely accomplishes such practical goals. relatively few students learn grammar well, fewer retain it, and still fewer transfer the grammar they have learned to improving or editing their writing. there are some reasons why grammar teaching does not work well that given by some experts as follows: 1) "diagraming sentences . . . teaches nothing beyond the ability to diagram" (1960 encyclopedia of educational research). 2) "the impressive fact is . . . that in all these studies . . . the results have been consistently negative so far as the value of grammar in the improvement of language expression is concerned. surely there is no justification in the available evidence for the great expenditure of time and effort still being devoted to formal grammar in american schools" (deboer, 1959). 3) "none of the studies reviewed for the present report provides any support for teaching grammar as a means of improving composition skills. if schools insist 3 upon teaching the identification of parts of speech, the parsing or diagraming of sentences, or other concepts of traditional grammar (as many still do), they cannot defend it as a means of improving the quality of writing" (hillocks, 1986). 4) for most students, the systematic study of grammar is not even particularly helpful in avoiding or correcting errors (elley et al., 1976; mcquade, 1980; hillocks, 1986). 5) "the teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing" (braddock, lloyd-jones, and schoer, 1963). new concept of grammar teaching today, conceptions of grammar are richer and more substantial. one that realizes the meaning potential of language through multiple interlocking or interdependent grammatical system. (jack g. richards, 2008, p. vi) this orientation implies that there is not in fact only one correct form of the grammar of a language but rather a range of options useful for different purposes and appropriate in different situation. grammar is not a set structure but a flexible frame with interchangeable components that can be organized and manipulated in different ways. by manipulating linguistic components within a grammatical frame, speakers are able to produce a wide variety of constructions to meet their own communicative needs and the requirements of different audiences and genres. today, grammar shouldn’t be taught “by the book”. grammar is not only about a group of rules in making or constructs sentences, but also about how grammar can be used in communication. the students want to learn english. they don't want to know all of these rules; they’re not interested in them. they want to speak, read, and write in english. so, how do we as english teachers teach them essential grammar and give them what we need, rather than boring them to death with “the rules”. the teaching of grammar means providing students with opportunities to use english in a variety of realistic situations in order to learn to communicate effectively. it’s actually quite simple: by teaching grammar in context and in fun ways. view of psychological aspect grammar learning viewed as a process has a social aspect in that learning to use a language means learning to interact with other communicators. language learners elaborate their linguistic system in response to communicative need and the requirements or different audiences and purposes of communication, as these are revealed to them through feedback on performance. the grammar learning process is situated in the contexts of human meaning and human society. it means teaching grammar not only teach the rules of grammar and have the students master it, but the important thing is the students can communicate all things that they have learnt in real communication or realistic context. communicative approach in grammar teaching the communicative approach in language teaching starts from a theory of language as communication. the goal of language teaching is to develop communicative competence. the development, in the 1970s, of communicative language teaching (clt) was motivated by developments in the new science of sociolinguistics, and the belief that communicative competence consists of more than simply the knowledge of the rules of grammar. grammar should not be the goal teaching and a focus only on form, but it embraces on meaning as well. according to thornburry (2000): http://busyteacher.org/classroom_activities-grammar/ 4 communicative competence is best achieved through communicating, through making meanings up. if so, the teachers’ energies should be directed mainly at providing opportunities for authentic language use, employing grammar as a resource rather than an end in itself. as leibniz is supposed have said:’ a language is acquired through practice; it is merely perfected through grammar. this method is used to have one’s students become communicatively competent. according this method that a language learner needs to understand and express and contextualization is a basic. drilling may occur but peripherally. the technique that used is authentic materials, scramble sentences, language games, picture strip story, improvisation, debates and role-play. thornburry said (2000) that communicatively competent also involves knowing how to use the grammar and vocabulary of the language to achieve communicative goal, and knowing how to do this in a socially appropriate ways. teacher roles in communicative approach it is a common knowledge that teachers have to stick to the teaching syllabus at school but it is really worth finding time for songs and jokes in class as they can give a fresh perspective on the language we are teaching. through them, the language we have been dissecting into a serious of structural points becomes whole again. it should be our experience that songs and jokes in the classroom can revive our love and respect for english and can bring to mind the joy and exquisite beauty of the language we have chosen to teach, in a way that many of us have long forgotten. many high school students greet the concept of grammar instruction with grunts and groans. this requisite portion of any english class often means repetitious worksheets and essays bloodied wi th red pen. while it is vital that teachers instruct their students on the finer points of grammar,this instruction does not have to be painful. high school english teachers can add some pizazz to their grammar instruction and increase their students' overall enjoyment of the lesson by engaging them in some fun grammar instruction activities. the principles of using communicative language teaching. communicative language teaching is considered an papproach rather rhan a method. it refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedures. there are principles of using communicative language teaching such as: 1. learners learn a language through using it to communicate. 2. authentic and meaningful communication should be the goal classroom activities. 3. fluency is an important dimension of communication. 4. communication involves the integration of different language skills. 5. learning is a process of creative instruction and involves trial and error (jack c. richards and theodore s. rodgers, 2011). the criteria of explaining grammar rules in teaching grammar grammar is a description of the rules that govern how a language’s sentences are formed. grammar is also partly the study of what forms are possible and a tool for making meaning. the rules explanation should not make students confused, feel bored, and frustated. it is teachers’ job to explain that the grammar rules can be understood and used 5 easily. michael swan (as cited in thornburry, 2000) offers the criteria of explaining grammar rules as follows: 1. truth: rule should be true because it can express a realistic situation 2. limitation: rules should show clearly what the limits are on the use of a given form. 3. clarity: rules should be clear. lack of clarity is often caused by ambiguity or obscure terminology. 4. simplicity: lack of simplicity is caused by overburdening the rule with subcategories and sub-sub-categories in order to cover all possible instances and account for all possible exceptions. there is a limit to the amount of exceptions a learner can remember. 5. familiarity: an explanation should try to make use of concepts already familiar to the learner. 6. relevance: a rule should answer only those questions that the student needs answered. these questions may vary according to the mother tongue of the learner. but remember that rules are only one component of an explanation. the rules also should be exemplified and illustrated where possible, and that running checks are made on the state of students’ understanding. some suggestions of teaching grammar thornburry (2000) suggested some ways of teaching grammar that can be used by teachers in the class as follows: 1. make your purpose of teaching grammar to find out or understand how the students construct sentences, not just to master grammar rules. the teacher can do this through asking the students to read the grammar book, but it is more beneficial when combined with other aspects of language learning: listening, speaking, reading and writing. 2. introduce to the students what is grammar and why they have to learn/study grammar at the beginning of teaching. 3. it is better for english teachers to explain to the students what grammar is, and why they have to learn/study grammar. if the students know the purposes, the important, the usage, the function, and beneficial of grammar in studying / learning english, they will have high motivation to learn grammar. when the motivation comes from within the students, the students will want to learn english to achieve their own goals. 4. use variety techniques of teaching grammar. 5. grammar is perhaps so serious in learning another language and sometimes students think it is bored. how to make our students focus to master the material, one way of focusing students’ energy is through doing games. 6. make it to be fun and interesting. it is better if grammar is taught not only by long explanation, teachers’ speech, giving exercises that all, but it can be taught by using games or outdoor activity, songs, drama / role-play, or practice in pair or group work. 7. if necessary, do evaluation at the end of teaching by giving some exercises or homework. 6 8. exercises are still needed to measure or know students’ mastery on the lesson . it also can be used as a feedback for teacher to give the students a enrichment or remedial. the ways of making grammar fun and interesting games language games as classroom techniques for fun, games have a special role in any foreign language teaching program because they facilitate foreign language learning especially for young learners. with the introduction of communicative language teaching, english language teaching and learning has become much more demanding for teachers and learners just like any other innovation poses challenges for its users. games have become crucially important for english language learners and teacher not only because they provide enjoyment and relaxation, but also as they encourage students to use their language in a creative and communicative manner. similarly, so it can be suggested that games are used not only for young learners but also for students at junior or senior high school, it also can be used for students at university. by using games, students can be relax, have fun, and focus on the purposes of games, students anxiety is lessened, they begin to have more confidence in using the language and increased motivation. through the use of games, learning also may occur incidentally without the students even realizing it as peers work with each other to solve the problems and construct meaning. the goal of learning language is communication. in order to the goal can be achieved, teachers should choose and select games that can make students interact and communicate each other actively, play the games, and also challenges involved. through games, students must be communicating with each other to accomplish a goal. the classroom becomes more authentic. games can be used to create opinion gap situation to approximate more relevant language exchange.(wright et.al., 1983 in language games: innovative activities for teaching english, 2009: 3) the reasons to teach grammar with games 1. arif saricoban and esen metin, authors of "songs, verse and games for teaching grammar" explain how and why games work for teaching grammar in an esl classroom. they say, "games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities." they go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning. 2. additionally, games have the advantage of allowing the students to "practice and internalise vocabulary, grammar and structures extensively." they can do this because students are often more motivated to play games than they are to do desk work. plus, during the game, the students are focused on the activity and end up absorbing the language subconsciously. one can also add that fun learning games usually contain repetition, which allows the language to stick. 7 3. while games are motivating for the students, probably the best reason, according to saricoban and metin, to use games is that "the use of such activities both increases the cooperation and competition in the classroom." one can use games to add excitement through competition or games which create bonding among students and teacher. 4. aydan ersoz, author of "six games for the esl/efl classroom" also explains more reasons why games do work for teaching grammar. learning a language requires constant effort and that can be tiring. ersoz says games can counter this as because: games that are amusing and challenging are highly motivating. games allow meaningful use of the language in context. (http://ezinearticles.com/484516 retrieved on june 12 th, 2013). the steps of using games or outdoor activity in teaching grammar there are some steps of teaching grammar by using games or outdoor activities. before doing or choose what games will be used, it is better for us to do some steps (mario rinvolucri, 2006) : 1. do a lot of preparations; master the material and the rules of games, amount of copying of material/worksheet, making cards or the other tool that needed. 2. have the students to learn the material which will be taught before or give task in group. if it is possible, ask each group to present their tasks. 3. make sure that the instruction or procedures of games or outdoor activity can be understood by all students clearly. 4. do feedback to know students’ understanding. feedback is the last stage or step in teaching-learning process. feedback involves giving a response to the students. most effective teachers encourage students to send accurate feedback to them so that they may judge the appropriateness /understanding of material. the advantages of using games in teaching grammar games as language learning activity can be entertaining and engaging as well as challenging. games play an important \role in students’ language development with regard to both their first and second languages (pelligrini & grada, 2000;wright, betteridge, and buckby, 2006) (xiao lan curdt-christiansen,2009;134). there are some advantages of using games in teaching grammar as follows: (xiao lan curdt-christiansen, in language games: innovativ activities for teaching english 2009;134) 1. games as entertainment games as engaging learning tolls are strongly connected to motivation and interest. motivation refers to desire to be engaged in a task and is driven by curiosity or iterest. when students are curious about and interested in something, they respond willingly with prolonged engagement, focused attention, and increase knowledge recall. games provide a playful mode of learning and a setting where language learners can exercises creativity and use imagination, and find satisfaction. 2. game as tools for cognitive development playing games involves cognitive skills that facilitate the acquisition of second-language literacy. when games involve thinking, problem solving, and rule negotiation, language http://ezinearticles.com/484516 8 learners are required to make an effort to understand others and make themselves understood in authentic situation. games enhance students’ cognitive thinking abilities and promote the use accurate language forms. 3. games as social interaction. games as learning tools also provide opportunities for social interaction. when playing games, all members of groups share ideas each other and work collaboratively. problem solving, reflection and analysis are also promoted interactively. games give opportunities for students to use language to express themselves clearly with focus on language forms too. playing games create opportunities for using language in an authentic and meaningful way. songs nowadays, grammar teaching has been mainly based on communicative activities, the teaching of grammar gained a new insight. in the teaching of grammar, technique-resource combinations are often modified to structure-discourse match and if well developed, they can be used effectively for all phases of a grammar lesson. in order to make a grammar lesson effective, beneficial, and interesting a teacher should use some well-developed and fascinating techniques in the classroom, the examples of such integrated sources and techniques -the use of songs. since the meaning is an important device in teaching grammar, it is important to contextualize any grammar point. songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. songs offer a change from routine classroom activities. they are precious resources to develop students abilities in listening, speaking, reading, and writing. they can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. as stated by lo and fai li (1998:8), learning english through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking english in a formal classroom setting. (http://iteslj.org/techniques/saricoban-songs.html). teaching grammar procedure with songs there are various ways of using songs in the classroom. the level of the students, the interests and the age of the learners, the grammar point to be studied, and the song itself have determinant roles on the procedure. apart from them, it mainly depends on the creativity of the teacher. 1. at the primary level of singing the song, the prosodic features of the language is emphasized. at the higher levels, where the practice of grammar points is at the foreground, songs can be used with several techniques. 4. 2) a teacher's selection of a technique or a set of techniques should be based on his or her objectives for the classroom. after deciding the grammar point to be studied, and the song and the techniques to be used, the teacher should prepare an effective lesson plan. before listening to the song, it is also beneficial to let the students know which grammar points should be studied. at this stage, pictures may also be used to introduce the theme of the song. through such gaps, grammar is highlighted. this stage can be developed by the teacher according to the needs of the students and the grammar point to be studied. http://iteslj.org/techniques/saricoban-songs.html 9 5. 3) in the follow-up, integrated skills can be used to complete the overall course structure. many songs give a chance for a written reaction of some kind. opinion questions may lead the learner to write about his own thoughts or reflections. some songs deal with a theme that can be re-exploited through role plays. acting may add enthusiasm to the learning process. 6. 4) some songs deal with themes, which can lead to guided discussion. by leading the students into a discussion, the grammar point could be practiced orally and, in a way, naturally. (http://iteslj.org/techniques/saricoban-songs.html). the advantages of using song in teaching grammar there are many advantages of using songs in the classroom. 1) through using contemporary popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom. since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. 2) furthermore, through using traditional folk songs the base of the learners knowledge of the target culture can be broadened. correctly chosen, traditional folk songs have the dual motivating attack of pretty tunes and interesting stories, plus for many studentsthe added ingredient of novelty (hill, 1999:29). 3) most songs, especially folk songs, follow a regularly repeated verse form, with rhyme, and have a series of other discourse features, which make them easy to follow. (http://iteslj.org/techniques/saricoban-songs.html). poems poems can also be used in teaching grammar. poems, like songs, contextualize a grammar lesson effectively. since poetry is often spoken, repeated, dealt with, and considered, it acts as an effective tool for practicing a specific grammatical structure. through repeating and considering the poem, the grammatical structures become more deeply internalized. thus, poetry not only provides a rewarding resource for structured practice of grammar, but also a proper basis for review. a series of poems were used to review and reinforce grammar rules the students should have 'learnt'. if a poem that exemplifies a particular structure is also a good poem, it engages the eye, the ear and the tongue simultaneously while also stimulating and moving us; this polymorphic effect makes poetry easier to memorize than other things for many students. by using poems in teaching grammar, teachers can involve students in interactive and rewarding grammar drills by designing pattern poems which focus on a particular aspect of grammar or syntax. awareness of phrase and sentence structure, teachers can focus students attention on an aspect of linguistic structure and invite students to make poems using that structure in poems, there is also an important aspect to be learnt by students that is the rhythmic nature of the language. similar to songs, poems have an enormous linguistic value as they http://iteslj.org/techniques/saricoban-songs.html http://iteslj.org/techniques/saricoban-songs.html 10 provide authenticity and cultural views. a poem's capacity to comfort the reader or the listener also increases its effectiveness as a teaching resource. once a poem or song has been learnt, they stay in the minds of the students for the rest of their lives, with all the rhythms, grammatical features and vocabulary. the steps of using poems in teaching grammar before using poems in teaching grammar, there are some consideration should be done by the teachers such as: 1) in the selection of a poem, the teacher should first consider the grammatical structure to be presented, practiced, or reviewed, then the level and the age of the students. 2) next the theme and the length of the poem and its appropriateness to the classroom objectives. it is advisable to select a poem from 20th century poets. as older poems often provide a more difficult lexicon and syntax, and as they reflect some oldfashioned ideas, it is more convenient to use contemporary poems than older ones. 3) poems, which reflect cultural themes, universal features, humanistic values, or emotional aspects, will be more relevant to the foreign language learners. 4) finally, through taking the classroom objectives into consideration, a teacher should effectively benefit from poems as teaching aids. (http://iteslj.org/techniques/saricobansongs.html) references brown, h. douglas. (2004). language assessment principle and classroom practice. longman. usa. cole, peter g and lorna chan. ( 1994). teaching principles and practice. prentice hall, australia. david crystal, "in word and deed," tes teacher, april 30, 2004 (george hillocks & michael smith, 1991) http://www.heinemann.com/ shared/ onlineresources/08894/08894f5.html.retrieved on june 11th, 2013 braddock, lloyd-jones, and schoer. (1963). http://www.heinemann.com/shared/ onlineresources / 08894/08894f5.html. retrieved on june 11th, 2013 http://ezinearticles.com/484516 retrieved on june 12th, 2013 http://iteslj.org/techniques/saricoban-songs.html. retrieved on february 20th 2014 pennington, martha c. (2008). new ways in teaching grammar. powell, mark.(2002). presenting in english. thomson corporation. boston richards, jack c and theodore s. rodgers. (2004). approaches and methods in language teaching. cambridge university. usa. richards, jack c and willy a. renandya. (2002). methodology in language teaching. cambridge university. usa rinvolucri, mario. (2006). grammar games. cambridge university. england the office of english language program. (2006). shaping the way we teach english: successful practice around the world. united state department of state washington dc tesol classroom practice series. 2009. language games:innovative activites for teaching english. pueblo indexing and publishing sevices, colorado. http://iteslj.org/techniques/saricoban-songs.html http://iteslj.org/techniques/saricoban-songs.html http://www.heinemann.com/%20shared/%20onlineresources/08894/08894f5.html.retrieved http://www.heinemann.com/%20shared/%20onlineresources/08894/08894f5.html.retrieved http://www.heinemann.com/shared/%20onlineresources%20%20/%2008894/08894f5.html.%20%20retrieved http://www.heinemann.com/shared/%20onlineresources%20%20/%2008894/08894f5.html.%20%20retrieved http://ezinearticles.com/484516 http://iteslj.org/techniques/saricoban-songs.html 11 12 1 the study of naturalism on a thousand splendid sun novel hj. nida mufidah a lecturer at english department of state institute for islamic studies antasari banjarmasin abstract language teaching of literature is the way to encourage the students ability to give responses to what they read. this way can in one hand promote literacy and critical thinking of the students and facilitate students to build a learner center environment in learning. in this article the writer tries to raise and discuss a literature stream of a novel a thousand splendid suns by khaled hosseini,it is still taking background of war going on in afganistan. this novel has discussed the naturalism of literature which draws people's lives that portrayed in the very low life, tragic, and pathetic. it tells the story of two women who are suffering due to war and forced marriage. it also deals with an infinite love, incredible affection, sacrifice and struggle of different ages of two women, but became one family because of a polygamous marriage. this novel not only tells the life-wrenching character with family conflict, but readers are also invited to imagine and to feel pain as a result of an endless war in afghanistan. literature may also have a wider educational function in the classroom in that, it can help to stimulate the imagination of students to develop their critical abilities and to increase their emotional awareness. key words: language teaching, literature, novel introduction the discussion of this section begins with the overview of what literature is. the rest is related to the idea of good literature program in language teaching in which the author notices to take the study of naturalism in literature. literature is one of esthetic expression from an author toward the nature, it is imaginative work from someone based on consciousness and responsibility from creativity aspect as art work. literature also gives many pictures of life as it is author’s intention to show human as art person who has dominant esthetic. literature cannot be separated from stream influence that causes the immersion of that literature; it can be seen from the characteristics of the literature from each its author. korri layun rampan stated that stream of literature can be meant as the expression from the authors who believed that their work was good literature at that time. if the result of literature considered as conventional, literature that they will create considered as unconventional literature. purves et al define literature as a work of art that " seeks to please the person who made it and the person who attend to it (1990:11). they further state that literary works arouse a response's a sense of knowing, a sense of feeling, a sense of moving" (15). probst in farrel ans squire (1990:27) underlines that a conception of literature and the literature classroom can reawaken our first feelings for books before becoming professional readers and teachers. he highlights 2 what rosenblatt proposes in literature as exploration that " the human experience that the literature presents is primary...the reader seeks to participate in another's vision to reap the knowledge of the world. to fathom the resources of the human spirit, to gain insight that will make his own life more comprehensible; (1990:27). in the classroom, there are many different people who attend to the piece of literary work, i.e students who are reading the works. they are different individuals who will have different interpretation. since responses are subjective, there will be a vast number of interpretation from different individual subjects, i.e students. teacher should realize that in their classroom they are going to accommodate many human experiences shared by their students who come to class with different backgrounds and experiences. the teachers should teach that there is no best interpretation on the work. there should be allowed multiple interpretations. teacher should teach the students to make a sense of the literature, how to learn the life experience from the piece of literary works and the students should experience personal and social act in the classroom. it means that teachers should facilitate the students to have personal responses towards a piece of literary work. lazar states that it is important to ask students to have personal response toward the literary reading. he says, ..... literature may also have a wider educational function in the classroom in that, it can help to stimulate the imagination of our students to develop their critical abilities and to increase their emotional awareness. if we ask students to respond personally to the text we give them. they will feel empowered by their ability to grapple with the text and its language and to relate the values and tradition of their own society. (1993:19) the teachers should teach aesthetic reading in which the enjoyment of reading literary works will be served and the aesthetic experience while reading the piece of literary works are offered. the students will, then, learn how to share feeling, enjoy the beauty of literary works, and relate to their own experience. probst (in farrell and squire, 1990: 28-29) stresses what rosenblatt suggests that "reading literature might respect human element". teachers can not simply just teach the students the elements of the literary works, such as literary works, such as literary techniques, terminologies, information about the writer, etc, nor can teachers regard that reading is only a matter of " extracting from the text,", which focuses on different reading. in other words, the important points of what it means to be good students at literature here is for them to be " the readers" of "literary experiencers". the students can share in their responses what they feel important from their reading of the literary works (bleich in musthafa, p.52). in doing so, a student will respect and value other students, and of course her/ his opinion and response as important as her/ his teacher's. therefore, s/he is not going to consider that the teacher's words of opinion is the best interpretation. in order to understand their life, human tries some ways and utilizes some facilities that available such as knowledge and art. one of the arts that used for expressing any kinds of human life included in literature. boulton as quoted by aminuddin (1987:87) stated that: "literature is not only to show beautiful value, life norms and events that think of inside satisfaction to the readers, but also contains a view that connected with religious affairs, 3 philosophy, politics, and life complecity" . an author can be included in some streams because of the variety of his/her works. while, a novel, short story, poetry or movie text can be some examples from an author to show that he/she followed some literature streams. in this article the writer tries to raise and discuss a literature stream of a novel a thousand splendid suns by khaled hosseini which has been translated into many languages including indonesian. naturalism stream naturalism is the stream that tends to portray the bad realities, evil or ugliness or lack the state of society or human nature. naturalism figures reveal the fantastic aspects of the universe. author naturalist calmly writes about the scandal of the authorities or anyone else, with the language independent and incisive. pornography, their work becomes their pulp, not taboo for them. usually, this is really they realize, even they could boast naturalism as their style. naturalism is the stream that tends to portray the realities of bad, evil atatau human ugliness. naturalist figures reveal aspects of the universe that is fantastic. gilian stated that naturalism based on the philosophy of materialism which is the idea that what can be described from the five senses is the truth. naturalism developed in the late 19th century, the man who first introduced this genre is honourede balzac in his novel entitled la comedie humaine and le pere. another character from this stream is emilie zola, according to him; naturalism is the development of extreme french realism. naturalism demanded that the literary should be natural, by describing the nature and the human condition in an objective and real situation. zola explained the beliefs of the naturalist through the collection of his work "les rougon-mac quart". this collection shows the vast zola’s attention on people's lives both from the bottom to the top, from the poor to the rich people, the good and bad people. zola thought that literature naturalists should be based on an investigation about the condition of economic, social, and ways of different life of layers and segments of society. (gilian, 1993:56) naturalism on a thousand splendid suns novel by khaleed hosseini in the above section it has been stated that the naturalist described the real situation, often tends to bad figures because wanted to give a real picture of the truth. the characters of the naturalism explain the ugliness of this characters, society; naturalist author does not hesitate to describe the real situation. emilie zola, a greatest french naturalist author of his time is often considered beyond the politeness as if there are no longer limits to the size of morality and divinity of him. this is the data and review of a thousand splendid suns novel by khaleed hosseini: 4 title : a thousand splendid suns publisher : qanita pt mizan pustaka edition : gold author : khaleed hosseini translator : berliani m. nugrahani printing : ii mei 2011 category : fiction isbn : 978-602-8579-52-0 pages : 506 publishing year : 2011 review of a thousand splendid suns novel the story takes place in herat, afghanistan, and gul daman, a small village in afghanistan. the story covers three decades of anti-soviet jihad, civil war and taliban tyranny viewed from the perspective of two women. mariam is the illegitimate daughter of a wealthy businessman, and at fifteen years old, she was forced to marry rasheed whom increasingly brutal when mariam failed to have a child. mariam lived with rasheed for twenty-seven years. this story is set in afghanistan when the situation was controlled by the communists, the soviets invaded, then the period under the rule of the mujahideen among its fraction dispute, until the taliban controlled afghanistan and the implementation of sharia law, covered with a situation of afghanistan in 2003, a year after the taliban expelled from the major cities of afghanistan. the background of this novel is afgahanistan’s lives during times of war (1970's to 2000's). a thousand splendid suns, was selected by the author as the title of the novel based on poem of saib tabrizi: every street of kabul is enthralling to the eye through the bazaars, caravans of egypt pass 5 one could not count the moons that shimmer on her roofs and the thousand splendid suns that hide behind her walls a thousand splendid suns tells the story of two women who are suffering due to war and forced marriage. the second novel of khaled hosseini is still taking background of war going on in afghanistan. the first figure, named mariam. she was a harami the result of an affair between nana and jalil. while nana, is a maid in jalil’s home. jalil is a businessman and has had three wives. nana, the mother is a person who is full of bitterness, rumored so often possessed by jinn so that she always failed to get married. nana is a maid in jalil’s home, a wealthy man who had three wives. fate began to play in nana’s live when nana was pregnant and jalil’s wives away her. nana’s father disowned her as the child. jalil did not quite have the courage to take responsibility for his actions, to conceal this disgrace, jalil 'moved' nana to a secluded house and away from the city. in this novel, the effective manner has been shown by khaleed hosseini to describe the state of society at that time because the truth cannot be denied. quotes in this novel indescribable: "you are cheater!" nana said after jalil went. "the richer man, will be the greater his mouth. he never brought you to any tree. avoid what he all said. he has betrayed us, your dear father was. he kicked us out of his mansion, as if we were not meant for him. he did it pleasure ". the quote states how women's feelings of nana who feels her pride trampled because of the power that occurred at that time. the power of men who commit acts arbitrarily. a bad characteristic of mariam’s father, he shed to his daughter. over the years, jalil visited nana and mariam every thursday regularly in kolba. in thursday's, mariam would hear the wonderful stories of his father, and after that, nana will distort all jalil’s words, and always said that jalil would never acknowledge mariam as his daughter. towards the thirteenth birthday, mariam asked a special gift from jalil, but it turned out in the day that awaited it, jalil did not come, and make mariam reckless and went to herat, to jalil’s luxury home, where she was not welcome at all. mariam's departure to jalil’s home brings misfortune. nana suicide and mariam left alone. in the last words, nana stated in her heart: "i'm all that you have in this world, mariam, and if i were died, you would not have anyone else. no one will care about you. 'cause you are nothing!". the quotation above shows how the character of nana feels bitter, the author invites the reader to follow the story line that shows the sadness of a woman who felt what her daughter’s future will be experienced. jalil was forced to take mariam to her house. then, mariam was forced to marry a man who was much older (rasheed) and was taken to move to kabul. marriage brings new misery to 6 mariam, especially when she had a miscarriage and made rasheed start rough to her. such citations coarse fraction of the actions of rasheed displayed by khaleed hosseini, stated in the quote: "stand up," said rasheed. "come on, stand" rasheed grabbed mariam’s hand, cupped her hands and put gravel there. "put it in your mouth!” rasheed’s hand was clamping mariam’s jaw. rasheed shoved two fingers into mariam’s mouth and force it open. after that he put the hard pebble grain. mariam tried to rebel, but rasheed continue stuffing pebbles in her mouth, wicked grin. with a mouth full of sand and gravel, mariam said petition. tears streamed from her eyes. in the quotation above, the author so clearly raised issues that occur in the character of his novel characters, he can describe the nature of the evil character of rasheed, this author really has thought of naturalism. further, the author describes married life of mariam is like living in hell. description of the failure of pregnancy after a miscarriage suffered by mariam made rasheed always despised food made by mariam to him. until rasheed put pebbles into mariam’s mouth to chew. when angry, rasheed did not hesitate to release the buckle and disarm mariam. then, the second figure is laila. he lived next door to mariam and rasheed in kabul. the daughter of a teacher named hakim and mother named fariba. both laila’s brothers went jihad and make fariba live in darkness awaits the return of her children. fortunately laila has strong babbi and a good friend named tariq. tariq always protect laila from tampering men. friendship was led them to a more distant relationship. the battle makes many residents who fled to pakistan, including tariq family. laila’s family was preparing to evacuate when another disaster comes. make laila alone. mariam and rasheed take care of laila. rasheed is the one who saved laila when disaster comes. but, it turns out, all of that is not sincere. rasheed intends to marry laila who has almost the same age with mariam when rasheed married her. laila agrees, but, instead making mariam hostile. laila becomes malika in the house and she always protected by rasheed. but the sweetness was also only temporary, which instantly changed when laila gave birth to a daughter. this is the beginning of friendship between laila and mariam. they both defend and protect to face rasheed’s roughness. situation is more uncertain because of the war. the situation in the household is also not improved. in the midst of suffering, laila and mariam trying to find a thousand splendid sun that will give light in the darkness of their world. if we look at the heart cry of nana, mariam's mother: a man's heart is very different from the womb of the mother, mariam. rahim will not bleed or expand because they have a shelter. i'm all you've got in this world, and if i was died, you would not have anyone else. there will not be anyone who cares about you. because you are nothing! the phrase is often uttered by her mother every time mariam insists meet jalil, a father who is never legally disowned her as daughter. and mariam’s desperation had to pay very expensive. after she meets jalil secretly, mariam found her mother dead hanging herself. mariam’s live 7 suddenly changed. now she's treading life. she scavenges for love in the midst of the bitterness as illegitimate daughter. resigned to a forced marriage, bear the pain of her husband's bad behavior. but in the emptiness and fading hope, a thousand splendid sun of heaven appeared to her. this novel tells the story of two women of different generations united by destiny begins with the story of mariam. mariam grows without the complete affection of both parents, even though she regularly visited by jalil, she still longed for the warmth of a family. that's what makes her desperate to visit her father in the city. actions that changed mariam’s whole life, her father refused, her mother committed suicide, the author were not enough surprise us; even mariam was forced to marry an old widower of jalil’s friend (rasheed). then the second story, the story of a little laila, in 1987 when the soviets invaded afghanistan for one and a half years since the coup of 1978, until laila become teenager, in 1992 when the mujahideen managed to control afghanistan. laila's life story with babbi (her father) who loves to read and always taught laila various things, and mammy (mother) who is depressed because both of laila’s older brothers went jihad against the soviets and then died. the story of laila with tariq, the one-legged boy friend due to exposure to landmines, and the story of laila with giti and hasina, her companions. when laila was 14-year-old, a civil war broke out in afghanistan. here the story began to drain the heart; there is loss, sorrow, and separation. the second part covered with rocket attacks, which devastated laila’s house and bring interwoven with the story of mariam in the third section. in the third section, we are brought to laila’s life as a young girl who lived in learned family even her mother slightly mentally deranged. khaled hosseini shows the living contrast as a woman in afghanistan. laila’s happy life has many friends, her father is clever and moreover there is a friend, tariq. as usual fate can change in an instant. the lives of mariam and laila played by life destiny appeared in the form of war, sexual harassment, domestic violence and how love and hope that makes them to survive. the third part of this novel tells laila and mariam interchangeably. in addition to domestic violence they have experienced, the days of the taliban with sharia law in 1996. especially the rules for women: should not leave home without the company of her male mahram, do not show their face, not allowed to speak unless spoken to, should not laugh in public, girls should not go to school, women should not work and perhaps, remember the words of laila's father earlier (page 169): "women have never been considered in this country, laila, but now, under the communist regime, women were more likely to gain independence and a variety of other rights that they never got before ... of course, the independence of women is also one of the reasons for the people out there to take up arms because of anger "... 8 seeing the quotation above describes the state of the taliban reign, the minimal facilities for women, special hospital for women was not well equipped, no clean water, electricity, supply of equipment and medicines is limited. reading a caesarean section that had to be done without real anesthetic make us want to have circumcision the taliban repeatedly without anesthetic injections as well. in the next part, the author uses laila’s point of view. while, for sections three and four, the author uses mariam and laila’s point of view interchangeably. the strength of character that made by the author makes this novel can touch the readers about everything that happened to the characters. khaleed hosseeini’s point of view in exposing the reality of women's lives in afghanistan shows the theme of inner strength of women that are the most common themes. mariam and laila endure through so much pain because they are women, but each one has the power to endure. mariam face father whom refused to recognize her as a daughter, and a husband who violated his rights for twenty-seven years, and she killed rasheed when rasheed determined to kill laila. mariam was arrested for murdering rasheed and executed in a stadium in front of thousands of people. laila escaped from kabul and went to pakistan. furthermore when mariam accused of killing rasheed, quoting the words of the judge in this novel: "i am not afraid to leave the life that also abandoned my son five years ago. live that forces us to endure suffering, even long after we are no longer able to bear it. no, i'm sure; i'll accept my death with happiness when the moment arrives. which makes me worry, hamshira, is the day when god called me presented to him and asked, why do not you do what i command you, mullah? why do not you obey my laws?". the above sentence is one sentence that can make the reader ponder and evaluate themselves from everything that has been done. the quite touching part was when we read the letter from jalil who is mariam's father, explained there how the things are done can not be changed anymore. analysis this novel is interesting to be read. a series background of aghanistan conflict (war between the mujahideen of afghanistan with the uni soviet followed by the internal conflict of the mujahideen, taliban control, until peace finally came) into a coherent story with the life of both figures. this novel not only tells the life-wrenching character with family conflict, but readers are also invited to imagine and to feel pain as a result of an endless war in afghanistan. the writer considers mariam and laila are the protagonists that teach the readers about the realities of life as a woman in a muslim country. they face several wars throughout their lives to defend themselves. while antagonists one that is jalil, rasheed, the mujahideen, and the taliban who abuse women and destroying their country. they live for a long time and refused to surrender. 9 khaled hosseini's novel, also deals with an infinite love, incredible affection, sacrifice and struggle of different ages of two women, but became one family because of a polygamous marriage. the story of mariam, who was a "harami", and laila, a child who was born from educated and modern family, with all the ideals of a beautiful future, but she has to accept fate, trapped in a forced polygamous marriage and also burka prison. the taliban islamists, utilizing religion in the interests of their own group, and also the fact of "supporter and advocator" are people who come from the outside of afghanistan such as pakistan, saudi arabia and other islamic countries. naturalism that appears on this novel and the most preferably is how the author tells in this novel, which flows like water, and not impose his assumptions, and the explanation of very bad conflict in afghanistan, but it does not look like the" focus "of the story, it just as a" complement "of mariam and laila’s story, though his explanation about conflict was very" bite ". in accordance with the theory of naturalist literature, a thousand splendid sun's novel by khaleed hosseini, this author of the naturalist is quietly writing about the scandal of the rulers, mariam’s father (jalil) and rasheed (husband) and who all involved with free and sharp language and ends with tragic atmosphere, filled with despair, and very sad. in this novel, three women seek happiness, nana, mariam and laila. the story of this novel also illustrates that the taliban is a tribal militant muslims, exploit religion for the interests of their own group, and also the fact of "supporter and advocator" are people who come from outside of afghanistan such as pakistan, saudi arabia and other islamic countries. the slow tempo of the narrative of this novel, it is considered a reflection of the slow life of mariam and laila spent with rasheed. creep slowly through day to day and life through in the shadow of the threat. afghanistan in the past was with all its glory. who would have thought, a country where the girl cannot go out without a burqa and escorted by their husbands, fathers, or brothers, and had been held by the taliban as written by khaled hosseini are the ones who just "holding beads and memorize verses in the language they do not know and understand ", it is a beautiful country, which once had a culture and a great relics of the past. conclusion there is an urgent need to have in our language teaching of literature as to encourage the students ability to give responses to what they read. this way can in one hand promote literacy and critical thinking of the students and facilitate students to build a learner center environment in learning. based on the discussion of this novel, it can be concluded that some literatures have the characteristics that indicate of that literacy work. literature streams indicate the objectives of literature. this novel has discussed the naturalism of literature which draws people's lives that portrayed in the very low life, tragic, and pathetic. 10 this novel offers bone-chilling stories, presents a portrait of afghan life as a whole. a thousand splendid suns tells about the lives of two women, with different educational background, which became one of fate, in a painful polygamous marriage. this is heartbreaking story of two afghan women in sustaining their life with all strength in the ongoing war. anyone could not be able to count the moons that shimmer on the roof, or a thousand splendid suns hiding behind a wall which is the poetry of saib e tabrizi. the meaning of poetry and a novel content by khaled hosseini is a story about hope for victory, and dismissed fears force. a character in this novel offers a touch of zest for life in the middle of fading hope. the point of this novel tells the story of the sacrifice and struggle of a woman's life in searching the happiness. the story is very touching in the midst of war, famine and anarchism. once again, khaleed hosseini was successfully churning feeling. personal side in this fictional story is so powerful and touching. in his novel, the author also discusses about the changes in the country, since a colony of the uni soviet, controlled by the mujahideen, to the taliban. khaled hosseini also describe about afghanistan in the past, which i think he got it through the eyes and memories of her father and mother, since the author’s childhood has lived abroad because his father was a diplomat, and when the war broke out they could not return to that wonderful country. basically, this novel teaches truth, perseverance, and patience in the face of all the problems that exist in human life. the power of self confidence in him who will always give s the way to lead us to something that we need. one of the points that can be drawn from this novel is: do not keep anger for too long, because in the end we are going to regret it, why do not forgive when there was a chance for it (remember the relationship between father and daughter that is full of bitterness, disappointment and regret between jalil and mariam). the next point, the writer judges from the point of view of afghanistan society at the time that any afghans have always found a way to survive in the midst of death, loss and unimaginable grief. survive to continue life. and mariam was doing it. mariam goodness is as poem left by laila's father to kabul, "whoever cannot count the moons that shimmers upon roofs or the thousand splendid suns hiding behind walls". mariam’s love and sacrifice... it was great!!! suggestion the concern of teaching literature is suggested to us more on center environment in learning. in the response-centered literature class, the students are guide towards the awareness os aesthetic stance reading. besides, the writer hopes this article is able to provide knowledge to the readers of the naturalist literature as well as introducing the reality of life that occurred in the afghanistan as moslem country. last but not least, for the sake of improving the article, the writer opens constructive criticism from readers. 11 references lazar, gilian. (1993). literature and language teaching: a guide for teachers and trainers, london, cambridge university press. musthafa bachruddin. (1994) "literary responses, a way of integrating reading-writing activities" in reading improvement, vol 31, number 1 spring 1994 probst, robert e in farrel, edmund j and james r. squire.(1990). transaction with literature: a fifty year perspective, illinois. national council of teachers of english purves, alan c, theresia rodgers and anna o. soter. (1990). how porcupines make love it. teaching a response-centered literature curriculum, new york, longman agustinus suyoto.(2010).i http:// agsuyoto.files.wordpress.com on 21 august 2012 kenanga.(2009). http://buahrindu.tripod.com/ on 14 september 2012 no name.(2012) http://id.wikipedia.org/wiki/sastra_indonesia on 15 august 2012 riris.(2011). http://andriris.wordpress.com on 21 august 2012 zhuldyn.(2010). http://zhuldyn.wordpress.com on 21 august 2012 12 the effective technique in teaching listening 1 enhancing efl indonesian students’ writing ability and motivation through facebook-inkshedding nur alfa rahmah state university of malang abstract this paper is attempted to propose a breakthrough alternative in the efl teaching to enhance students’ ability and motivation in writing through facebook-inkshedding. the current development of technology and teenager’s close relationship with online social networking demands english instructor to be more creative in choosing the medium that suit the students’ interest and teenage trend. facebook nowadays possess a prominent position among other social network media that makes it a very potential learning media. inkshedding, on the other side, is a very effective strategy to boast students’ creative ideas and confidence in writing. it brings an active discussion into written form and trigger students to express their mind in the target language and make them get used of it gradually. not only that facebook-inkshedding exists beyond time and physical boundary, it can also grow students’ sense of community and motivate them to develop independently. keywords: facebook-inkshedding, facebook, inkshedding, teaching of writing, peer-review there are at least two things that are often overlooked in the teaching of writing. the first is the fact that writing involves linking experiences into meaningful new perceptions which the writer can share by mapping those perceptions into words (hughey, et.al.,1983). when the students do not have any experience related to the topic the teacher gave to them, they will surely face difficulty in composing a written text. it is necessary for students to know what to write before they know how to write. therefore, giving the students topics they are already familiar with is a wise decision; or else, giving them a freedom to choose their own topic will be good too. the second thing that is frequently missed in the teaching of writing is a notion that people write in the expectation of reading and response, especially immediate ones (hunt, 2004). this part, as we know, plays an important role in motivating students to write. to stimulate students’ motivation in writing, feedback from teacher alone is not enough. teacher’s review on students’ work can sometimes be intimidating for some students (moloudi, 2011). student’s peer feedback will be a valuable source of information and a supplement to teacher’s feedback (hu, 2005 in moloudi, 2011). in addition, it provides a real audience for students’ writings, develops a sense of tolerance and acceptance towards peer criticism, and cognitively benefits the students who give the review too (rollinson, 2005; suprajitno, 1998; grabe & kaplan, 1996; harris, 1992; nelson & murphy, 1992; spear, 1988; wooley, 2007; and gere, 1987 in molodi, 2011). having interesting experience or personal ideas to share upon the text, sufficient background information to back up the writing process and immediate readers’ response 2 will be a great reinforcement to students’ writing activity. the researcher believes that the reinforcement can be advantageously conducted through transactional written discussion, in which teachers will be able to ultimately monitor, comment, and improve the idea of their students expressed in writing. this method is called inkshedding, a simple method for gauging ideas which are produced by the response of students to such things as presentations, course materials, group activities, and discussion (rahayu and andanty, 2008). a transactional written dialogue is offered in this method; what is expressed by the students will be given immediate comments from their peers. in this case, the researcher proposes ‘facebook inkshedding’ as a more effective medium for the comment or response immediacy rather than conventional ‘ink inkshedding’. why facebook? facebook nowadays is the leading social network occupied by the majority of teenagers in indonesia. facebook has attractive applications and interesting features, such as wall application, friend application, note application and group application. in addition, facebook can be used for various purposes, for example: asynchronous written communication (like email), synchronous written communication (online chat), group communication (like mailing-list), sharing ideas (like note) and for storing documents (cahyono, 2011). some researchers discovered that facebook is effective to improve students’ efl learning. djiwadono (2009, in cahyono 2011) reported that sharing reading text through facebook increased students’ vocabularies. cahyono (2011) conducted a deeper research on the english essay writing skill of his students and found out that the use of facebook could boast their skill and it was responded positively by them. through facebook, students can have online peer review which is a more effective medium compared to conventional one. a research by rahayu and andanty (2008) proved that online peer review improved student’s writing quality gradually as their ideas could be ‘heard’ easily. inkshedding: what and why inkshedding is a way of discussing ideas in a group through a writing activity (smith, 2009). it is basically an adaptation of freewriting which is developed by reither and hunt at st. thomas university, canada, in the early eighties, into something dialogically transactional (rahayu and andanty, 2008; hunt, 2004). smith (in rahayu and andanty, 2008) describes inkshedding as a method to get quick, anonymous, written student responses to specific or open-ended immediate responses which are then published for the whole class to review. it can be done at academic conferences, in classrooms, or similar forums. the idea of inkshedding is to have students write on a particular topic or their ideas on certain experience they have been through, and then pass their writing on to the other members of the class (or group). the other members then mark areas of the writing that are interesting to them, and also give comment on the inkshed. when students read each other's inksheds, what they should be focusing on is what is said rather than on how it is said: students are to read, understand, and respond to the content of the inkshed, not try to evaluate or improve the writings. the difference between inkshedding and regular freewriting is that students are composing for an immediate and known audience. inkshedding is designed to be shared. 3 in inkshedding, the students form their writing into a more conscious dialogic exchange. according to smith (in rahayu and andanty, 2008), inkshedding has three characteristics: (1) the writing is done quickly; (2) the responses are disseminated to the entire class in some form, oral or written; and (3) the responses are anonymous (respondents may sign their names if they wish). hunt (2004) added some important characteristics of inkshedding that are easy to lose sight of. first, inkshedding needs to be read immediately. second, the reading has to be social, and cannot be evaluative or judgmental. third, inkshedding is part of a social situation, and needs to be read in a social context. through inkshedding, the researcher believes that students can enhance their writing ability significantly. inkshedding can create in students an intense desire for discussion and link the discussion into written form. this effort, according to rahayu and andanty (2008), triggered them to confidently express their ideas, feeling and thought in written form in the targeted language. it grows also in students a learning independence and a sense of community that will lead them to be better independent and cooperative learners at the same time and give them adequate chances to develop by themselves their writing abilities in a creative way. furthermore, inkshedding is motivating in its nature. the most powerful thing about inkshedding idea is that the readers’ imagination is not controlled by certain rules; instead, the writer can easily consider the best decision to write because they can have immediate reader’s reading response in an active way (hunt, 2004). the inkshedding activities resembled the real life relationship between the writer and readers because the writers can feel that they have real audience who will appreciate or criticize their writing. therefore, the students write will be most likely motivated when considering that readers are waiting to read their written shared ideas. combining facebook and inkshedding as, over the past few years, students arrive in class with more and more experience with computers and computer networks, having merely ‘ink inkshedding’ in the writing class is then no longer interesting. considering its nature as a prominent and joyful social network, the researcher believes that facebook can be a better alternative for inkshedding medium. moreover, facebook is not confined to with physical and time constraint. the teaching of writing in the class, then, can focus on other aspects, such as more on theoretical basis while the inkshedding serves to support students’ creative ideas, confidence, communicative and cooperative social interaction, and learning autonomy. using facebook-inkshedding, peer-review process can be accelerated, equal participation between peers can be realized, and an opportunity to compare one’s work with another is widely open as they are all available on the discussion board (moloudi, 2011). furthermore, students could save or print their digital interaction so they did not have to depend on their memory to review their drafts merely based on what they could remember from their peer’s oral comments (digiovanni and nagaswami, 2001 in moloudi, 2011). 4 some consideration and practical steps preparation preparation is an initial activity covering opening facebook accounts and introducing to the students how to use the facebook for inkshedding purpose. • teacher makes a facebook close group named “inksedding” • students add the group • teacher explains how to use the facebook facilities for inkshedding • students are given a topic to write on, with the understanding that only once all the writings were completed would they be available for reading by everyone else in the class. inkshedding • students write their writing though a facebook note and post it on facebook group wall without worrying too much about style and correctness. instead of allowing the students to post to the discussion board as they each finished their writing, the instructor would determine the due date at which time all writings should be released for review. • students read other people’s writings, underline, and comment on the most attracting aspects of the other students' writings. • students find their original inkshed to see what others have written on it teacher’s feedback • teacher gives evaluation on the text organization and language form through inbox • students revise their writing and repost it again on the facebook group wall follow-up for the class activity • the writings that are most commented are then compiled and can be used for discussion by the whole class conclusion and suggestion the development of technology demands teachers to be creative in choosing the medium that suit the students’ interest and trend. on the other hand, students’ needs of reader’s response and share their striking ideas in a supporting community are often overlooked. facebook-inkshedding can be a better alternative to trigger students’ critical ideas and their confidence in expressing and sharing their mind to their peers in a form of interactive written discussion. continuous process of joyful facebookinkshedding with effective control from teacher can make the students get used to using english in written form. it can also grow students’ sense of community and prepare them to be an independent learner. the researcher suggests that a further research be conducted on the implementation of facebook-inkshedding to students’ writing ability. this research can be used as a part of theoretical background that will support the next researches on the similar or even more-developed topic about students’ writing ability. 5 references cahyono, bambang yudi. (2011). using facebook to enhanve english department students’ skill in writing english essay. techniques and strategies to enhanve english language learning. bambang yudi cahyono and nur mukminatien (eds). malang: state university of malang. 1(11): 147-160. hughey, jb. et al., (1983). teaching esl composition: principles and techniques. rowley: newbury house publisher. hunt, russell a. (2004). what is "inkshedding"? (online), (http://www.stthomasu. ca/~hunt/dialogic/inkshed.htm, accessed on may 21, 2012) moloudi, mehrdad. (2011). online and face-to-face peer review: measure sof implementation in esl writing classes. asian efl journal. 52(1): 4-24. rahayu, endah yulia & andanty, ferra dian. (2008). inkshedding in english writing: indonesian context. asian tefl international conference. bali, indonesia. august 1-3, 2008. smith, tania s. (2009). inkshedding: an activity for events (online), (http:// edurhetor. wordpress.com/2009/01/23/inkshedding-for-events/, accessed on may 20, 2012) the effective technique in teaching listening cohesion analysis of islamic reading textbooks sayyidatul fadlilah the lecturer of iain walisongo semarang abstract there are many students of islamic education and teacher training facultyof iain walisongo semarang who have complained that islamic reading texts used by their teachers are hard for them to understand. i examine this issue by seeing some linguistic aspects of those reading texts. this qualitative and descriptive approach highlighted the types of grammatical and lexical cohesive devices and the realization of cohesiveness of those reading textsbased on halliday and hasan’s theory.the result of the study shows that the six reading texts (a.1, 2, 3; and b.1, 2, 3) stated in reading textbooks: english for islamic studies, english for islamic studies 2, understanding islam; for islamic studies; in terms of cohesion (following halliday and hasan’s principles of reading texts) respectively the average score of anaphoric references: 54.17% for text a.3, 53.85% for text b.2, 53.06% for text a.1, 48.57% for text b.3, 41.86% for text b.1, 33.33% for text a.3. after consulting to the halliday and hasan’s principles of cohesion of the reading texts (1989), that the most cohesive reading texts is text a.3, whereas the least cohesive one is text a.2. finally, these factors will assist lecturers and students in choosing the appropriate book for them. keywords: cohesion, a cohesive text, reference, anaphoric reference, and exophoric reference cohesion of reading texts used in english textbooks for the students of state institute for islamic studies (iain) walisongo semarang is my concern here because i teach english subject at islamic education and teacher training faculty of iain walisongo. the main purpose and objective of those books, in accordance with the syllabus of iain walisongo semarang, is reading skills. it means that english lecturers at iain can teach some language components through reading. for example, a lecturer can teach grammar. in this case, the lecturer does not teach grammar directly, but he/she teaches it by using reading text as a medium. so, teaching reading is very important. however, many reading texts used at iain are difficult to understand. this happens not only to the students but also their lecturers, including me as an english lecturer. although the lecturer has already translated the reading passages, the students still cannot understand well and it is very time consuming. i often find out that my students are overwhelmed by the messages contained in the reading texts although they have translated the texts. probably, this is because those reading texts contain some ambiguities and are hard to understand. one contributing factor that helps students in understanding is cohesion. it may be easier for the students to understand the reading texts which are written cohesively. cohesion can reduce confusion in understanding the texts because the students will know how sentences or paragraphs are related. this will help them understand the plot of the reading texts and also the character of the story. the other factor that can contribute to readability of texts is coherence. coherence means that a group of sentences which relate to the context. here, i will pay 2 special attention to cohesion of reading text. for the reason above, i want to examine the cohesiveness of reading texts that are used in english textbooks for students of iain walisongo semarang. there have been many studies related to cohesion before this. one of them is written by utomo (2000). the difference between the research and my study is that the reading passages of textbooks of second year of senior high school are easier to understand by the students and lay people in general because they are closed to the things and phenomena in people’s daily life. whereas, the textbooks designed for iain students more focus on islamic studies, in other word, it is based on esp (english for specific purposes) syllabus in which there are many technical terms which are strange and difficult to be understood by the lecturers, students, and certainly the common people because most of those texts talk about the abstract concepts of moslem devotion act, so this research can also be a reference for someone who wants to study more about texts of islamic studies. theoretical review communicative competence communicative competence can be defined as the knowledge that enables someone to use a language effectively and their ability actually to use this knowledge for communication. the componential model of swain is then developed by murcia et al. they develop the components into five, that are; linguistic competence, actional competence, discourse competence, socio-cultural competence, and strategic competence. firstly, linguistic competence is the knowledge of the basic elements of the language code (syntax, morphology, vocabulary, phonology, orthography). historically, the most thoroughly discussed/analyzed component of this competence needs no further specification, though distinctions may not be as clear-cut as often assumed. secondly, actional competence is the ability to understand and convey communicative intent by interpreting and performing language functions (complimenting, reporting, agreeing/disagreeing, predicting, suggesting, etc.). there is no one-to-one relationship between linguistics forms and function. thirdly, discourse competence is the ability to combine language structures into different types of unified spoken and written discourse (dialogue, political speech, poetry, academic paper, cookery recipe, etc). this happens as an interplay of two levels; micro-level of grammar and lexis which is called cohesion and macro-level of communicative intent and socio-cultural context which is called coherence. although cohesion and coherence are interrelated, it occurs that (i) a cohesive text may appear to be non-coherent, or (ii) that a coherent text has no cohesive ties. fourthly, socio-cultural competence is the mastery of the social rules of language use; that is the appropriate application of vocabulary, register, politeness, and style in a given social situation within a given cultures. it has some variables such as social contextual, stylistic appropriateness, task, cultural, and non-verbal communicative. the last but not least is strategic competence. it is the knowledge of verbal and non-verbal communication strategies which enable us to overcome difficulties when communication breakdowns occur. moreover, it is the ability to express oneself in the face of difficulties or limited language proficiency. competent language users employ different types of 3 strategies in order to cope in real-time interaction, e.g. achievement/compensation, self monitoring or interactional or time-gaining strategies. the figure below presents celce-murcia et al’s (1995: 10) model of communicative competence discourse competence according to celce-murcia et al. (1995:13) , discourse competence concerns the selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text. bachman and palmer (1996: 13) state: discourse competence concerns the selection, sequencing and arrangement of words, structure, sentences and utterances to achieve a unified spoken and written text, this is the bottom-up lexico-grammatical microlevel of communicative intent and sociocultural context to express attitude and passages and to create texts. there are many sub-areas that contribute to discourse competence: cohesion, deixis, coherence, generic structure, and the conversational structure, the conversational structure inherent to the turn-taking system in conversation. both bachman and palmer suggest that a good text should be cohesive. the paragraphs in the text should tie together. they link one another closely by using discourse components. a text will be considered to be a unified text, if it is written by using the bottom-up lexicogrammatical micro-level interest the top-down signals of the macrolevel of communicative intent and socio-cultural context to express attitude and passages. cohesion the term cohesion is familiar in the study of language. it is part of the system of a language. the simplest definition of cohesion proposed by halliday and hasan is that “it refers to relation of meaning that exist within the text and that define it as a text”. halliday and hasan (1989: 4) state that cohesion occurs where the interpretation of some elements in the discourse is dependent on that of another. that one presupposes the other, in the sense that it cannot be effectively decoded except by resource to it. when this happens a 4 relation of cohesion is set up, and the two elements, the presupposing and the presupposed, are thereby at least potentially integrated into a text. halliday and hasan (1989: 80-81) classify cohesion into two types. firstly, grammatical cohesive devices which consist of (a) reference: pronominal, demonstrative, definite article and comparative, (b) substitution and ellipsis: nominal, verbal and clausal, and (c) conjunction: adversative, additive, temporal and causal. secondly, lexical cohesive devices which consist of repetition, synonymy, antonimy, and meronimy. reading text in learning a new language reading appears to be an essential thing since it helps people think in the new language, it also build a better vocabulary (mickulecky, 1986: 1). it means that in order to deeply internalize the language learners learn, they need to read much. reading itself is defined as the cognitive process of understanding a written linguistic message (http//jac.gsu.edu/jac/11.1/articles/g.htm). it means, in the process of reading there must be a written material. halliday and hasan (1989: 10) defined a text as language that is functional. by functional, we simply meant language that is doing some job in some context. so, any instance of living language that is playing some part in a context of situation, we call a text. it would be either spoken or written or indeed in any other medium of expression that we like to think of. the text has meaning if it contains the idea, the thought, and the statement. the relationship of words in a text can form a context. a text is passive, so students should be active. they should pay attention to the text to grasp the meaning. the text should be as a medium where readers can find information that they need. the text can be in the form of spoken or written text. it can also be short or long. the text only consists of instruction how to catch the meaning. the text is something in the reader’s mind, means that readers are able to comprehend text based on their semantic properties. the messages of the text can be different if the texts are read by different people. relationship between cohesion and reading text reading texts may be easy for readers to understand if they are written cohesively. it means that sentences and paragraphs in the text tie together by cohesive ties. the reading texts that are written not cohesively may create ambiguity to the readers. it may make the readers misunderstand to the messages. it can be said that cohesion is important factor that makes reading texts readable. reading texts will function as a medium in the instruction if the reading texts are good in cohesion. the cohesion in the reading texts must be compatible. cohesion can be used to be a consideration whether the text is good or not. the text is considered to be a good reading text if it is written cohesively and vice versa, the text will be considered not to be a good one if it is not written cohesively research method based on the characteristics of the study, it is qualitative and descriptive approach in nature. qualitative approach is used to unfold the types of grammatical and lexical 5 cohesive devices of reading texts. it is also descriptive in the sense that this study is intended to describe the realization of cohesiveness of those reading texts. the unit of analysis in this study is cohesion devices of reading texts of english textbook for islamic studies used at iain walisongo semarang. cohesion devices consist of two types; grammatical and lexical cohesive devices. grammatical cohesive devices can be reference, substitution, ellipsis, and conjunction. on the other hand, lexical devices can be reiteration and collocation. findings and discussion types of cohesion of reading texts. the text is considered to be good if it is written cohesively. in order to know whether the english textbooks for islamic studies used at iain walisongo is good or not, it should be analyzed based on the standard quality of a good text book. in this study, the books i studied are english for islamic studies (mahsun and maryam , 2005), english for islamic studies (darwis, 1995), and understanding islam; english for islamic studies (muslih, 2009). those books are analyzed on the basis of cohesion. this section deals with the analysis of the textbooks in terms of types of cohesion. they are:cohesive ties, co-referentiality; cohesive ties, co-classification; and cohesive ties, coextension. cohesive ties, co-referentiality halliday and hassan (1989: 37) explained that cohesive-ties, co-referentiality can be pronominals, demonstratives, definite articles, and comparatives. the followings are the findings and discussions of cohesive ties, co-referentiality in my research. cohesive ties, co-referentiality in text a.1 there are four kinds of cohesive ties, co-referentiality in text a.1. they are pronominals, demonstratives, comparatives, and definite articles. this text may be considered to be a good cohesive text because one sentence and the other one are tied closely. these sentences are tied by pronominal his, he, and them, demonstratives, comparatives, and definite articles. excerpt (1)-(4) are examples of pronominal: (1) first, to bear witness that there is no other god but allah and that muhammad is his messenger. (2) one should feel the sufferings of hunger and thirst in order to be quick to help those who are suffering when seeing them. (3) when one is fasting he should not utter bad words, he should not raise his voice. (4) i swear by god, who has muhammad’s soul in his hand that the smell of mouth of the one who fasts is better than perfume in the sight of god. in the excerpt (1) and (4) his refers to the god; in (2) them refers to those who are suffering; in (3) he and his refer to one who is fasting. these items indicate that the information is to be retrieved from elsewhere. they make the text tied closely because they link one sentence to the other ones. they belong to anaphoric reference because these 6 pronouns are preceded by certain object, such as god, these who are suffering and one who is fasting. these excerpts are relevant to cohesion. it may not cause ambiguity. excerpt (5) is an example of demonstrative: (5) this is because the prophet (peace upon him) said islam is upheld by five pillars. this refers to fasting during ramadhan is one of five pillars of islam. pronoun his belongs to anaphoric reference, it is preceded by god. the following are examples of definite articles: (6) the reward of the accepted fasting is paradise. (7) fasting during ramadhan is one of five pillars of islam. this is because the prophet (peace upon him) said islam is upheld by five pillars. the in excerpt (6) belongs to definite articles. the stated in the clause above are interpreted in immediate context of situation, they are called exophoric reference. the reference is identifiable on extralinguistics grounds no matter what the situation. this has something in common with the generalized exophoric use of the personal form. it happens because there exists only one member, e.g. the fasting month (ramadhan). the other references happens because there exists only one member of the class of object referred to, e.g. the prophet in excerpt (7). article the can never prefer forward cohesively. it can only prefer to a modifying element within the nominal group as itself. this excerpt is not relevant to cohesion. it may create ambiguity. excerpt (8) is the example of comparative: (8) i swear by god, who has muhammad’s soul in his hand that the smell of mouth of the one who fasts is better than perfume in the sight of god. the word better is a comparative degree of the smell. this word compares the smell of mouth of the one who fast to perfume in the sight of god. the first has the higher level than the second. the cohesive co-referentiality in text a.1 are not 100% cohesive. the text has either anaphoric or exophoric references. anaphoric reference may not make ambiguity, whereas the exophoric may create ambiguity. this text has more anaphoric references cohesive ties, co-referentiality in text a.2 there are four kinds of cohesive ties, co-referentiality in text a.2. they are pronominals, demonstratives, comparatives, and definite articles. this text can be considered to be a good cohesive text because one sentence and the other one are tied closely. these sentences are tied by pronominal it, demonstratives, comparatives, and definite articles. the following are the examples of pronominal: (9) muslims consider it an especially holy month during which all eligible muslims are to fast. (10) to enable believers to arrange their day, major newspapers and handouts provide a schedule for imsak and at maghrib. in excerpt (9), it refers to the month of ramadhan; in (10) theirrefers to believers. these items indicate that the information is to be retrieved from elsewhere. they make the text 7 tied closely because they link one sentence to the other ones. they belong to anaphoric reference because these pronouns are preceded by certain object, such as the month of ramadhan and believers. these excerpts are relevant to cohesion. it may not cause ambiguity. excerpt (11) is the example of demonstrative: (11) this fast is one of five pillars of islam this in excerpt (11) refers to the month of ramadhan. it is a kind of demonstrative and it belongs to anaphoric reference. it is preceded by the month of ramadhan in the previous sentence. the following excerpt is the example of definite articles: (12) since imsak and maghrib very according to the seasons, efforts are made to inform the public as the precise time will be each day. the definite article the in the excerpt (12) is interpreted in immediate context of situation called exophoric reference. the reference is identifiable on extralinguistics grounds no matter what the situation. this excerpt is not relevant to cohesion. it may create ambiguity. as for example of comparative, it can be shown in example (13) as follows: (13) however with the exception of mentally ill and aged, all other individuals are expected to fast at a later time on their own the number of days they did not fast during ramadan the word later is a comparative degree of the days they can fast. this word compare the days of ramadhan and the days in another month. this comparison is not referential because they are self–defining, and for the reason they regularly act as defining modifiers. cohesive ties, co-referentiality in text a.3 example of pronominal: (14) it was practiced by lay persons and clergy in ancient religions, as well as by jews and christians. (15) though its purposes differed from religion to religion, there was general agreement that fasting was a self-preparation for communion with divinity. (16) its occasion imposed upon them the prohibition of war and hunting, and brought about an uninterrupted peace during which travel and movement of goods across the desert were safe from attack. the above excerpts are the examples of pronominals. the word it in excerpt (14) and its in excerpt (15) refers to fasting. whereas its in excerpt (16) refers to the month of ramadhan while them refers to the arab. all of the items are also the examples of anaphoric. it means that the sentences are easy to understand. example of demonstrative: (17) islam prescribed a rigorous fast (called siyam in arabic) for all healthy adult muslims. this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. (18) exempted from this duty are children and persons suffering from sickness or undergoing the tremendously heavy burden of desert travel. 8 this in excerpt (17) and (18) is the example of demonstrative. this here demonstrates a rigorous fast. this is conveyed anaphorically so the reader can understand the text well. example of definite articles: (19) the body may not partake of anything in any way or contact another of the opposite sex without breaking the fast. (20) exempted from duty are children and persons suffering from sickness or undergoing the tremendously heavy burden of desert travel. (21) in such cases, the exempted person is not to forego the fast. (22) long before islam, the month of ramadan was regarded by the arab as a holy month. article the in the four exceprts above is the example of definite articles. the in excerpt (19), (20) and (22) belongs to exophoric reference, whereas the in excerpt (21) belongs to anaphoric reference. examples of comparative: (23) in such cases, the exempted person is not to forego the fast but to postpone it to another, healthier or more restful time before recurrence of the following ramadan. (24) though its purposes differed from religion to religion, there was general agreement that fasting was a self-preparation for communion with divinity. in excerpt (23) and (24), the underlined words indicates the examples of comparatives, i.e. they compare two things such as the person in bad condition which compared with the person in good condition, and the purposes of fasting done by one religion which are different to another religion. cohesive ties, co-referentiality in text b.1 example of pronominal: (25) pilgrimage to mecca is one of the five pillars of islam. it is obligatory for every able muslim to visit mecca once in his lifetime for pilgrimage. the word it in excerpt (25) refers to pilgrimage to mecca. it belongs to anaphoric reference. hence, it may not cause ambiguity in the readers’ mind. examples of demonstrative (26) it is obligatory for every able muslim to visit mecca once in his lifetime for pilgrimage because the holy qur’an says: “pilgrimage is a duty man owes to god. those who can offer the journey…” (27) once the pilgrim has done these the word these in excerpt (26) demonstrates the man but it is conveyed exophorically, and the word these in excerpt (27) demonstrate the rites of hajj and it is also conveyed anaphorically. example of definite articles: (28) the prophet also said: “islam is built upon five pillars. (29) second to observe the five daily prayers. article the in excerpt (28) and (29) is interpreted in the immediate context of situation. it is called anaphoric reference. the article is not preceded by a certain object. example of comparative: (30) first, there is no other god but allah and muhammad is his messenger. (31) this is one of the most essential things of the pilgrimage and should not be dispensed with. 9 in excerpt (30), allah is compared to muhammad, i.e. allah as the god and muhammad as his messanger. whereas in excerpt (31), the comparative is shown by the use of the underlined phrase. it is stated that the intention of performing hajj or umra is one of the most essential things of the pilgrimage. cohesive ties, co-referentiality in text b.2 example of pronominal: (32) the annual pilgrimage (hajj) to makkah is an obligation once in a life time for those who are physically and financially able to perform it. (33) in this type of hajj, a pilgrim should declare his intention to perform with ‘umrah and hajj together. the word it in excerpt (32) refers to the annual pilgrimage (hajj) and the word his in excerpt (33) refers to pilgrim. they belong to anaphoric references. hence, it may not create ambiguity in the readers’ mind. example of demonstrative: (34) in this mosque is the kaaba (the black building in the picture). this in excerpt (34) demonstrates haram mosque. it belongs to anaphoric reference because it is preceded by certain object, i.e. haram mosque in the previous sentence. example of definite articles: (35) the kaaba is the place of worship which god commanded the prophets abraham and his son, ishmael, to build. the excerpt (35) contains two article the, and both belongs to exophoric references because this article is not preceded by certain objects. example of comparative: (36) male pilgrims wear special simple clothes which strip away distinctions of class and culture so that all stand equal before god. the word distinctions in excerpt (36) shows that the class and culture of each person is distinctive. it is compared one man to another man. cohesive ties, co-referentiality in text b.3 example of pronominal: (37) the pilgrimage to makkah is incumbent only upon the adult muslims who have earned the wealth needed for the trip, have paid the zakat due on it, have fulfilled all their debts, and have provided adequately for their dependents during their projected absence. the three words of their in excerpt (37) refer to adult muslims in the previous clause. it is explained anaphorically so that it may not create ambiguity. example of demonstrative: (38) each pilgrim then puts on two pieces of unsewn white linen or cotton. then in this excerpt is also one of the examples of demonstrative. the reference refers to the step of the ritual done by the pilgrim in hajj. example of definite articles: (39) pilgrimage is the last of the five pillars of islam, the religious duties which constitute the fundamental obligations of islam. the in excerpt (39) belongs to anaphoric references because this article is not preceded by certain objects and it may create ambiguity in the reader’s mind. example of comparative: 10 (40) henceforth pilgrims may not shave, cut their hair, clip their fingernails, or wear anything which might distinguish them from the other pilgrims. the comparative in the above excerpt is shown by the use of the word distinguish. it means that the sentence compare one thing to another things, in this case the pilgrims to another pilgrims. cohesive ties, co-classification according to halliday and hasan (1989), cohesive ties, co-classification are substitution and ellipsis. substitution as the replacement of one item by another, and ellipsis as the omission of an item. the substitution and ellipsis consist of nominal, verbal, and clausal. the followings are the findings and discussions of cohesive ties, co-classification of my research. cohesive ties, co-classification in text a.1 example of substitution: (41) one must always learn to feel the fear of god and his mercy. the example in the above excerpt refers to nominal substitution. the word one in the excerpt (41) substitutes person, but it is stated exophorically because the person is not mentioned in the text. it may create ambiguity because of this exophoric reference. examples of ellipsis: (42) fasting can be defined as abstaining from eating, drinking,smokingand having sexual intercourse from dawn to sunset. (43) fasting during ramadhan is one of five pillars of islam. (44) the aim of ordering people to fast is that they should learn how to be patient, to have good morals, to purify their hearts, to ennoble their character and to be gentle in dealing with people. the excerpt (42) belongs to clausal ellipsis. the next sub clauses only have adverb; i.e. drinking, smoking, and having sexual intercourse. the subject and the predicate in the main clause are omitted to make the structure of the sentence more effective. in line with the previous excerpt, the excerpt (43) also belongs to nominal ellipsis because the sub clauses omit some part of the main clause. the excerpt (43) is also the example of nominal ellipsis. it may not create ambiguity because the excerpts are cohesively relevant. cohesive ties, co-classification in text a.2 example of substitution: (45) in the muslim calendar, each month starts with the first sight-seeing of the new moon. in excerpt (45), the word each substitutes the month in the muslim calendar, though it is mentioned exophorically. it may cause ambiguity. example of ellipsis: (46) ramadan is the ninth month of the muslim calendar. this excerpt belongs to nominal ellipsis because the sentence omitted the first to eight month, instead it directly mention the ninth month. i.e. ramadhan. therefore, it is called ellipsis. 11 cohesive ties, co-classification in text a.3 examples of substitution: (47) in suchcases, the exempted person is not to forego the fast. (48) the body may not partake of anything in any way or contact another of the opposite sex without breaking the fast. such in excerpt (47) substitutes the cases that allow person to not fasting in the previous sentence. whereas in excerpt (48), another of the opposite sex substitutes man and woman. example of ellipsis: (49) throughout its duration, they were especially keen to please, to settle old debts and disputes, to do good to their neighbors. excerpt (49) is called clausal ellipsis because the main clause is omitted. to settle, and to do are in the same position as to please. they are actually preceded by the previous clause. cohesive ties, co-classification in text b.1 example of substitution: (50) these months are shawwal, zul-qa’da, and zul-hijja. the pilgrimage to mecca can only be accepted at these times. (51) “the hajj is performed in certain months.” (52) the first thing to do is to enter ihram which means the sacred state, and then the one who is performing hajj must fulfill the following conditions: these in excerpt (50) and certain in excerpt (51) substitutes the months of shawwal, zulqa’da, and zul-hijja. whereas in excerpt (52), one substitutes muslim who is performing hajj, it is stated exophorically and may create ambiguity. and followingin excerpt (52) substitutes the conditions which are fulfilled in hajj. example of ellipsis: (53) pilgrimage to mecca is one of the five pillars of islam. one in the above excerpt belongs to nominal ellipsis. it is stated exophorically. it is not preceded by certain object. cohesive ties, co-classification in text b.2 example of substitution: (54) after fulfilling the hajj rituals, one should offer a sacrificial animal. one in excerpt (54) substitutes the pilgrim, but it is stated exophorically so that it is not understandable for the reader. example of ellipsis: (55) the rite of the hajj include circling the kaaba seven times and going seven times between the hillocks of safa and marwa, as hagar did during her search for water. 12 excerpt (55) is the example of clausal ellipsis. its second clause omits the main clause and directly starts with verbal word, i.e. going. cohesive ties, co-classification in text b.3 example of substitution: (56) one piece covers the body from the waist down, the other from the waist up, leaving the head bare. other in the excerpt above substitutes another piece covering the body which has been mentioned previously. example of ellipsis: (57) the pilgrimage to makkah is incumbent only upon the adult muslims who have earned the wealth needed for the trip, have paid the zakat due on it, have fulfilled all their debts, and have provided adequately for their dependents during their projected absence. (58) when the time comes for travel, the whole community goes out to bid the pilgrims farewell and wish them a pilgrimage acceptable to god. (59) pilgrimage is the last of the five pillars of islam, the religious duties which constitute the fundamental obligations of islam. excerpt (57) and (58) is the example of clausal ellipsis which the main clause (i.e. muslims who have earned) is omitted so that the next clause only adding the verbal group to start a new clause. on the other hand, excerpt (59) is the example of nominal ellipsis because the sentence directly states the last without mentions the first, second, etc. cohesive ties, co-extension according to halliday and hasan (1989), cohesive ties, co-extension can be repetition, synonymy, antonymy and meronymy. the followings are the findings and discussions of cohesive ties, co-extension of my research. cohesive ties, co-extension in text a.1 example of repetition: (60) it has come down to us in the traditions of the prophet when he said: “any kind of good action done by the children of adam will be rewarded ten times to seven hundred times and may be more, according to the will of god. the word times refers back to times. it belongs to reiteration, i.e. a form of lexical cohesion which involves the repetition of a lexical item. the repetition is relevant to cohesion and it may not cause ambiguity. example of synonymy: (61) if someone insults him, or fights him, he should remind himself that he is fasting by saying: “i am fasting. (62) god the almighty gives great rewards for fasting as much or more than we can realize. (63) fasting is an ancient form of worship prescribed by god from the beginning of time. (64) godthe almighty gives great rewards for fasting as much or more than we can realize. 13 in excerpts (61) to (64), the words belong to synonymy are insults and fight (61), great and much (62), ancient and the beginning of time (63), god and the almighty (64). the words are in the same class and they have mostly similar meaning. the synonymy is relevant to cohesion and it may not cause ambiguity. example of antonymy: (65) one must always learn to feel the fear of god and his mercy. the underlined words in the excerpt (65) refer to antonymy because the words the fear of god has the contrary meaning to the words his mercy. the antonymy is relevant to cohesion and it may not cause ambiguity. example of meronymy: (66) fasting can be defined as abstaining from eating, drinking, smoking and having sexual intercourse from dawn to sunset. (67) one should feel the sufferings of hunger and thirst in order to be quick to help those who are suffering when seeing them. the underlined words in excerpt (66) are called meronymy because they refer to a partwhole relation of the activities forbidden in fasting; i.e. eating, drinking, smoking, and having sexual intercourse. whereas, in excerpt (67) the meronymy can be found in the words hunger and thirst. they belong to subordinates of fasting. the meronymy is relevant to cohesion and it may not cause ambiguity. example of hyponymy: (68) fasting in islam has been prescribed by the qur’an and the saying of the prophet. the qur’an and the saying of the prophet is the hyponymy of islamic law. cohesive ties, co-extension in text a.2 example of repetition: (69) the television stations and radio stations also broadcast the call to evening prayer as well. the word stations in excerpt (69) refers back to stations. it belongs to reiteration, i.e. a form of lexical cohesion which involves the repetition of a lexical item. the repetition is relevant to cohesion and it may not cause ambiguity. example of synonymy: (70) ramadan is the ninth month of the muslim calendar. example of antonymy: (71) in the muslim calendar, each month starts with the first sight-seeing of the new month and ends with the first sight-seeing of the new moon for the following month. the word starts in the excerpt (71) has the opposite meaning of the word ends. it is called antonymy. example of meronymy: (72) this fast is one of five pillars of islam and an obligation for all devout muslim who have reached the age of puberty who are mentally or physically fit by fasting. physically and financially fit in excerpt (72) are meronymy of the requirement of fasting. example of hyponymy: (73) the insane and the senile are not mentally fit to participate. the insane and the senile are hyponimy of the persons who are not fit mentally. 14 cohesive ties, co-extension in text a.3 example of repetition: (74) though its purposes differed from religion to religion, there was general agreement that fasting was a self-preparation for communion with divinity. (75) this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. in excerpt (74) the word religion is repeated twice as many as the word month in excerpt (75). it is called repetition. example of synonymy: (76) islam prescribed a rigorous fast (called siyam in arabic) for all healthy adult muslims. (77) long before islam, the month of ramadan was regarded by the arab as a holy month. (78) the arabs reckoned ramadan as the month of spiritual stocktaking. in the above excerpts, rigorous fast in except (76) is the synonymy of siyam; the month of ramadhan in excerpt (77) is the synonymy of holy month; and ramadhan in excerpt (78) is the synonymy of the month of spiritual stocktaking. therefore each of them can substitute each other. example of antonymy: (79) in such cases, the exempted person is not to forego the fast but to postpone it to another, healthier or more restful time before recurrence of the following ramadan. in excerpt (79) forego has the opposite meaning to postpone. forego means do something whereas postpone means delay something. example of meronymy: (80) this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. examples of hyponymy: (81) it was practiced by lay persons and clergy in ancient religions, as well as by jews and christians. (82) it was practiced by lay persons and clergy in ancient religions, as well as by jews and christians. (83) this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. in the above excerpts, jews and christian are hyponymy of kind of religion; lay persons and clergy are hyponymy of human; whereas dawn and sunset are the hyponymy of time. cohesive ties, co-extension in text b.1 example of repetition: (84) he should cut his moustache and hair and nails, have a bath or ablution, put some perfume on his body and then put on the dress of ihram. (85) once the pilgrim has done these he has started on the sacred state which we call ihram and then he should start the talbiyah with aloud voice, particularly when he 15 climbs to a high place, or descends to a low place, or meets a group of people, or a single person, and towards the end of the night, and at the end of each prayer. in excerpt (84) the word put on is repeated twice as many as the word the end in excerpt (85). they belong to repetition. examples of synonymy: (86) third to give zakat, the divine tax. (87) the first thing to do is to enter ihram which means the sacred state, and then the one who is performing hajj must fulfill the following conditions: zakat in excerpt (86) is the synonymy of divine tax. whereas ihram in excerpt (87) is the synonymy of the sacred state. examples of antonymy: (88) once the pilgrim has done these he has started on the sacred state which we call ihram and then he should start the talbiyah with aloud voice,particularly when he climbs to a high place, or descends to a low place, or meets a group of people, or a single person, and towards the end of the night, and at the end of each prayer. the word climbs in the excerpt (88) has the opposite meaning to the word descends. the first means to go up, and the last means to go down. examples of meronymy: (89) hajj in islam means visiting the sacred mosque in mecca during certain dates in the muslim year, which are called “the month of hajj”. in the above excerpts, dates and years are meronymy of time. example of hyponymy: (90) these months are shawwal, zul-qa’da, and zul-hijja. shawwal, zul-qa’da, and zul-hijja are the hyponymy of months in muslim calendar. cohesive ties, co-extension in text b.2 example of repetition: (91) the rite of the hajj includes circling the kaaba seven times and going seven times between the hillocks of safa and marwa, as hagar did during her search for water. the word seven times is repeated twice in excerpt (92). this is called repetition. example of synonymy: (92) this, and eid al-fitr, a feast day commemorating the of ramadhan, are the two annual festival of the muslim calendar. (93) only when he throws the jamrah al-aqabah, gets his hair shaved or cut that he can put off his ihram. eid al-fitr and a feast day commemorating the of ramadhan in excerpt (92) has a close meaning, i.e. both indicates the feast day. whereas in excerpt (93), shaved and cut has the similar meaning of making something shorter by using sharp tools. therefore, it is called synonymy. examples of antonymy: (94) male pilgrims wear special simple clothes which strip away distinctions of class and culture so that all stand equal before god. the word distinctions has the opposite meaning of equal. it belongs to antonymy. examples of meronymy: (95) the annual pilgrimage (hajj) to makkah is an obligation once in a life time for those who are physically and financially able to perform it. 16 (96) male pilgrims wear special simple clothes which strip away distinctions of class and culture so that all stand equal before god. (97) in this type of hajj, a pilgrim should declare his intention to perform with ‘umrah and hajj together. physically and financially able in excerpt (95) are meronymy of the requirement of hajj; class and culture in excerpt (96) and umrah and hajj in excerpt (97) are also the examples of meronymy. example of hyponymy: (98) the end of the hajj is marked by a festival, eid al-adha, which is celebrated with prayers. eid al-adha is the hyponymy of a festival is which is celebrated with prayers. cohesive ties, co-extension in text b.3 example of repetition: (99) pilgrimage is the last of the five pillars of islam, the religious duties which constitute the fundamental obligations of islam. the word islam is mentioned twice in the above excerpt. islam in the first has the same meaning with the second islam. examples of synonymy: (100) upon arriving near makkah al-mukarromah (makkah the blessed), but before actually entering it, the pilgrims shed their clothes and ornaments, take a purifying ablution, and declare to god their niyyah, or intention, to perform the pilgrimage. (101) and declare to god their niyyah, or intention, to perform the pilgrimage. makkah al-mukarromah in the excerpt (100) is the synonymy of (makkah the blessed), whereas niyyah in the excerpt (101) is the synonymy of intention. example of antonymy: (102) one piece covers the body from the waist down, the other from the waist up, leaving the head bare. the word waist down in excerpt (102) is the antonymy of waist up. example of meronymy: (103) once the decision to undertake it is reached, the pilgrimage begins with many celebrations and preparations at home. celebrations and preparation are meronymy of the activities before going to mecca. example of hyponymy: (104) each pilgrim then puts on two pieces of unsewn white linen or cotton. linen and cotton are the hyponymy of the unsewn cloth wore by each pilgrim. 17 level of cohesiveness of reading text the following is the table of grammatical and lexical cohesive devices in those reading passages. no. items texts a.1 a.2 a.3 b.1 b.2 b.3 1. grammatical and lexical devices 48 27 19 18 50 46 2. frequency of 1 per clause 1.3 1.29 0.95 0.44 1.85 2.71 3. percentage of 1 entering in chains 1.53 2.07 2.11 4.68 1.5 0.74 4. explicit lexical tokens 50 92 84 94 99 48 5. cohesive interpreted lexical tokens 139 105 79 131 137 74 6. total lexical tokens 189 197 163 225 236 122 7. 5 percentage of 6 73.54 53.3 48.47 58.22 58.05 60.66 8. percentage of 1 interpreted anaphorically 53.06 33.33 54.17 41.86 53.85 48.57 9. percentage of 1 interpreted exophorically 40.82 66.67 45.83 58.14 46.15 51.43 10. percentage of 1 interpreted ambiguous 6.12 according to halliday and hasan (1989), a text is considered whether it is cohesive or less cohesive by looking at the numbers of anaphoric and exophoric references. a text is considered to be more cohesive if it has more anaphoric references than exophoric ones. the text is considered less cohesive if it has more exophoric references than anaphoric ones. when i look at the table above, the most cohesive text among the six reading texts is a.3, this text has 54.17% anaphoric reference, and 45.83 % exophoric one. when i look at cohesive ties, co-classification, this text is linked closely by some kinds of cohesive ties, co-classification, such as clausal ellipsis. ellipsis is always cohesive, there is no ambiguity in ellipsis. ellipsis is always anaphoric, this is always presupposed by certain words, either noun, verb, or clause. in text a.3 consist of clausal ellipsis. in cohesive ties, co-extension, text a.3 has five kinds of cohesive ties, co-extension, such as; repetition, synonymy, antonymy, meronymy and hyponymy. text a.3 is considered to be a good text because there are some reasons. (1) it has more anaphoric references than exophoric ones. (2) it has more anaphoric of cohesive ties, co-referentiality than exophoric ones. (3) this text is linked by ellipsis closely in cohesive ties, co-classification, and (4) this text has covered all kinds of cohesive ties, coextention, such as repetition, synonymy, antonymy, meronymy and hyponymy. it means that this text is understandable. this text may not make ambiguity, so this text is easy for someone to understand. 18 if i look at the table above, i conclude that the text which has the least anaphoric references is text a.2, it has 33.33% anaphoric and 66.67% exophoric. texta.2 is considered to be the least cohesive among six reading texts because this text may cause ambiguity. it is because of some reasons; (1) this text is not good enough in terms of cohesive ties, coreferentiality. although it consists of all cohesive ties, co-referentiality, such as; pronominals, demonstrative, definite articles, and comparative. most of cohesive ties are exophoric, it means that the text is not easy enough for students to comprehend. (2) this text is not good enough in terms of cohesive ties, co-classification. this text has been tied by two kinds of cohesive ties, co-classification, such as; substitutions, and ellipsis. this text is considered to be the least cohesive because this text consists of more exophoric references than anaphoric ones. the following, i present the level of cohesiveness of six reading texts in the following table: no texts level/rank anaphoric (%) exophoric (%) ambiguous 1 a.1 3 53.06 40.82 6.12 2 a.2 6 33.33 66.67 3 a.3 1 54.17 45.83 4 b.1 5 41.86 58.14 5 b.2 2 53.85 46.15 6 b.3 4 48.57 51.43 from the result of the analysis above, the six reading texts (a.1, 2, 3; and b.1, 2, 3) stated in reading textbooks: english for islamic studies, english for islamic studies 2, understanding islam; for islamic studies; in terms of cohesion (following halliday and hasan’s principles of reading texts) respectively the average score of anaphoric references:54.17% for text a.3,53.85% for text b.2, 53.06% for text a.1, 48.57% for text b.3, 41.86% for text b.1, 33.33% for text a.3. after consulting to the halliday and hasan’s principles of cohesion of the reading texts (1989), that the most cohesive reading texts is text a.3, whereas the least cohesive one is text a.2. text a.3 is considered to be the first level of cohesiveness among six reading texts, because this text is the most cohesive among those reading texts. this text is considered to be the most cohesive because of some reasons as i mentioned before; (1) in terms of cohesive ties, co-referentiality, this text has more anaphoric references than exophoric ones. anaphoric means that the text is linked closely by presupposing items in the preceding sentences. exophoric means that the text is linked not cohesive, it is linked by references that are not preceded by presupposing item. anaphoric makes the text understandable, whereas exophoric may cause ambiguity. (2) in terms of cohesive ties, coclassification, this text is linked closely by using substitution and ellipsis. substitution and ellipsis are always anaphoric, it means that the sentences in the text tied by some words that are related to each others. this text may be unambiguous. (3) in terms of cohesive ties, co-extension, this text is linked by all kind of cohesive ties, co-extension, as suggested by 19 hasan and halliday (1989), they are; synonymy, antonymy, meronymy, hyponymy and repetition. and i look at the table above text a.3 has the most anaphoric reference among six reading passages, and this text has the least exophoric reference among those reading texts. i conclude that the text a.3 is the most cohesive and the most understandable among the six reading texts. text a.2 in the table above has more exophoric references than anaphoric reference. this text is of the lowest level among the six reading text in the table, it is because of the text has more exophoric references than anaphoric ones. this text is considered to be the least cohesive and it is also the lowest level of cohesiveness out of six passages, meaning that the text is not understandable. this text may create ambiguity. conclusions based on the research findings, i can draw the following conclusion: 1. a text is considered to be cohesive if the sentences and paragraphs are written cohesively related to one another. the sentences and the paragraphs are linked closely by using cohesion. the cohesion i mean are cohesive ties, co-referentiality; cohesive ties, coclassification; and cohesive ties, co-extension. halliday and hasan (1989) said that a text is regarded to be good text if it consists of more anaphoric references than exophoric references and does not have many exophoric references which may create ambiguity. 2. when we look at the numbers of cohesion that are stated among six reading texts, the text a.3 has the most anaphoric references, it has 54.17% anaphoric references and 45.83% exophoric ones. when we look at the types of cohesion, this text has all types, such as, coreferential cohesive ties, co-classification cohesive ties, and co-extension cohesive ties. based on the findings above, i conclude that the text a.3 is the most cohesive reading text. this text may be understood more easily by the students, because it does not create ambiguity. this implies that the text is linked closely by those cohesive ties which may make students easy to catch. when english teachers deliver a reading text cohesively, and they use communicative approach, the teaching and learning process can run well. 3. when we look at the list of cohesive levels of text a.2, i find that it is the least cohesive reading text. this text consists of 33.33% anaphoric references, and 66.67% exophoric references. based on the types of cohesion that are found in those six reading texts, all texts having all kinds of cohesive ties, such as cohesive ties co-referentiality, coclassification, and co-extension. therefore, i conclude that all of these booksare considered to be good textbooks, in addition, it is very useful for students to study them. this tends to create students to read it, in other words it gears a good learning and teaching process with the hope that the teaching and learning objectives can be achieved. 20 references adam, mj. (1979). a schema-theoritic view of reading. new jersey: ablex publishing co. bachman, palmer. (1996). communicative competence: a content specified model. modern language journal. vol. 6:7-8. bogdan, r.c.and s.k. biklen. (1998). qualitative research in education. london: allyn and bacon. coulthard, m. and montgomery, m. (1981). studies in discourse analysis. london: routledge and kegan paul. darwis, d. (1995). english for islamic studies. jakarta: pt rajarafindo persada eggins, s. (1994). an introduction to systemic functional linguistic. london:pinter publishers. gerot, l. and p.wignel.(1994). making sense of functional grammar. new south wales: gerd stabler. halliday, m.a.k. and r. hasan. (1985). language, context, and text: aspect of language in a social semiotic perspective. melbourne: deakin university press. halliday, m.a.k. and r. hasan. (1989). cohesion in english. london:longman halliday, m.a.k. (1994). an introduction to functional grammar. london: edward arnold. horning, a. readable writing: the role of cohesion and redundancy. http//jac.gsu.edu/jac/11.1/articles/g.htm ( retrieved october, 9th 2010). hymes, dell. (1982). the concept of communicative competence revisited. charlottesville: university of virginia. mahsun ,t and siti maryam. (2005).english for islamic studies 2.semarang: unit pembinaan bahasa.. mickulecky, b. s. (1986). reading power. massachusetts: addison wesley publishing company. murcia, m.c. et al. (1995). communicative competence: a pedagogically motivated model with content specifications. the modern language journal. vol. 6. muslih mz. (2009). understanding islam; for islamic studies. semarang: walisongo press. patton, m.q. (1980). qualitative evaluation methods. london:sage publications ltd. savignon. (1990). receptive vocabulary acquisition for reading comprehension. the modern language journal vol. 3. swain, (1980). classroom explanatory discourse: a look at how teacher explain things to their students. the journal of language awarness. vol. 5. utomo,s. (2000). cohesion of reading passages used in english textbooks for the first term, second year of senior high school. a thesis. semarang: graduate program, state university of semarang. widdowson, h.g. (1972). the teaching of english as language communication. in brumfit and johnson. 21 the effective technique in teaching listening 1 developing speaking materials by incorporating character building aspects for eighth graders at smpn 3 batu indrapratiwi mohammad adnan latief state university of malang abstract based on the needs analysis stage, it is found that the existing speaking materials do not employ character building aspects as demanded by the curriculum.therefore, new speaking materials that incorporate character building aspects need to be developed. research and development (r&d) by borg and gall (1983)was used in this research involving the needs analysis, material development, expert validation, try-out, and final product.five units with various tasks and activities which include both individual and group activities were developed containing the topics offriendship, speak up, making telephone call,share your story, and indonesian folktales. the researchers adopted the task-based and project-based learning principles. particular aspects of character building were chosen based on the activities to be done by the students so that the students will be aware that they learnmoral values during the lesson. to help the english teachersthis materials provides teacher’s guide so that the teacher knows what s/he should do to teach character building aspects. after being validated by two education experts and tried out, the product is considered appropriate and acceptable to be taught to eight graders at smpn 3 batu. key words : material, speaking, character building aspects english is widely taught in indonesia because it plays an important role in education since many people use english as a means of communication. furthermore, it is stated that the goals of the teaching of english at mts/ smp are to develop the students’ oral and written competence at the level of functional literacy, to make the students have the awareness of the nature and the importance of english so as to improve the nation’s competitiveness in the global world, and to improve the students’ understanding about the interrelationship between language and culture (depdiknas, 2006). speaking is intuitively one of the important skills in communication. nunan (1999) explains that speaking skill does not only include linguistic skills but also sociolinguistics and conversational skills that enable the speakers to know how to say what, to whom, and when to say. furthermore, richard at al(1985) provide the characteristics of communicative or speaking skill. the first is the knowledge of grammar and vocabulary of the language. the second is the knowledge of rules of speaking (knowing how to begin and end, knowing what topic can be talked about in different types of speech event, knowing 2 which address forms should be with different person one speaks to and in different situation). the third is knowledge of apologies, thanks, and invitation. the fourth is knowledge of how to use the language appropriately. however, english speaking can be very difficult for many students. in speaking, they not only need to be able to produce right pronunciation, intonation, or stress but also to be fluent and contextualized. in relation to classroom activity, most of the students are afraid of being laughed at by others. those problems make the teaching of speaking more difficult to succeed. the problems are indicated by the data obtained from needs analysis done in smpn 3 batu. english practice is the main problem in the activity of students. they tend to withdraw from the interaction with other students in class.when they were forced to communicate with others, they felt worried and unsure if their speaking can be understood. another problem also appears dealing with speaking materials. generally, materials are considered as the important component as a facility so that the process of learning will run well. according to richards (2001) instructional materials generally serve as the basis for much of the language input that learners receive and the language practice that occurs in the classroom. for inexperienced teachers, materials also serve a form of teacher training, providing ideas how to plan and teach lessons as well as formats that teachers can use. some teachers use instructional materials as their primary teaching resource. the materials provide the basis for the content of the lessons, the balance of the skills taught, the kinds of language practice students take part in other situations, and materials which serve primarily to supplement the teacher’s instruction. from the interview to the english teachers, it was found that the school had not applied 2013 curriculum, the syllabus they used did not contain character building aspects. for the goals of curriculum, all the materials provided in the current compilation materials were made by the teachers in the school. the materials were used over and over without many changes in activities and exercises. the tasks for students were likely imitating what the teachers carried out, reading the dialogue with partner and making dialogue played in front of the class. seemingly, thematerial was suitable to the demand of the curriculum. however, the activities in the book did not well-matchthe purpose and needs of students because the activities and tasks were limited in reading and writing skills. also, tasks and practices were limited because the book was made to provide material rather than activities. therefore, the book did not provide enough activities to be applied by the teachers and made the activities in every meeting monotonous.from this situation, the students found difficulties in comprehending the material and exploring their ability and creativity in speaking as demanded by the curriculum. the speaking activities in the materials were both individual and group tasks. for the individual tasks, students were assigned to answer the questions related to a dialogue they have read. for the group tasks, students were assigned to read the dialogue and play it in front of the class. the exercises presented in the book were in line with the topic discussed. however, the type of the exercises did not vary nor did it explore students’ creativity toward speaking english. in addition, the books or materials mostly used by the teachers were the commercial materials so it did not match the characteristics of english subject. 3 in materials development, nunan (1991) mentions six principles to be fulfilled. first of all, materials should be clearly linked to the curriculum planning in the form of the assessment and the analysis of the needs of the target clientele followed by the formulation of the syllabus objectives. secondly, materials should be authentic in terms of text and task. texts and tasks are authentic if they are designed for purposes of language teaching. an example of an authentic text is one from a magazine. authentic task would be one which people perform on their daily activities. thirdly, materials should stimulate interaction. students’ interaction promotes language learning in several ways, including: (a) providing greater opportunity for students to use language, (b) creating a less stressful environment for language use, (c) allowing students to use a greater range of language functions, (d) encouraging students to help one another, and (e) increasing students’ motivation to learn. fourthly, materials should allow students to focus on formal aspects of the language. a focus in part of each unit on grammatical structure relevant to the initial teacher input, either spoken or written, enables the students to improve their spoken and written english in the context of overall emphasis on meaning. fifthly, materials should encourage learners to develop learning skills and skills in learning. it is important to help students learn independently. furthermore, the current materials did not employ explicit moral values development both as the objectives of the lessons and as the guidelines to develop tasks or practices as the demand of education in indonesia currently. the exercises in the existing materials did not nurturemoral values development. in other words, the existing teaching materials in classroom were done only for improving students’ hard skill, not their soft skill. recently, many social problems occur in indonesia such as corruption, violence, sexual abuse, etc. which are done by educated people. also, it commonly happens in school environment that a person, student or teacher, is able to speak fluently, but not politely. it shows that the problem on moral behavior currently becomes serious in education. some solutions and alternatives are proposed such as making regulation and strengthening law enforcement. therefore, it is better to give more attention to culture education and national characters as it is mentioned in national education system no. 20 in chapter 3 that the function of the national education is to develop academic ability and build good character to create better life in the country. there are 17 character building aspects in national character and cultural education, namely religious, honest, tolerant, disciplined, hard-working, creative, independent, democratic, curious, nationalistic, loving nation, sporting and respectful, friendly /communicative, peace loving, excited in reading, caring and compassionate, and ecofriendly. however, only eight character building aspectsare included in the material namely communicative/ friendly, honest, tolerant, disciplined, nationalistic, creative, and curious. based on the indicators, those character building aspects match with the materials and activities in the speaking materials. for example, in the material of asking and giving information, the students are expected to be aware that they have to be friendly/ communicative in asking for information and honest in giving information. therefore, each topic of the material provides related character building aspects so that the students are aware of what aspects of character building they learn while doing certain activities. 4 dealing with the activities in classroom, the english teachers sometimes do not know how to make the students aware of character building aspects while they are teaching speaking. therefore, the proposed materials are completed with teacher’s guide so that the teacher knows what s/he should do to teach speaking that incorporates character building aspects. the materials providing varied activities or exercises are highly expected to help students achieve speaking competence. research method the design of this study is research and development (r & d) by borg and gall (1983). the purpose of this study involves development of materials or book, so the r & d is appropriate for that purpose. r & d method fits well with how to best develop materials. r&d involves continuous collaboration between researcher and practitioner. the researchers and practitioner collaboratively investigated the usage of the materials. finally, the r & d methodology was found to be a very effective way to fill the gap between theory and practice. the stages of this development include needs analysis, materials development, expert validation, try out, and final product. the needs analysis stage covers the information obtained from the english teachers and the students of grade eight at smpn 3 batu. the first data wasobtained from the interview to the english teachers in smpn 3 batu. it covers some important information needed for developing the speaking materials incorporated with particular character building aspects .the interview was started by asking questions about the curriculum, the existing materials, information about the expected materials, and the information about the teaching of character building aspects. the second data was obtained from the students of grade eight atsmpn 3 batu. to obtain information of the students’ needs toward the speaking materials, the researchers distributed the questionnaires to the 100 eight graders. the data were about the students’ problem in speaking english, activity, topics, and design of materials they preferred. since the purpose of the questionnaire is to explore students’ opinions, students were allowed to choose more than one answer so that the total percentage of all components would not always be 100%. based on the results of the needs analysis, materials development was accomplished following these five stages: reviewing the syllabus (competence standard and basic competence) which gave information of knowledge and comprehension of speaking skill, arranginginstructional objectives which allowed students to experience and explore communication competence, and selecting the topic material in terms of topic and level, and it lent itself to an exploitation that was relevant to learners’ needs and objectives of the learning, deciding activity and project that were adopted from other sources and some of them were made by the researchers based on the result of needs analysis of students, selecting character building aspects that matched the activity in each unit. following the needs analysis and materials development is expert validation which aims at obtaining feedback, comments, and suggestions from experts for developing materials. two experts were involved in this research. their competence and 5 experiences contributed the refinement of the developed materials. the aspects to be validated are, namely, the quality and the applicability of the developed materials. the first expert validated the quality of the developed materials and the second expert validated the applicability of the developed materials. to give decision on product quality, the researcher used achievement level conversion as 5 for yes, 3 for partially, and 1 for no. the score was converted into description by following the range of 5scales criterion proposed by kuswandi (2001) in batunan (2011). following expert validation istry-out which aimed at knowing how the developed materials can be applied in the classroom. the try out activity was done to measure the applicability of the developed materials in the field. the try out activity also provides feedback for the developed materials especially when some problems appear during the implementation. the try out was conducted in the classroom with one of the teachers as the practitioner who tried out the materials using certain topics of the developed materials. during the try out the researchers observed the activity to record important information concerning the usefulness of the materials. the aspects of developed materials to be observed consist of the suitability of the topics for the students, the applicability of the activity, the design, and the language. also, in this stage students’individual or group performance and interaction with their classmates in the classroom were observed. some notes on problems encountered by students and the teacher’s information about how much the developed materials were applicable and suitable to be used in the classroom were taken as additional information. finally the revisions were conducted based on the result of the observation during the try-out stage to eliminate the weaknesses in the developed materials. the subjects of the try out were 20 students taken randomly from different classes at smpn 3 batu. thematerials were tried out for about one month. result of development the developed materials contain five topics: friendship (asking, giving, rejecting help; asking, giving, and denying information; and making, accepting, and declining invitation), speak up (asking for, giving, refusing opinion; asking and giving agreement; and clarifying), making telephone call(starting, extending, ending conversation on the phone and giving attention to speakers), share your story (retelling stories/ experiences (recount); starting, extending, and ending a conversation; and compare two kinds of letter), and indonesia folktales (responding to narrative texts). each unit of the materials contains a model of dialogue, expressions to be used in interaction, and activities. the speaking activities in this research include communication gap, role-playing, and discussion. besides tasks and practices, the materials also include some character building aspects namely communicative/ friendly, honest, tolerant, disciplined, etc. it was done not only as a demand of curriculum but also to help the teacher in teaching character building to students. the examples of those activities are group tasks in discussing some issues related to moral values. besides speaking materials needed by the students, the product includes teacher’s guide to help the teachers know what they are going to do before the class begins. 6 from expert 1 in material development, the expert suggested to revise the materials (incomplete of materials, unclear instruction, and some language errors).then, in the second validation, the expert suggested to try out the product. it means that the developed materials did not need to get major revision. the revision was related tolanguage errors and unclear instruction. from expert 2, the materials were rated very good. however, the expert suggested orally that the ‘debate activity’ should be changed into ‘small discussion’. after being revised, the expert suggested the researcher to try it out. all of experts show score above 75% which mean the developed materials is eligible to be used by users. the materials which were developed by using borg and gall’s model (1983) obtained positive comments from students and the teacher since it can motivate students to learn speaking in the target language. besides, the materials help the students to realize the importance of character building aspects in their daily life. it is due to the fact that the developed materials have been developed based on the students’ needs; the product has been validated both on contents and applicability, and has accommodated the suggestions from the experts and students as users. the developed materials can provide enough practice and tasks that are beneficial for both students and teacher. the various tasks and exercises help students improve their speaking competence as well as the speaking performance. the students do not only deal with the content of the materials, but also the values from the activities and the tasks. especially in speaking, the students learn seventeen moral values or character building aspects (communicative/ friendly, honest, tolerant, disciplined, nationalistic, creative, and curious). in other words, the students do not only improve their hard skill especially in speaking english but also improve their soft skill. every unit in the developed materials is intended to prepare students for the final project and character building aspects that the students have to be aware about. the discussions deal with theories and also practice performance so that at the end, students have no burden to prepare their performance. finally, the material is equipped with colorful and interesting pictures which can make students feel motivated to learn the material and to do the practice, exercises, and tasks on the book as it is stated by tomlinson (1998) that the materials design and illustration (visual element) are necessary to achieve impact by being able to attract students’ curiosity, attention, and interest, to keep using the material and to help the students to feel at ease. in conclusion, with the strength of the developed materials, it is hoped that the materials can improve students’ competence in speaking based on the demand of the learning objective. since there is no specific time allotment to finish the tasks in each unit, the teacher needs to decide which one should be done in class and which one should be assigned as the homework. conclusions several conclusions are drawn for the process of the research: (1)the final product of this development is the speaking materials which are incorporated with particular character building for eight grade students of smpn 3 batu, (2) the product was developed in the forms of sets of lesson, designed in a systematic format and completed 7 with teacher’s guide, (3) the speaking materials are suitable for facilitating and helping the students in their speaking practice and also helping them aware of character building aspects, (4) the product is appropriate for the students since it covers the language functions which are relevant to the students communication needs, (5) the appearance of the materials such as appeal of the illustrations and the appeal of the activities can improve the students’ interest in the learning process. the materials have been developed, validated by experts, tried out in the field, revised, and then presented as speaking materials entitled let’s speak out loud. the developed materials are hoped to give pedagogical implication as it can be used as one of the source materials for speaking to provide more exercises, tasks, or practices to help the teacher and students in the process of teaching and learning speaking. the developed materials can be used by students of smpn 3 batu and can be adopted by other junior high school students with similar needs. based on the whole process of conducting the development research, some recommendations are presented on how to make use of the product and how to make the product better. the comments from the experts, students, and also the teacher can be used to improve positive aspects of the materials. the clarity of learning objectives is required to be the basic foundation to develop the content of the materials. recommendation in relation to the improvement of the developed materials, it is necessary for other researchers or other people who are interested in the product to try-out all units in the materials to get the information about the strength and weaknesses of each unit or chapter based on the user of the material. other recommendation is to use more than one teacher or lecturer to teach so that more insight and input can be obtained. for the future researchers especially in material development area, this research result can be used as one reference for developing materials especially for speaking. the stages can be followed and revised based on the purpose and scope of the research.for other researches, this product can be verified using experimented research design. references aniroh, k. (2009). developing a textbook for the students of diploma iii program in hotel management.unpublished dissertation. malang: university of malang. batunan, d. (2011). developing instructional materials for essay writing at the english department of universitasnegeri manado.unpublished thesis. malang: state university of malang. bnsp. (2006). panduanpenyusunankurikulumsatuanpendidikanformal.jakarta: badanstandarnasionalpendidikan. bnsp. (2006). kurikulum tingkat satuanpendidikan: standarkompetensi mata pelajaranbahasainggrissekolahmenengahpertama (smp)/ madrasah tsanawiyah (mts). jakarta: depdiknas. borg, w.r. and gall. m. d., gall, j.p. (1983). educational research. (5th ed.). london: longman. 8 brown, h.d. (2001).teaching by principles: an interactive approach in language pedagogy. new york: addison wesley longman. chapmana, c. (2010). color theory for designers, part 1: the meaning of color. (http://www.smashingmagazine.com/2010/01/28/color-theory-for-designerspart-1-the-meaning-of-color/, accessed on july 27th, 2013). depdiknas. (2006). ministrial regulation of national education of republic of indonesia about standard of competence no. 2312006. jakarta: directorate general of pimary and secondary education. elkind, david h., and sweet, f. (2004).how to do character education.(http://www.goodcharacter.com/article_4.html, accessed on april 24th, 2013). gebhard, j. g. (2000). teaching english as a foreigner or second language: a teacher self-development and methodology guide. ann arbor: the university of michigan press. hutchinson, t. and waters, a. (1987).english for specific purposes. cambridge: cambridge university press. harmer, j. (2007).the practice of english language teaching (4th edition). new york: longman. kemendiknas.(2010a). panduanpendidikankarakter di smp. jakarta. ditjenmendiknasmendirektoratpembinaan smp. kemendiknas. (2010b). pengembanganpendidikanbudayadankarakterbangsa. jakarta: badanpenelitian dan pusatkurikulum. muslim, a. h. (2011). speaking materials for the tenth grade of man genukwatu ngoro. unpublished thesis. graduate program in english language teaching state university of malang. nunan, d.( 2005). second language teaching and leraning. boston: heinle and heinle publisher. nunan, d. (1999). second language teaching and learning. london: heinle&heinle publisher. nunan, d. (1991). language teaching methodology. norwich: prentice hall international (uk). richards, j. c. (2001). curriculum development in language education. cambridge: cambridge university press. richard, j. c. j, patt, and h. weber.(1985). longman dictionary of applied linguistics. london: longman. sugiyono. (2008). metodepenelitiankuantitatif, kualitatif, dan r&d. bandung: alfabetha. syaifullah, a. (2008).developing speaking materials for the students of mechanical engineering polytechnic.unpublished thesis. graduate program in english language teaching state university of malang. tomlinson , b. (1998). materials development in language teaching. cambridge: cambridge university. wahyudin, u. (2008). speaking materials for the first year students of mts negerisalawutasikmalaya.unpublished thesis. graduate program in english language teaching state university of malang. http://www.smashingmagazine.com/2010/01/28/color-theory-for-designers-part-1-the-meaning-of-color/ http://www.smashingmagazine.com/2010/01/28/color-theory-for-designers-part-1-the-meaning-of-color/ http://www.smashingmagazine.com/2010/01/28/color-theory-for-designers-part-1-the-meaning-of-color/ 9 helping young learners to learn audio discrimination by using flashcards yansyah school of graduate studies, state university of malang, east java abstract the ability of young learners to grasp and to imitate what they hear is one of potential opportunities that should be taken into account by eyl teachers. they can use this advantage to facilitate them to acquire a good pronunciation since their earlier age. this article then tries to propose a classroom idea on how to help young learners learn audio discrimination by using flashcards. audio discrimination is the ability to recognize the similarities and the differences among different sounds. this ability is very important to be developed especially for the teaching of reading since learners need to discriminate between sounds associated with different letters. flashcards are considered as appropriate media because of its practicality to be used in the classroom and its economical reason. the detail of teaching procedure will be listed in pre-, whilst-, and postteaching so that it is expected that this article give practical benefit to eyl teachers’ classroom practices. key words: eyl, audio discrimnation, flashcard the popularity of english as a world’s language affects the public policy and the number of people who are interested in learning english. as a result, nowadays english is learned by both adults and young learners. regarding to young learners, the teaching of english in indonesia has been regulated in the decree of the minister of education and culture no. 060/u/1993 dated 25 february 1993 (rachmanjati, 2008 :161). it is stated that english can be taught to elementary students. although in the present of curriculum 2013, english for young learners (eyl) used to be a controversial issue, there are many schools which keep english as their local content subject because of several reasons. young learners are defined as the students or children between the age of 5 until 12 years old (suyanto, 2010: 15; linse, 2005:2). according to the critical period hypothesis, this is golden age period of language acquisition. the hypothesis stated that the ability to learn a native language develops within a fixed period, from birth to puberty. during this critical period, language acquisition proceeds easily, swiftly, and without external intervention. consequently, young learners can learn a second or foreign language particularly effectively before puberty because their brains are still able to use the mechanisms that assisted first language acquisition (linse, 2001:13). thus, in term of theory, the teaching of english to young learners has a great benefit in fostering the acquisition process. next, eyl also offers a benefit in preparing indonesia’s future human resources in the globalized era. rachmajanti (2008: 162) mentions that some diverse area in indonesia requires its inhabitants including adolescent children to be able to speak in english because of the demand of tourism industries. in addition, the teaching of eyl is also expected to be able to help the improvement of english instruction in secondary schools. huda and nababan (1995, cited in rachmajanti, 2008: 162) reports that english instruction in secondary school was considered unsuccessful based on the unsatisfactory result of high schools final examination. the belief that the earlier children learn a foreign language, the better their target language proficiency, then, becomes another reason to include english in elementary school curriculum to fix that condition. another plausible argument to take english as subject to teach to young learners is related to the characteristics of young learners themselves. young learners usually repeat exactly what they hear. klancar (2006) said “they are like sponges, they soak up everything we say and how we say it.” it, of course, brings an advantage in the teaching of pronunciation. it can be a chance for teachers to help children to acquire clear and accurate pronunciation. otherwise, it will be difficult to achieve when they pass their puberty. thus, in their age, young learners have greater chance to gain a near-native pronunciation. however, one of problems in teaching pronunciation to eyl is students’ difficulty in discriminating sounds. the students’ ability to identify and distinguish between different sounds is called auditory discrimination skill (highrich learning module, 2007). it is a stepby-step developmental process which means it develops as young learners grow and develop. thus, teacher needs to help them to note the similarities and differences among sounds by providing a wide variety and appropriate activities. using some media, of course, is a fruitful way to engage their attention and interest during the lesson. flashcards can be alternative media for this purpose. suyanto (2007) stated that flash cards are the most important teaching resource to have and also helpful to teach pronunciation. based on this consideration, this article tries to elaborate the use of flash cards for teaching audio discrimination through several fun and interesting activities for eyl classroom. helping young learners to learn audio discrimination by using flashcards this article proposes a classroom idea aims to help eyl teachers to promote their students acquiring audio discrimination skill. the discussion begins a brief review about the teaching of pronunciation to young learners, audio discrimination skill and its importance to young learners, and flashcards as teaching media in eyl classroom. then, it will be followed by the teaching procedure which will clearly describe what a teacher should do in pre-, whilst-, and post-teaching stages. the teaching of pronunciation to young learners teaching pronunciation is significantly important in efl context. english learners are required to have clear and accurate pronunciation to comprehend messages presented orally and to deliver their taught, feeling, and experiences intelligibly for communicative purpose (cahyono & utami, 2011: 121). english teacher need to teach and give enough pronunciation practices for learners because we do not have intense exposure in every day life. the benefit of teaching pronunciation in eyl class is the young learners’ strength on their auditory receptive component which involves the capability in listening and oral performance (like, 2012: 184). therefore, young learners are good in imitating the target language orally. however, it is not a guarantee that they can easily learn l2 pronunciation. there are also some limitations and interferences that may make them difficult to recognize sounds in a new language they hear. in addition, some english sounds are not available in indonesian sounds. these sounds, then, are potentially cause problem in pronunciation if they are not trained well and having enough practices (cahyono & utami, 2011: 126). in teaching pronunciation to young learners, teachers should aware with their characteristics. although young learners can easily go with any activities designed by teachers because of their high enthusiasm (linse, 2001: 17), they also have limited attention span (harmer, 2001: 38). consequently, teaching activities should be limited into five to ten minutes only. it means teachers should provide various teaching activities to engage them during the lesson. singing, playing games, or using interesting media can solve this classroom problem. furthermore, brown (2007:102) mentions that children (up to the age of about 11) are still in an intellectual development process. they have limitations because they are still in what piaget (1972) called as concrete operational stage (cited in santrock, 2004: 46). rules, explanations and other abstract talk about language should be avoided in eyl classroom (brown, 2007: 102). therefore, teachers cannot explain how to pronounce and notice the characteristics of the sounds in eyl class as to adult class. using visual aid media such as flashcards can be a helpful way to make them understand what they teachers intend to teach. audio discrimination skill and its importance one of the problems encounter by eyl teachers in teaching pronunciation is the learners’ difficulty to distinguish similarities and differences among different sounds. this ability is called as audio discrimination skill. this skill is beneficial for young learners when they begin to read. they need to be able to discriminate between the sounds associated with different letters. thus, it is also related to phonological awareness which has strong positive correlation to reading success (adam in wattiheluw, 2009). despite of its importance, developing learners’ audio discrimination skill has potential problem in foreign language classroom. some sounds are different or cannot be found in the children’s native language. for example, cahyono and widiati (2011: 126) find that indonesian learners of efl have difficulty in pronouncing long vowels such as /i:/, /u:/, and /ɜ:/, affricate sounds / tʃ/ and / dʒ/ as well as interdental sounds /θ/ and / ð/. sulatri and weda (2009, as cited in cahyono and widiati, 2011: 128) also study that the interference of the learners’ local language background makes indonesian learners difficult to gain clear and accurate english pronunciation. these facts offers more challenge for eyl teachers to help their children recognize that there are some differences in english sounds. the way to solve that problem is by training audio discrimination skill since the earlier age. acquiring skill to recognize the difference and similarities among foreign sounds requires a lot trainings and practices. therefore, by introducing audio discrimination skill to young learners it is not only to have a greater chance to help them gain clear and accurate pronunciation but also to accelerate the process regarding the young learners’ strength on their auditory receptive components. however, it is also should be notice that children have some limitations regarding to their characteristics in learning as mentioned above. thus, simple, engaging, and enjoyable lesson should be taken into account while designing activities for teaching audio discrimination skill. flashcards as teaching media for eyl classroom flash cards are a nice media to make students’ interested during the lesson. it is a big card, usually made of big and thick paper with a4 size (kasihani, 2010: 109). flash cards used for teaching pronunciation is called phonic phonics cards which is a flash card with a phonic sound on one side and a picture that illustrates the sound on the other. flash cards should be designed colorful with interesting pictures to engage students’ attention. flashcards is a practical media which can be used for the whole classroom or in groups. teachers can make flashcards themselves or directly downloads from several website which provide this media freely. in other words, flashcards is highly recommended for media because of its practicality and economical reason. the benefit of using flashcards to learners learning english has been supported by empirical research. rusdiana (2002) has developed flashcards as media to help fourth graders improve their vocabulary. the result shows that this kind of media can positively increase the number of students’ vocabulary. next, kusumaningtyas (2009) in her study about the effectiveness of using flashcards on the vocabulary mastery of junior high school also found that there was significance different between students who are taught using flashcards and those who taught without using flashcards in their vocabulary mastery. then, gloud at al (2013) also found that flashcards was an effective media to help children with disabilities to learn. they invited seven and nine years old children with disabilities to master the names and sounds of the 18 most common lower case letters of the alphabet. finally they conclude that direct instruction flashcards in combination with guided practice can help on the participant mastery on the task. although the writer did not find previous research which discusses the use or the effectiveness of using flashcards to develop learners’ audio discrimination skill in efl setting but those research, at least, can give supporting data that flashcards is a helpful and interesting media so that learners can be engaged during the lesson and eventually improve their english. the teaching procedures this procedure describe what the teacher and students do on using flashcards as media for teaching audio discrimination. the activity are designed in vary and short to avoid students getting bored during the lesson. the sounds taught are focus on sounds /p/ and /f/, /l/ and /s/, /θ/ and /ð/ , as well as some long vowels such as /i:/ and /u:/. according to the writer’s experience, those sounds are almost similar to students. pre-teaching 1. play “phonics song” song and ask students to listen. then, sing it together. whilst-teaching 2. show some flashcards and give example to the students how to pronounce the sounds (see appendix for the flashcards example). 3. show again the flash cards and now ask them to repeat what teacher said. 4. now, stick three flashcards in the blackboard and ask students to read. ask them to notice the differences. 5. play “spy”game. first, teacher should tick the flash cards every where in the class. then the teacher said, “i spy with my little eyes something that is begun with the sounds: /p/. ask students to point out and say which flash card show the sound. it is also possible to use real things in the classroom. 6. give assessment to students to choose different sound among three flashcards shows by teacher. ask them to write down the answer in their notebook. post-teaching 7. sing this song (using “london bridge is falling down” tone). teacher may make this activity more interesting, then, by dividing the class into two groups. they are interchangeably sing teacher verse and student response lyric. give point for the group who give right response. (teacher verse) ~ what’s the first (or last) sound that you hear? ~ that you hear, that you hear? ~ what’s the first (or last) sound that you hear? ~ in fan, fan, fan? (student response) ~ /f/ is the sound that i hear, ~ that i hear, that i hear. ~ /f/ is the sound that i hear ~ at the first of fan. conclusion learning audio discrimination concentrates on word sounds rather than words meaning so that teacher should help the learners by practicing it as frequent as possible. teacher can use flashcards as media to make them better understand the similarities and differences of the targeted sounds. it would be better if the flashcards designed with interesting pictures and colorful. the use of song and games also can help them to be engaged during the lesson. references andreassen & smith. (2008). phoneme awareness. retrieved november 24, 2012, from http://phonologicalawareness.org/6.html. brown, h.d. (2007). teaching by principles: an interactive approach to language pedagogy. san fransisco: longman http://phonologicalawareness.org/6.html cahyono, bambang yudi & utami, widiati. (2011). teaching of english as foreign language in indonesia. malang: state university of malang press. gloud, c., neyman, j., weber, k.p., mclaughlin, t.f., houghlum, r. (2013). the effectiveness of direct instruction flashcards with guided practice activities to instruct two elementary students diagnosed with autism spectrum disorder and delays in pre-academics and communication. international journal of applied and basic science, vol. 02, no. 01, pp. 11-37. harmer, jeremy. (2001). the practice of english language teaching, england, pearson education limited. highrich training program. 2007. highrich learning module. retrieved october 1, 2012 from www.highreach.com klancar, natasa intihar. (2006). developing speaking skill in the young learners classroom. the internet tesl journal, vol. xii, no. 11. retrieved october 1, 2012 from http://iteslj.org/techniques/klancar-speakingskills.html. kusumaningtyas, w. (2009). the effectiveness of using picture cards on the vocabulary mastery of the second grade students of smp sriwedari malang. unpublished thesis. malang: state university of malang. like, r. o. (2012). young learners’ acquisition of english as a second language (cahyono & indah, ed.). malang: state university of malang press. linse, c. t. (2005). practical english language teaching: young learners. new york: mcgraw hill. rachmajanti, s. (2008). the impact of english instruction at the elementary schools on the students’ achievement of english at lower secondary school. teflin journal, vol. 19, no.2, pp. 160-185. rustien, (2002). pengembangan media flashcards untuk membina kemampuan vocabulary dalam pembelajaran bahasa inggris siswa sekolah dasar kelas 4. unpublished thesis. malang: state university of malang. suyanto, k.e. (2010). english for young learners. jakarta: bumi aksara. wattiheluw, n. (2009). teaching phonemic sounds of the english alphabet (bambang yudi cahyono, ed.). malang: state university of malang press. sources of song and downloadable flashcards: www.teyl.com www.teachingchildrenesl.com www.youtube.com http://www.highreach.com/ http://iteslj.org/techniques/klancar-speakingskills.html http://www.teyl.com/ http://www.teachingchildrenesl.com/ appendix example of flash cards: note: flashcards to teach other sounds can be freely downloaded at www.teachingchildrenesl.com and www.teyl.com. . http://www.teachingchildrenesl.com/ http://www.teyl.com/ the english blending words in indonesian’s newspapers tien rafida titin.rafida@yahoo.com islamic state university of south sumatra abstract blending offers a unique and unusual character which is frequently used by mass because of its creativity and this study aims to figure out the pattern of english blending words in indonesian’s newspaper created and the meanings of those blending words. the study found that the complex words shows the pattern. the pattern of those analyzed complex words are categorized into ab + cd =ad. these patterns are based on plag’s theory about blending words. the meaning of those complex words was built based on the first and the second words. it follows the pattern of ad, namely the first term (a) and the last term (d) are combined. the twenty blending words discussed are not common in english itself. it is because these english complex words have been domesticated by indonesian’s terms. introduction blending becomes a good choice for people to achieve their own goals. of course, they have their own reasons for that. as harley (2006: 101) opted his idea which described that blending are some of the new words that we’re most conscious of, probably because someone usually made them on purpose. that is a good reason for people to construct and combine words. the other premise of blending decision told that it is one of word formations that is often used in daily life especially mass media so that people could satirize, entertain, and even to gain fame quickly (e.g: democrazy, duckula, twitpic). this explanation is in line with minkova (2009: 14) who said that “[b]lending is an area of word-formation where cleverness can be rewarded by instant popularity… [which] can even be amusement”. it means that there are some words which sound so strange because the sounds of those ‘new’ words are not familiar to our ears. blending also offers a unique and unusual character which is frequently used by mass because of its creativity. that is one of the distinctive properties of human language. as booij (2005: 23) shared that we may get to know more about the architecture of the human language faculty and about the nature of rule-governed creativity in the domain of language. based on this statement, creativity becomes the other reason of blending words to be constructed. in other hand, blending shows us an innovative way on forming new words. for example, relatively few blended words have become lexicalized words in english (brunch, smog), but the technique is frequently used for coining words by advertisers and the media, precisely because such words are noticeable. mcdonald’s, for example, creates a word like menunaire from menu and millionaire to catch your eye (or ear), and make you pay attention to their pitch (lieber, 2009: 70). hence, mass media plays an important role here. in other case, blending becomes a tool of entertainment by its own creativity. then, mass media provides it to be published. harley (2006: 101) told that the washington post style invitational often pits readers against one another in creating the funniest new blend, where the challenge is to do it by adding, deleting, or changing only one letter of an existing word. thus, the contruction of blending words play an important role with its playful language. blending does not only contain the great word construction and awesome sound mixing in mass media, but also their appearances from an easy surrounding environment as in our workaday communication as minkova (2009: 12) said that “[d]ictionaries list blending words as separate entries. although most patterns of word-creation are subject to the normal constraints on sound-sequencing in the language, that is, they are phonetically well-formed.” therefore, we could realize their amazing constructions using the pattern of how the words could be combine with. blending, in other hand, has a function as a way to make a practical word combination for specific people needs. for example, modulator and demodulator become a new word of modem in order to make it simpler. the decision of blending word such as modem is well-constructed by using the pattern generally. it is clear from those examples that blending is in active use for the creation of new vocabulary such as (currently) information technology (mccarthy, 2002: 66). that opinion above supports mass media as an exact object to be exposed. as lieber (2009: 53) also remarked that blending is used quite a bit in english advertising, product naming, and playful language. this research investigates two main research question below. 1. how is the pattern of english blending words in indonesian’s newspaper created? 2. what are the meanings of those blending words? the construction of english blended words in mass media this is the formal properties of blending by plag (2002). the first important generalization that can be drawn on the basis of the data is that it is always the first part of the first element that is combined with the second part of the second element. this can be formulated as a rule, with a, b, c and d, referring to the respective parts of the elements involved: a b + c d → ad. as evidenced by guesstimate, b or c can be null, i.e. one of the two forms may appear in its full form. if we take the orthographic representation, guesstimate does not truncate the first element (b is null), if we take the phonological representation, we could also argue that estimate is not truncated, hence c is null. similar examples can be found. there is only one veritable exception to this pattern in the above data, namely modem, where the blend has the structure ac instead of ad. in general, blending that does not correspond to the structure ad are in a clear minority (only 4 to 6 % of all blending). the rule of blending by plagis used by researcher to analyze 45 english blending words below. blending using rule ad this can be formulated as a rule, with a, b, c and d, referring to the respective parts of the elements involved: a b + c d → ad. as evidenced by guesstimate, b or c can be null, i.e. one of the two forms may appear in its full form. if we take the orthographic representation, guesstimate does not truncate the first element (b is null), if we take the phonological representation, we could also argue that estimate is not truncated, hence c is null. 1. herbalife herba l + life a b + c/d a (herba) is the first element of first part, b (l) is the second element of first part, c (life) in the first element of second part can be null, and d (life) is the second element of second part. the first element of first part /herba/ or a combined with the second element of second part /life/ or d, thus the result is “herbalife”. the new word is constructed by the formula of ab + cd = ad. 2. eggsteroids egg + a steroids a/b + c d a (egg) is the first element of first part, b (egg) in the second element of first part can be null, c (a) is the first element of second part, and d (steroids) is the second element of second part. the first element of first part /egg/ or a combined with the second element of second part /steroids/ or d, thus produce a new word of “eggsteroids”. it is constructed by the formula of ab + cd = ad. 3. cybook cy ber + book a b + c/d a (cy) is the first element of first part, b (ber) is the second element of first part, c (book) in the first element of second part can be null, and d (book) is the second element of second part. the first element of first part /cy/ or a combined with the second element of second part /book/ or d, thus the result is “cybook”. the new word is constructed by the formula of ab + cd = ad. 4. fashionary fashion + diction ary a/b + c d a (fashion) is the first element of first part, b (fashion) in the second element of first part can be null, c (diction) is the first element of second part, and d (ary) is the second element of second part. the first element of first part /fashion/ or a combined with the second element of second part /ary/ or d, thus produce a new word of “fashionary”. it is constructed by the formula of ab+cd= ad. 5. positivenergy positiv e + energy a b + c/d a (positiv) is the first element of first part, b (e) is the second element of first part, c (energy) in the first element of second part can be null, and d (energy) is the second element of second part. the first element of first part /positiv/ or a combined with the second element of second part /energy/ or d, thus the new word is “positivenergy”. that is constructed by the formula of ab + cd = ad. 6. sportytude sporty + atti tude a/b + c d a (sporty) is the first part of first element, b (sporty) in the first part and second element can be null, c (atti) is the first element of second part, and d (tude) is the second part of second element. the first part of the first element /sporty/ or a combined with the second element of the second part or d /tude/, which produce a new word of “sportytude”. the rule could be formulated as ab + cd = ad. 7. cassachips cassa va + chips a b + c/d a (cassa) is the first element of first part, b (va) is the second element of first part, c (chips) in the first element of second part can be null, and d (chips) is the second element of second part. the first element of first part /cassa/ or a combined with the second element of second part /chips/ or d, thus the result is “cassachips”. the new word is constructed by the formula of ab + cd = ad. 8. futuready futu re + ready a b + c/d a (futu) is the first element of first part, b (re) is the second element of first part, c (ready) in the first element of second part can be null, and d (ready) is the second element of second part. the first element of first part /futu/ or a combined with the second element of second part /ready/ or d, thus the result is “futuready”. the new word is constructed by the formula of ab + cd = ad. 9. beautricks beau ty + tricks a b + c/d a (beau) is the first element of first part, b (ty) is the second element of first part, c (tricks) in the first element of second part can be null, and d (tricks) is the second element of second part. the first element of first part /beau/ or a combined with the second element of second part /tricks/ or d, thus the result is “beautricks”. the new word is constructed by the formula of ab + cd = ad. 10. salebration sale + cele bration a/b + c d a (sale) is in the first element of first part, b (sale) in the second element of first part can be null, c (cele) is the first element of second part, and d (bration) is the second element of second part. the first element of first part /sale/ or a combined with the second element of second part /bration/ or d, thus the resulted word is “salebration”. the new word is constructed by the formula of ab + cd = ad. 11. eyevolution eye + e volution a/b + c d a (eye) is in the first element of first part, b (eye) in the second element of first part can be null, c (e) is the first element of second part, and d (volution) is the second element of second part. the first element of first part /eye/ or a combined with the second element of second part /volution/ or d, thus the resulted word is “eyevolution”. the new word is constructed by the formula of ab + cd = ad. 12. webinar web + sem inar a/b + c d a (web) is the first element of first part, b (web) in the second element of first part can be null, c (sem) is the first element of second part, and d (inar) is the second element of second part. the first element of first part /web/ or a combined with the second element of second part /inar/ or d, thus the result is “webinar”. the new word is constructed by the formula of ab + cd = ad. 13. surprizes sur prise + prizes a b + c/d a (sur) is the first element of first part, b (prise) is the second element of first part, c (prizes) in the first element of second part can be null, and d (prizes) is the second element of second part. the first element of first part /sur/ or a combined with the second element of second part /prizes/ or d, thus the result is “surprizes”. the new word is constructed by the formula of ab + cd = ad. 14. softergent softe ner + dete rgent a b + c d a (softer) is the first element of first part, b (ner) is the second element of first part, c (dete) is the first element of second part, and d (rgent) is the second element of second part. the first element of first part /softe/ or a combined with the second element of second part /rgent/ or d, thus the result is “softergent”. the new word is constructed by the formula of ab + cd = ad. 15. toracino tora bica + cappuc cino a b + c d a (tora) is the first element of first part, b (bica) is the second element of first part, c (cappuc) in the first element of second part can be null, and d (cino) is the second element of second part. the first element of first part /tora/ or a combined with the second element of second part /cino/ or d, thus the new word is “toracino”. that is constructed by the formula of ab + cd = ad. 16. actifit acti ve + fit a b + c/d a (acti) is the first element of first part, b (ve) is the second element of first part, c (fit) in the first element of second part can be null, and d (fit) is the second element of second part. the first element of first part /acti/ or a combined with the second element of second part /fit/ or d, thus the result is “actifit”. the new word is constructed by the formula of ab + cd = ad. 17. eduvacation edu cation + vacation a b + c/d a (edu) is the first part of first element, b (vacation) is the first part of second element, c (vacation) in the first element of second part can be null, and d (vacation) is the second part of second element. the first part of the first element /edu/ or a combined with the second element of the second part or d /vacation/, which produce a new word of “eduvacation”. the rule could be formulated as ab + cd = ad. 18. democrazy demo cracy + crazy a b + c/d a (demo) is the first element of first part, b (cracy) is the second element of first part, c (crazy) in the first element of second part can be null, and d (crazy) is the second element of second part. the first element of first part /demo/ or a combined with the second element of second part /crazy/ or d, thus the result is “democrazy”. the new word is constructed by the formula of ab + cd = ad. 19. soylution a (soy) is the first element of first part, b (bean) is the second element of first part, c (so) in the first element of second part can be null, and d (lution) is the second element of second part. the first element of first part /soy/ or a combined with the second element of second part /lution/ or d, thus the new word is “soylution”. that is constructed by the formula of ab + cd = ad. 20. chocorillas a (choco) is the first element of first part, b (late) is the second element of first part, c (go) is the first element of second part, and d (rillas) is the second element of second soy bean + so lution a b + c d choco late + go rillas a b + c d part. the first element of first part /choco/ or a combined with the second element of second part /rillas/ or d, thus the result is “chocorillas”. the new word is constructed by the formula of ab + cd = ad. conclusion in conclusion, the complex words shows the pattern. the pattern of those analyzed complex words are categorized into ab + cd =ad. this pattern are based on plag’s theory about blending words. the meaning of those complex words are built based on the first and the second words. it follows the pattern of ad, namely the first term (a) and the last term (d) are combined. these twenty blending words are not common in english itself. it is because these english complex words has been domesticated by indonesian’s terms. references booij, geert. 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blackwell reference online. sulastri, nenden sri. 2011. word formation and meaning of food naming in pizza hut. unpublished graduating paper. bandung: uin sunangunungdjati. robert, yin k. 2011. qualitative research from start to finish. new york: the guilford press. yule, george. 2006. the study of language third ed ieee paper template in a4 (v1) ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||235-258|2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php maximizing english speech on youtube videos to enrich students’ vocabulary ihdal bayu pamungkas bpamungkas453@gmail.com raida asfihana raidaasfihana@uin-antasari.ac.id afifah linda sari afifahlinda@uin-antasari.ac.id antasari state islamic university of banjarmasin, indonesia article history: received: 15 october 2022 accepted: 03 december 2022 learning vocabulary is essential in language learning since it will help students to master a language as well as communicate with others effectively using various words. this classroom action research, which followed kemmis and mctaggart’s model, aimed to investigate the effectiveness of utilizing english speech on youtube videos to enrich students’ english vocabulary. the participants of this study were the seventh graders of the language class in smp muhammadiyah banjarbaru. the results revealed that maximizing english speech on youtube videos can effectively boost students’ vocabulary building since the scores of the pre-test, post-test 1, and post-test 2 showed different and significant improvements. moreover, the classroom environments and the students’ enthusiasm improved as well. the classroom became conducive and interactive, and the students were excited and enthusiastic and genuinely paid attention to the videos and the teacher’s explanations. corresponding author: tel.: raidaasfihana@uinantasari.ac.id keywords: youtube videos; english vocabulary; english speech http://jurnal.uin-antasari.ac.id/index.php mailto:bpamungkas453@gmail.com mailto:raidaasfihana@uin-antasari.ac.id mailto:afifahlinda@uin-antasari.ac.id mailto:raidaasfihana@uin-antasari.ac.id mailto:raidaasfihana@uin-antasari.ac.id p a g e | 236 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 introduction enriching vocabulary plays an essential role in learning english as a foreign language (efl). bai (2018) pinpointed that vocabulary is the most crucial aspect of language learning. enriching vocabulary building will help students to master a language as well as communicate with others well by using different words. thus, improving vocabulary for students has become a piece of demand in learning english. moreover, vocabulary is as essential as primary english skills; speaking, listening, reading, and writing. it is also in line with groot and keijzer (2000), who argued that vocabulary is hugely related to speaking, reading, listening, and writing. in fact, it is a vital element in english learning that can help students to enhance their writing, reading, listening, and speaking abilities (simamora, 2020). in other words, mustafa (2019) also claimed that vocabulary is necessary to be taught because it is an essential aspect of any language. thus, vocabulary is important to be mastered by every student to support their achievement in learning english as foreign language (efl). in contrast, vocabulary is still considered a language element that is difficult and challenging to be learned and mastered by the students. it is also supported by (rohmatillah 2015), who believed that pronouncing words, writing and spelling, selecting correct grammatical forms, determining the appropriate meaning, choosing the correct terms based on a particular context, and understanding idiomatic expressions are some of the student’s difficulties in enriching vocabulary. on the other perspective, suardi and sakti (2019) assumed that teachers had faced many challenges in teaching vocabulary, such as choosing the appropriate terminology, implementing suitable teaching techniques, and evaluating the students’ comprehension. in the seventh grade of muhammadiyah 1 banjarbaru junior high school, south kalimantan, the researchers have found that the problems are similar to those in the previous related research, such as the students getting confused about understanding the meaning of the words, using the appropriate words in a certain p a g e | 237 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 context, problems in spelling and pronunciation and so forth. these problems could be noticed when the researchers taught the students and asked them to guess the meaning of a specific word and speak in the classroom. the problems are caused by the students who do not fully pay attention to the teacher’s explanation and are passive in vocabulary teaching and learning (suardi and sakti 2019). furthermore, those facts would definitely become a big challenge for teachers to deal with the students’ vocabulary enrichment. the researchers then devised an idea to create an exciting classroom environment for teaching and learning vocabulary using technology. teaching using technology has been increasingly utilized globally nowadays. people use technology such as the internet to access information around the globe that can indeed be used for educational purposes as well. wieking (2016) highlighted that using technology in teaching and learning was beneficial and could engage students to learn more effectively. furthermore, there is no doubt that youtube has become a daily consumption for children, teenagers to adults around the world since they can see and feel what is happening worldwide and can be downloaded easily and freely on the internet. thus, youtube technology must be maximized effectively to better support teaching and learning. additionally, youtube has been integrated to assist in improving students’ vocabulary. regarding english teaching and learning, youtube is a trendy online material that provides learners with authentic and everyday situations that will also help them better understand the lessons given (maness 2016). additionally, youtube presents speech or words with audio and visuals to enhance language skills (ayu 2016). moreover, anjaniputra and salsabila (2018) also defined that utilizing technology in learning vocabulary is an engaging and attractive way. khalid and muhammad (2012) pointed out that youtube is a video-sharing web page that allows users to upload, share and view videos. in addition, there are a lot of videos that people on youtube can watch. one of them is the english speech videos in english speeches channel p a g e | 238 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 (https://www.youtube.com/c/englishspeeches) which has a lot of speech videos with big subtitles. therefore, english speech videos can be a good model for students to boost their vocabulary building. some studies related to the efl teaching context in indonesia have shown positive results of using youtube videos to enrich students’ vocabulary. research conducted by widiastuti (2011) revealed that using youtube videos can help enhance vocabulary so that the students can remember and recognize words more easily, write and pronounce words correctly, and gives a more fun and enjoyable classroom environment. another study conducted by ismawati (2011) also concluded that by utilizing youtube videos, students could improve their vocabulary, in which they can remember, spell, write and pronounce words correctly. moreover, muna (2011) reported that using youtube videos in teaching and learning speaking could also improve students’ speaking skills and classroom environments. from those previous studies, the researchers are interested in investigating youtube videos. however, the present study differs from the earlier studies since the researchers would like to explore further the effectiveness of youtube videos in boosting the students’ vocabulary and creating a diverse classroom environment by employing classroom action research as the research design. moreover, this study attempts to answer this research question; “are the english speech videos on youtube effective in enriching the students’ english vocabulary?”. related concept some terms can be defined as the central cores of this research: vocabulary, youtube, speech, and teaching and learning vocabulary. the following descriptions would best describe these related concepts. vocabulary the definition of vocabulary https://www.youtube.com/c/englishspeeches p a g e | 239 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 vocabulary is one of the essential elements of any language. vocabulary is an integral part of a language that must be learned and taught. bai (2018) pointed out that general words in any language are recognized as vocabulary, and english is one of the immense numbers of words in all languages worldwide. moreover, agung et al. (2021) highlighted that vocabulary is a collection of words that has a meaning that people can use to express their minds and emotions, which is the key to human communication. the statements above are also supported by humaira (2019), who firmly believes that vocabulary is essential to language improvement. additionally, having a limited vocabulary is an obstacle for every english speaker. that statement is supported by harris (1969) pinpointed that students cannot communicate and express their ideas effectively without a vocabulary. lessard-clouston (2013) also defines that without plentiful vocabulary, students cannot understand other people or tell their own ideas since mastering and enriching vocabulary can help them be good speakers and listeners because it is essential in understanding and arranging a language form. thus, from all the statements above, it can be concluded that vocabulary is a essential to be learned and taught and the key to human communication to express thoughts, ideas, and feelings. the types of vocabulary vocabulary in learning english as a foreign language is definitely needed. vocabulary refers to the words students and teachers must know to accomplish the teaching and learning process, meaning that it does not only refer to the number of words. however, it also relates to the types of words in vocabulary that exist in a language. there are four vocabulary types, as follows: receptive vocabulary receptive vocabulary is a type of vocabulary involved in the reading and listening process. in other words, it refers to the variety of words which is p a g e | 240 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 used to understand the messages given (dakhi & fitria, 2019). in the same line with the previous statement, alqahtalani (2015) highlighted that receptive vocabulary is the list of words that learners can comprehend to use in a context. still, they cannot produce the list of words. productive vocabulary productive vocabulary is defined as a type of vocabulary which is involved speaking and writing naturally. moreover, it is used to arrange messages (dakhi & fitria, 2019). this kind of vocabulary is recognized as the words that can be understood and pronounced correctly and used kindly in speaking and writing. active vocabulary dakhi and fitria (2019), in their journal, also define active and passive vocabulary. they state that active vocabulary refers to a variety of words that listeners and writers use that they significantly understand. active vocabulary words are used when the listeners and writers are required in speech and writing. passive vocabulary in contrast to active vocabulary, passive vocabulary is described as the words that are often used in writing and speaking due to it refers to the terms that are not entirely understood (dakhi & fitria, 2019). youtube the overview of youtube youtube (https://www.youtube.com/) has been increasingly utilized by people worldwide today. youtube makes people connect to the world more quickly and efficiently to see what is happening in the world right now. youtube can allow people to watch and share videos. additionally, youtube presents speech or words with audio and visuals to enhance language skills (ayu, 2016). in addition, youtube is also utilized as a working network as well as for educational purposes with authentic and relevant materials inside. https://www.youtube.com/ p a g e | 241 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 moreover, youtube is an internet platform that allows billions of people around the world to share, comment, and view videos (brook, 2011). meanwhile, jones and cuthrell (2011) pointed out that youtube is a platform that collects information that enables its users to share their products and interact with other users. it means that youtube can be utilized to interact and connect with each other virtually. they further mentioned that youtube has diverse patterns that can potentially improve students’ oral, aural, and writing skills. following this statement, khalid and muhammad (2012) also highlighted that youtube is a popular platform among adults and an effective medium in english classrooms. it provides learners with authentic, everyday materials that help them easily understand the lesson. particularly, students’ english ability can improve by watching youtube videos, the most visited application around the globe (nofrika, 2019). jalaluddin (2016) also pointed out that youtube is an internet website that allows its users to upload, view, rate, share, and comment on videos such as tv & video clips, music videos, blogging videos, and even educational videos which are entertaining. in fact, youtube is delightful and serves loads of learning english videos that can be encountered freely, quickly, and conveniently. he further argued that youtube is an effective way to interact not only with native speakers but also with non-native speakers of english with several dialects, accents, and spoken english. moreover, youtube is a helpful website for learning english both inside and outside the classroom. from those descriptions, the researchers conclude that youtube is an effective platform that can be utilized which allows people around the world to comment, view and share videos for educational purposes as well as in english classrooms. the advantages of youtube youtube can potentially support better the teaching and learning process in the classroom to engage student’s interest in learning english with its advantages. here are some benefits of youtube, as stated by jalaluddin p a g e | 242 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 (2016) as follows: youtube can be utilized both inside and outside the classroom environment, provides authentic english materials, different learning style that is more interesting, empowers students’ motivation and reduces their boredom, videos are enjoyable, valuable learning source for both teachers and students, attracts students’ attention and makes the classroom environments more interactive in language learning, students can have a chance to comment and ask questions on the videos immediately, and offers meaningful and authentic examples of everyday spoken english by the creators. the disadvantages of youtube even though youtube’s advantages are numerous, it is possible that it also has disadvantages. here are the disadvantages of youtube, as cited by jalaluddin (2016): students can be distracted by getting out of the main topic quickly, there are no restrictions on comments and control in using youtube, several videos probably are inappropriate with no warning, the language of the video and the level of language can be the problems faced by students, and there could be copyright issues. from the explanations above, the researchers argued that youtube also has its own disadvantages that cannot be denied for teaching and learning in the classroom. however, despite its advantages, youtube is still considered an effective platform for educational purposes. speech the definition of speech speech generally is the process of delivering words or sentences to the speakers’ messages through words or sentences to persuade, give commands and even entertain a group of audience. delivering a speech can be done both in a big or small conference. generally, a speech has three primary purposes: to tell, to influence, and to interest other people (kline, 1989). moreover, halliday (2004) points out that speech is the process of performing two roles called “giving” and “demanding” as the way to share ideas, information, p a g e | 243 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 goods, or services. other researchers, namely yipei and lingling (2013), also claimed that in delivering a speech, engaging the audience’s enthusiasm and interest is the critical point in whether the speech is successfully delivered and depends on the speakers’ interactions with the audience. hence, the researchers can say that speech is generally the process of providing words or sentences in a big or small conference to express ideas to persuade or give information to audiences. the kinds of speech speech is the process of delivering ideas and minds to other people. fitriani and pujiati (2018) defined speech as communicating with others to convey ideas. rahmawati and sulistyaningsih (2021) also mentioned that knowing the context of a speech is necessary to receive the ideas expressed well. kline (1989) highlighted several kinds of speech: informative speech an informative speech is a narration about an exact issue or field. on the other hand, this kind of speech does not involve any continued effort to teach. some examples of informative speeches include speeches to civic clubs, orientation talks, and presentations at commanders’ calls. persuasive speech persuasive speech is a kind of speech that focuses on making audiences believe in taking action on a particular issue or topic or other fields. the general examples of a persuasive speech are recruiting speeches to high school graduating classes, budget defense, and court-martial summations. entertaining speech an entertaining speech is a kind of speech that is able to create an enjoyable environment for the audience. humor and vivid language are often involved in entertaining listeners by speakers. a dining-out speech may be an example of this kind of speech. p a g e | 244 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 teaching and learning vocabulary youtube is one of the pieces of evidence of the fact that internet technology has been increasingly utilized for educational purposes. technological tools allow teachers to apply modern material in the classroom to make teaching and learning more attractive and purposeful. hakim (2019) pinpointed that technology must be utilized well in vocabulary improvement to enhance students’ motivation and create an exciting teaching process. ashidiqi et al. (2019) also assumed that youtube has a lot of videos that can be watched for free, which is also relatively easier to learn english. thus, the role of youtube in teaching english, specifically in enriching students’ vocabulary, is prosperous and influential. some innovative techniques can be prepared and applied here to grasp the effectiveness of teaching and learning vocabulary. abduramanova (2020) pinpointed some innovative techniques that can be utilized in teaching and learning vocabulary, as follows: using actual objects and models this technique has impactful benefits in teaching vocabulary to beginner students because the actual objects can show the authentic materials to the students so that they will be able to keep in mind the vocabulary taught—for instance, chalk, pen, table, chair, book, flowers, and so on. moreover, it is also in line with sibold (2002), who argues that using actual objects or items is highly beneficial to increase students’ vocabulary. for instance, when a teacher teaches about shapes, he can carry authentic items of shapes in the classroom with different shapes. synonyms abduramanova (2020) defined that teaching synonyms in a vocabulary classroom is an undoubtedly effective way to enrich students’ vocabulary, and the students will be able to know the words and memorize the words quickly. in particular, synonyms provide students the alternative words with different shades of meaning that they have already learned. based on sibold p a g e | 245 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 (2002), connecting the students’ new words with the students’ prior words are needed in teaching and learning vocabulary. it means that it is essential to provide synonyms in the vocabulary classroom. homonyms the concept of teaching homonyms in a vocabulary classroom is teaching the words that are pronounced alike or similar; for instance, “bear” (the animal) and “bear” (to carry) have identical pronunciations. in particular, homonyms can be described as two or more words with the exact spelling and pronunciation but different meanings (almurashi, 2016). this teaching technique is able to enrich the student’s vocabulary bank as well as their pronunciation. role play abduramanova (2020) informs that the concept of role-playing in a vocabulary classroom environment is the teacher presenting a real-life situation, which is extremely needed to help enrich the student’s vocabulary bank because it provides a real-life interaction. additionally, role-play gives students a chance to be introduced to new vocabulary, and they will be provided to use the words in context role-play, which may assist in enriching the student’s comprehension of the terms and the use of the words in the actual context (alabsi, 2016). video to produce target vocabulary the concept of the video to produce target vocabulary, according to abduramanova (2020), is simply a beneficial way because it provides the students with a loss of target vocabulary words, and it is best done after the students have watched the video given. their writing and speaking skills may improve as they learn to use more vocabulary accurately. in particular, the use of video in teaching vocabulary is such a good way. in this case, youtube is also considered an effective teaching mediabased video with its authentic materials. it is also supported by ayu (2016), who says that youtube provides students with authentic materials that can p a g e | 246 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 engage them to learn excitedly and attract their attention with visual insights. moreover, youtube can also help enrich the student’s vocabulary bank. nofrika (2019), youtube is an effective medium to better supports the teaching and learning process and can help improve english skills and vocabulary. along all lines, it can be concluded that using video to produce more vocabulary in teaching and learning vocabulary is effective. in particular, youtube is one of the platforms based on the video that can better support the teaching and learning vocabulary process in the classroom because it provides authentic materials and can attract the students’ attention. method the design is a classroom action research (car), which employed repeated cycles; they are plan, action, observation, and reflection, as adapted from kemmis and mctaggart (1988, 2002). this study aimed to investigate the use of english speech on youtube videos to enrich students’ vocabulary. to put it simply, classroom action research (car) is a powerful strategy to boost the teacher’s performance and students’ quality in learning english. it attempts to enhance an innovational design to achieve success in learning (latief 2011). in addition, classroom action research is also implemented when students, teachers, and classroom challenges are found and revealed. as a result, as a professional teacher, being aware of the problems is necessary to overcome them all (latief 2011). the following figure displays the nature of action research along with the significant steps; plan, action, observation, and reflection. p a g e | 247 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure 1: the spiral of action research adopted from kemmis and mctaggart (1988, 2002). the steps cover planning, implementing, observing, and reflecting on the action. there are two cycles conducted in this present research. this research data was obtained from some research instruments; lesson plans, powerpoint materials, field notes, and tests to measure the students’ vocabulary improvements. a preliminary study through a pre-test was conducted to measure students’ vocabulary quality before applying the youtube english speech video. then, the researchers continued with two repeated cycles until the challenges were solved by having post-test i and ii with some success criteria. in cycle 1, the video was from kim nam joom or rm, the leader of the bts group (https://youtu.be/mvjsyu_zuly). the english speech video by leonardo https://youtu.be/mvjsyu_zuly p a g e | 248 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 dicaprio entitled “climate change” (https://youtu.be/tfsfrwxxkfa) was used for cycle 2. in this present research, the success criteria are employed to see how well the strategy can solve the problems in the classroom. furthermore, the classroom action research would be assumed successful if it can enrich the student’s vocabulary by maximizing the english speech video on youtube; otherwise, it would be categorized fail if it cannot. in particular, this research’s success criteria indicated that 75 % of the students could reach the minimum mastery criterion (mmc) level, which is 75 derived from the students’ score improvements of the pre-test, post-test i, and post-test ii scores (latief 2011). in addition, the first criterion of success was measured by analyzing the scores of the pre-test, post-test i, and post-test ii to determine whether the scores would improve or not. meanwhile, the second criterion of success is successfully reached if the classroom environments have been improved from each meeting by observing the classroom situation using field notes. twenty students in total have participated in this present research. they were the seventh graders of language class in smp muhammadiyah 1 banjarbaru, south kalimantan, indonesia. the data obtained from this study is written systematically by presenting the results of the whole test and the comparison among the pre-test, post-test i, and post-test ii to see the students’ improvements in enriching their vocabulary using the english speech on youtube videos. findings and discussions the pre-test was conducted covering four parts, they are: (i) guess the meaning, (ii) matching the words “synonyms,” (iii) antonym, and (iv) spelling with ten items for each part. the items have passed the content and face validity since it was made based on the students’ beginner levels and the book and syllabus used in this class (harris 1969). the following figure displays the pre-test average score result. https://youtu.be/tfsfrwxxkfa p a g e | 249 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure 2: the pre-test average score figure 2 shows that the average pre-test score only reached 59.1 out of 100, meaning that the students still had a low average score. figure 3: the pre-test percentage of the students who passed the mmc with 75 scores as shown in figure 3 revealed that only 25% out of 20 students passed the kkm. the details were only 2 students who got excellent, 9 in good, 2 on average, and 7 out of 20 in the poor category. however, in post-test i, it was found that the student’s scores had significantly improved. the improvement can be seen in the 59.1 0 10 20 30 40 50 60 70 pre-test post-test i post-test ii pre-test average score post-test 2 post-test 1 pre-test 25% 0% 20% 40% 60% 80% 100% pre-test post-test i post-test ii the pre-test percentage of the students passing the mmc pre-test post-test i post-test ii p a g e | 250 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 increasing number of students, in which 12 students passed the mmc. it meant that more than 7 students passed the mmc in post-test i. on the other hand, the average scores also increased from 59.125 to 77, with 17.875 points of improvement. the percentage of passed students also increased in the post-test i, which is 60% with 35% improvement points. moreover, the students’ frequency also makes significant progress to reinforce the evidence. in the post-test i, 12 students got excellent, 4 students got good, and 4 students got average. the following figure 4 displays the teaching and learning in cycle 2. figure 4. teaching vocabulary using youtube videos however, post-test ii still did not succeed since there were only still 60% of students could pass the kkm. then it must be continued in the next cycle. the following figure 5 compares the pre-test and post-test i average scores. p a g e | 251 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure 5: the comparison of average scores of the students in the pre-test & post-test i we can see in figure 5 that there is an increasing number of the average scores of the pre-test and post-test i, 59.1 points in the pre-test and 77 points in the post-test i. it means that the students have made a significant improvement. figure 6: the percentage comparison of the students who passed the mmc with 75 scores figure 6 represents the data that the percentage of passed students has improved. it was only 25% in the pre-test, which contrasts with the post-test i since it was found that 60% of the students have passed the mmc. as mentioned earlier, the action research process then continued to the second cycle. figure 6 shows the improvement of the whole test average score, which reached a 93.25 59.1 77 0 10 20 30 40 50 60 70 80 90 pre-test post-test post-test i pre-test & post-test i average scores post-test ii post-test i pre-test 25% 60% 0% 20% 40% 60% 80% 100% pre-test post-test i post-test ii the pre-test & post-test i percentages of passed students pre-test post-test i post-test ii p a g e | 252 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 average score in post-test ii, indicating that 18 out of 20 students have passed the mmc. the details were that 18 students got excellent, 1 student got good, and 1 student got average. next, between the pre-test and post-test ii, there was a 65% improvement made by the students who passed the mmc, while 30% was made between post-test i and post-test ii. the progress among the pre-test, post-test i, and post-test ii are shown in figure 7 and figure 8 as follows: figure 7: the comparison of average scores of the pre-test, post-test i, and post-test ii figure 7 shows that the students have significantly improved in the pretest, post-test i, and post-test ii. it further can be generated that the english speech in youtube videos is genuinely beneficial to enrich the students’ english vocabulary. figure 8: the percentage comparison of students who passed the mmc with 75 scores 59.1 77 93 0 10 20 30 40 50 60 70 80 90 100 pre-test post-test i post-test ii pre-test, post-test i, & post-test ii average scores post-test ii post-test i pre-test 25% 60% 90% 0% 50% 100% pre-test post-test ii post-test ii the percentage of passed students pre-test post-test i post-test 2 p a g e | 253 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure 8 shows that all the students have significantly improved, which was 90%. along with the analysis of improvements, it can be firmly stated that english speech on youtube videos can definitely enrich the students’ english vocabulary building. with this result, it can be inferred that this classroom action research has been successfully conducted since all of the success criteria have been achieved and marked the end of the research cycle. not only the score improvements but the classroom environments and students’ enthusiasm can also be improved by maximizing the english speech on youtube videos. it is in line with riswandi’s (2016) and syafiq et al. (2021) research that videos producing sounds accompanied by a picture can also enrich students’ vocabulary. mokodompit, samola, and tuerah (2021) also found that the use of youtube in vocabulary class is a helpful strategy that allows the learners to recognize, memorize, use words, create sentences, and enrich vocabulary. binmahboob (2020) also highlighted that youtube is an excellent opportunity to create a better classroom environment that will interest learners in the teaching and learning process. for this reason, youtube is positively assumed can engage students’ enthusiasm to learn and improve a better classroom environment. the use of english speech on youtube videos must be maximized to overcome the students’ vocabulary problems, and the teacher would have more fun and enjoyable way of teaching vocabulary to the students by taking advantage of the existing technology. existing literature by phillips, marttinen, and mercier (2017) has extensively stated that an enjoyable classroom environment will lead learners to gain positive impacts, especially regarding physical activity. another research investigated by kabooha and elyas (2018) has also proven that 77% of the population agreed that using youtube videos to enrich the english vocabulary bank is enjoyable. the students also decided that youtube videos can offer a more interactive and interesting classroom environment to learn english vocabulary faster and more enjoyable. p a g e | 254 ihdal bayu pamungkas let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 conclusion and suggestion based on the analysis of the pre-test, post-test i, and post-test ii scores, there were substantial shreds of evidence that english speech in youtube videos can improve students’ english vocabulary building. the students have made significant progress in the average score tests, their level of ability, the increasing number of passing the mmc, and the classroom situation improvement. hence, it can be concluded that maximizing english speech on youtube videos is an effective strategy to enrich english students’ vocabulary. however, the use of youtube can still be implemented in other language skills and elements. therefore, it is strongly suggested that future researchers continue this study using different research designs, i.e., narrative inquiry and photovoice, to get the maximum result. references abduramanova, d. v. 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(2013). investigating the interpersonal and textual meaning of steve jobs ’ stanford speech in terms of hyland ’ s metadiscourse theory. 1(4), 90–96. https://doi.org/10.11648/j.ijll.20130104.12 matching teaching styles with students’ learning styles (a survey of indonesian students’ habits of learning) saifuddin ahmad husin iain antasari banjarmasin abstract there are some studies on traditional east asian learning styles which found that the most popular east asian learning styles come from the traditional book-centered and grammar-translation method and the students are seen as analytic, visual, fieldindependent, concrete-sequential, thinking-oriented and reflective styles. the teachers should match their teaching styles with students’ learning styles so that their motivation, performances, and achievements will increase and be enhanced. there are some approaches which can be applied in the classroom, such as diagnosing learning styles and developing self-aware efl learners, altering the teaching style to create teacher-student style matching, encouraging changes in students' behavior and fostering guided style-stretching and providing activities with different groupings. in this study, there are also some cases happened when teaching and learning process occurred in the classroom, for example first language interference, lack of cognates, culturally inappropriate materials, different learning expectations, no response, and students reluctant to speak and there are of course some ways to help students to relax and overcome those problems. keyterms: teaching style and learning style introduction some studies on traditional east asian learning styles traditionally, the teaching of efl in most east asian countries is dominated by a teacher-centered, book-centered, grammar-translation method and an emphasis on rote memory (liu & littlewood, 1997). these traditional language teaching approaches have resulted in a number of typical learning styles in east asian countries, with introverted learning being one of them. in east asia, most students see knowledge as something to be transmitted by the teacher rather than discovered by the learners. they, therefore, find it normal to engage in modes of learning which are teacher-centered and in which they receive knowledge rather than interpret it. according to harshbarger el al (1986), japanese and korean students are often quiet, shy and reticent in language classrooms. they dislike public touch and overt displays of opinions or emotions, indicating a reserve that is the hallmark of introverts. chinese students likewise name "listening to teacher "as their most frequent activity in senior school english classes (liu & littlewood, 1997). all these claims are confirmed by a study conducted by sato (1982), in which she compared the participation of asian students in the classroom interaction with that of non-asian students. sato found that the asians took significant fewer speaking turns than did their non-asian classmates (36.5% as opposed to 63.5%). the teacher-centered classroom teaching in east asia also leads to a closure-oriented style for most east asian students. these closure-oriented students dislike ambiguity, uncertainty or fuzziness. to avoid these, they will sometimes jump to hasty conclusions about grammar rules or reading themes. many asian students, according to sue and kirk (1972), are less autonomous, more dependent on authority figures and more obedient and conforming to rules and deadlines. harshbarger at al (1986) noted that korean students insist that the teacher be the authority and are disturbed if this does not happen. japanese students often want rapid and constant correction from the teacher and do not feel comfortable with multiple correct answers. that is why asian students are reluctant to "stand out" by expressing their views or raising questions, particularly if this might be perceived as expressing public disagreement (song, 1995). perhaps the most popular east asian learning styles originated from the traditional book-centered and grammar-translation method are analytic and field-independent. in most of reading classes, for instance, the students read new words aloud, imitating the teacher. the teacher explains the entire text sentence by sentence, analyzing many of the more difficult grammar structures, rhetoric, and style for the students, who listen, take notes, and answer questions. oxford & burry-stock (1995) states that the chinese, along with the japanese, are often detail-and precision-oriented, showing some features of the analytic and field-independent styles. they have no trouble picking out significant detail from a welter of background items and prefer language learning strategies that involve dissecting and logically analyzing the given material, searching for contrasts, and finding cause-effect relationship. another characteristically east asian learning style is visual learning. in an investigation of sensory learning preferences, reid (1987) found that korean, chinese and japanese students are all visual learners, with korean students ranking the strongest. they like to read and obtain a great deal of visual stimulation. for them, lectures, conversations, and oral directions without any visual backup are very confusing and can be anxiety-producing. it is obvious that such visual learning style stems from a traditional classroom teaching in east asia, where most teachers emphasize learning through reading and tend to pour a great deal of information on the blackboard. students, on the other hand, sit in rows facing the blackboard and the teacher. any production of the target language by students is in choral reading or in closely controlled teacher-students interaction (song, 1995). thus, the perceptual channels are strongly visual (text and blackboard), with most auditory input closely tied to the written. closely related to visual, concrete-sequential, analytic and field-independent styles are the thinking-oriented and reflective styles. according to nelson (1995), asian students are in general more overtly thinking-oriented than feeling oriented. they typically base judgment on logic and analysis rather than on feelings of others, the emotional climate and interpersonal values. compared with american students, japanese students, like most asians, show greater reflection (condon, 1984), as shown by the concern for precision and for not taking quick risk in conversation (oxford et al, 1992). quite typical is "the japanese student who wants time to arrive at the correct answer and is uncomfortable when making guess" (nelson, 1995:16). the chinese students have also been identified to posses the same type of thinking orientation by anderson (1993). the final east asian preferred learning style is concrete-sequential. students with such a learning style are likely to follow the teacher's guidelines to the letter, to be focused on the present, and demand full information. they prefer language learning materials and techniques that involve combinations of sound, movement, sight, and touch and that can be applied in a concrete, sequential, linear manner. oxford & burry-stock (1995) discovered that chinese and japanese are concrete-sequential learners, who use a variety of strategies such as memorization, planning, analysis, sequenced repetition, detailed outlines and lists, structured review and a search for perfection. many korean students also like following rules (harshbarger et al, 1986), and this might be a sign of a concrete-sequential style. it is worth noting that the generalizations made above about learning styles in east asia do not apply to every representative of all east asian countries; many individual exceptions of course exist. nevertheless, these seemingly stereotypical descriptions do have a basis in scientific observation. worthley (1987) noted that while diversity with any culture is the norm, research shows that individuals within a culture tend to have a common pattern of learning and perception when members of their culture are compared to members of another culture. matching teaching styles with learning styles from the descriptions and scientifically observed data reviewed above, it is legitimate to conclude that there exist identifiable learning styles for most east asian students. we can assume, therefore, that any native english speaker engaged in teaching english to east asian students is likely to confront a teaching-learning style conflict. this is illustrated by the two examples cited at the very beginning of this paper and further confirmed by reid's (1987) and melton's (1990) studies. such style differences between students and teachers consistently and negatively affect student grades (wallace and oxford, 1992). it is when students' learning styles are matched with appropriate approaches in teaching that their motivation, performances, and achievements will increase and be enhanced (brown, 1994). in what follows are examples of how teacher's teaching style can be matched with students' learning style in east asian settings. i obtained these ideas from several sources, including descriptions in books and published articles; responses to a recent questionnaire i sent to selected overseas students from japan, korea and china in australia; and my own teaching experience in china. the approaches are classified in the following categories: 1. diagnosing learning styles and developing self-aware efl learners 2. altering the teaching style to create teacher-student style matching 3. encouraging changes in students' behavior and fostering guided style-stretching 4. providing activities with different groupings diagnosing learning styles and developing self-aware efl learners effective matching between teaching style and learning style can only be achieved when teachers are, first of all, aware of their learners' needs, capacities, potentials and learning style preferences in meeting these needs. to this end, teachers may use assessment instruments such as the myers-briggs type indications survey (myers and mccaulley, 1985), the keirsey temperament sorter (keirsey & bates, 1984) and the classroom work style survey (kinsella, 1996). these instruments are sensitive to the kinds of style differences that are affected by culture. although this kind of assessment is not comprehensive, it does indicate students' preferences and provide constructive feedback about advantages and disadvantages of various styles. before a survey is administered, the teacher should give a mini-lecture, trying to: • establish interest: what learning styles are • define general terms: for example, survey, questionnaire, perceptual, tally • discuss how learning styles are determined and used by students and teachers • explain how to tally results of surveys • persuade students of the benefits of identifying their learning styles following the lecture, the teacher can ask students to work in pairs to share notes from the mini-lecture. by doing this, they can expect to further clarify the concept of survey taking and have a more specific idea of what learning styles are. while the pair-work is in process, the teacher should be prepared to answer any questions that may arise. then, students are ready to complete the questionnaire. if they have questions or need assistance, the teacher can mini-conference with them individually. finally, students can start summarizing their individual style results in the survey. the next step is for the teacher to organize a whole-class discussion of the style assessment results. the teacher can write the major learning styles on the blackboard and ask the students to write their names under their major styles in a list. then, in a full-class discussion, everybody is aware that the class is indeed a mixture of styles and full of similarities and differences in learning style preferences. this discussion helps eliminate some of the potential of a teacher-student "style war" if the teacher talks about his or her own style during this time. i have found students are intensely interested in talking about their own style and the styles of their peers and teachers. when such style discussions are constructive, students' initial interest in self-awareness is rewarded and deepened. furthermore, based on these style assessment results, the teacher can build classroom community by asking students to find several other students whose major learning style matches their own, and sit in a group with those students. they follow instructions (written on the blackboard or on a transparence) to share their summarized results and analyze those results. this discussion often starts slowly, but it becomes increasingly animated as students discover similarities and differences. in addition, teachers can use the survey results to identify style patterns among various groups of students in their classes, which they should consider when designing learning tasks. there are, however, dangers if learning assessment, diagnosis, and prescription are misused. we can, at least, list three shortcomings of existing self-assessment instruments: 1). the instruments are exclusive (i.e. they focus on certain variables); 2). the students may not self-report accurately; and 3). the students have adapted for so long that they may report on adapted preferences. in order to ensure a reliability of such learning style instruments, doyle and rutherford (1984) call for taking into account the nature of the learning tasks, the relationship between teacher and student, and other situational variables. further, reid (1987:102) warns: "both teachers and students involved in identifying and using information on learning styles should proceed with caution and be aware that no single diagnostic instrument can solve all learning problems" for all of these reasons, i recommend using diaries as a supplemental tool. by reflecting the processes that go on inside the writers' minds, they open up fields that are normally not accessible to researchers, and are thus able to provide an important complement to other research tools. before students start keeping diaries, they should be issued with a set of guidelines about how to keep their diaries and what to look out for. each student is asked to keep a journal of their reactions to the course, their teachers, their fellow students and any other factors which they consider are having an effort on their learning. students are told to describe only those events which they think are of interest. also to be included in the diary are the problems students have found in their encounter with the foreign language, and what they plan to do about it. the language in which these records have to be kept is not necessarily specified, but it is better for them to use the target language. the diaries are collected in at regular intervals, photocopied and then returned immediately to the diarists. the students are assured that the material in their diaries will be treated in full confidentiality. for the analysis of these diaries, bailey (1990) recommends a five-stage procedure, in which the researcher first edits the diary and then looks for recurring patterns and significant events. altering the teaching style to create teacher-student style matching in all academic classrooms, no matter what the subject matter, there will be students with multiple learning styles and students with a variety of major, minor and negative learning styles. an effective means of accommodating these learning styles is for teachers to change their own styles and strategies and provide a variety of activities to meet the needs of different learning styles. then all students will have at least some activities that appeal to them based on their learning styles, and they are more likely to be successful in these activities. hinkelman and pysock (1992), for example, have demonstrated the effectiveness of a multimedia methodology for vocabulary building with japanese students. this approach is effective in tapping a variety of learning modalities. by consciously accommodating a range of learning styles in the classroom in this way, it is possible to encourage most students to become successful language learners. in addition, efl teachers in east asia should consider culturally related style differences as they plan how to teach. following is a list of activities for east asian learners that could be tried for each style: visual learning style preference 1. read resources for new information. 2. use handouts with activities. 3. keep journals of class activities to reinforce vocabulary or new information. 4. watch an action skit. write narrative of events. 5. take notes on a lecture. outline the notes to reinforce ideas and compare with others. (melton, 1990:43) analytic learning style preference 1. judge whether a sentence is meaningful. if the sentence is not meaningful, the student changes it so that it makes sense. 2. give students a list of related vocabulary words (such as a list of foods, animals, gifts, etc.) and ask them to rank these words according to their personal preferences. 3. give students questions to which two or three alternative answers are provided. students' task is to choose one of the alternatives in answering each question. 4. ask students to express their opinions as to agree or disagree with a given statement. if they disagree, they reword the statement so that it represents their own ideas. the prospect of altering language instruction to somehow accommodate different learning styles might seem forbidding to teachers. this reaction is understandable. teaching styles are made up of methods and approaches with which teachers feel most comfortable; if they try to change to completely different approaches, they would be forced to work entirely with unfamiliar, awkward, and uncomfortable methods. fortunately, teachers who wish to address a wide variety of learning styles need not make drastic changes in their instructional approach. regular use of some the instructional techniques given below should suffice to cover some specified learning style categories in most east asian countries. • make liberal use of visuals. use photographs, drawings, sketches, and cartoons to illustrate and reinforce the meanings of vocabulary words. show films, videotapes, and live dramatizations to illustrate lessons in text. • assign some repetitive drill exercises to provide practice in basic vocabulary and grammar, but don't overdo it. • do not fill every minute of class time lecturing and writing on the blackboard. provide intervals for students to think about what they have been told; assign brief writing exercises. • provide explicit instruction in syntax and semantics to facilitate formal language learning and develop skill in written communication and interpretation. encouraging changes in students' behavior and fostering guided stylestretching learning style is a consistent way of functioning which reflects cultural behavior patterns and, like other behaviors influenced by cultural experiences, may be revised as a result of training or changes in learning experiences. learning styles are thus "moderately strong habits rather than intractable biological attributes" (reid, 1987:100). with a moderate training, sub/unconscious styles can become conscious learning strategies. however, all these should be best done in an intentional way with guidance from the teacher. for example, an important aspect of instructional style for many korean students might involve weaning them from rote repetition, slowly guiding them into real communication in authentic language situation. an effective instructional style for dealing with many chinese students might include paying attention to the individual, creating a structured but somewhat informal classroom atmosphere to ease students out of their formality, introducing topics slowly, avoiding embarrassment, and being consistent. the following are examples of teaching activities that guide east asian students to alter their learning behaviors, stretch their learning styles and enable them to improve their language performance. • groups of four or five learners are given cards, each with a word on it. each person describes his word in the foreign language to the others in the group without actually using it. when all students have described their word successfully, the students take the first letter of each and see what new word the letters spell out. (puzzle parts might also depict objects in a room; in this case, when all the words have been guessed, the group decides which room of the house has been described.) • class members are placed in pairs or in larger groups. each student has a blank piece of paper. he listens to his partner or the group leader who has a picture to describe (the teacher can provide the picture or students can choose their own). as his partner describes the picture, the student tries to draw a rough duplicate according to the description he hears. providing activities with different groupings in a class made up of students with various learning styles and strategies, it is always helpful for the teacher to divide the students into groups by learning styles and give them activities based on their learning styles. this should appeal to them because they will enjoy them and be successful. for example, the group made up of the extroverted may need the chance to express some ideas orally in the presence of one or many class members. on the other hand, the group made up of the introverted may need some encouragement to share ideas aloud and may want the safety of jotting down a few notes first and perhaps sharing with one other person before being invited or expected to participate in a group discussion. in addition to trying style-alike groups for greatest efficiency, the teacher can also use style-varied groups for generating greatest flexibility of styles and behaviors. teachers should avoid grouping introverts with each other all the time. it is often helpful to include open students and closure-oriented students in the same group; the former will make learning livelier and more fun, while the latter will ensure that the task is done on time and in good order. but before students are divided into groups, they should be aware of the divisions and understand what they are doing and why they are doing it. wu (1983) concludes that chinese students usually respond well to activities when they realize what the purposes behind them are. finally, no matter how students are to be grouped, teachers should make a conscious effort to include various learning styles in daily lesson plan. one simple way to do this is to code the lesson plans so that a quick look at the completed plan shows if different learning styles have been included. putting "a" or "v" beside activities that denote whether they are primarily appealing to the analytic learner or the visual learner will serve as a reminder that there is a need for mixture of both kinds of activities. meanwhile, simply designating various parts of the lesson plan with letters (i for individual, p for pair, sg for small group, lg for large group) and other symbols reminds the teacher to pay attention to learning styles. the coding is not meant to be extra work for the teacher or to make classes seem artificial or unspontaneous. if the coding system is used on a regular basis, it becomes very natural to think in terms of being inclusive, or providing the setting and the activities by which all learners can find some portion of the class that particularly appeals to them. problems in efl classroom some of the problems that indonesian students have in a typical efl classroom include problems which are caused by first-language background, namely difference between students' first language and english. different learning expectations of how they should learn and how they should be taught may also be sources of problems. other problems are cultural assumptions about what topics are appropriate and inappropriate to talk about in the classroom. first language interference one of the main features of bahasa indonesia and other southeast asian languages is that verbs do not inflect to show tense changes, while english and european grammar inflect their verbs to show tense change (e.g. the kid is watching cartoon now, the kid watched cartoon yesterday). other features that bahasa indonesia and southeast asian languages differ from english and other european languages include: article system (the, a, an), use of auxiliary verbs in negatives and questions, and singular-plural change. some typical mistakes indonesian learners of english include1: you go to school yesterday* she go to school by bus* where is door* i usually go to the bed at 10 o'clock* you go to school yesterday?* she has two sister* lack of cognates for learners of english whose first language is one of the european languages will likely find a large number of words which are similar between the two languages, for example, latin-based words such as condition and situation, and other shorter words like book and good for common germanic languages. bahasa indonesia and southeast asian languages have no such lexical roots common to their first language and english. fortunately, modern words, such as computer-related terminologies, are in rapid and continuous process of becoming parts of the lexicons of asian languages. to help students overcome the fear of unknown words teacher may build on the knowledge they already have, and help them make connections between words they already know in the same or related formation (e.g. if they already know actor, shorter words such as actress, action, and acting, or even longer words like interaction and transaction need not be frightening unknown words). encourage students to make guesses about might mean from the clues they can gather from context. help them less overwhelmed by unknown vocabulary. culturally inappropriate materials most english as a foreign language (efl) coursebooks start from the assumption that some kind of british/australian/american cultural understanding is necessary for 1 adapted from nuala o'sullivan (1997) students learning english. for most of the students topics covered in coursebooks are likely to make them feel very uncomfortable. the prospect of being asked to discuss, offer opinions and disagree with others on subjects such as the environment, nuclear energy, or poverty tends to be avoided by students. one way to overcome this problem is to adapt the topics which they find relevant from the local english newspapers. sources of relevant, local topics can be found in tourism brochures, advertisement in local newspapers and tv commercials and shows. different learning expectations this difference is especially true in most in madrasahs and pesantrens. teachers are looked on with respect which can seem almost god-like. teachers are given total responsibility for the running of the class. this may hinder the application of the communicative approach which builds its main tenets on the belief that students should be involved in communication that is as real as possible, rather than translating endless sentences, or chanting unexplained words or phrases after the teacher. one of the ways to overcome this is by introducing the new ways of learning and teaching gradually, explaining why particular activities are conducted. adult learners are especially likely to be set in their learning ways, therefore some rationale need to be given. no response, reluctant to speak. nuala o'sullivan (1997) says that the greatest overall problem is that students find it hard to verbalize their ideas. this is related to a number of factors: many students are not used to the thinking of english as a means of communication, merely a subject to be studied and to be passed. english has been traditionally taught in non-communicative way in most schools. silence, or at least a moderate degree of reticence, is often more favorable and desirable than volubility. reluctance to disagree openly with others, especially if within the group there is an older person, or person of higher social status whose views it would be impolite to challenge. this means it is hard to maintain a discussion, and a confrontational exchange of ideas. how to cope with the problems some ways to help students to relax will include the followings: put students into pairs or small groups which can be rearranged from time to time to improve class harmony and mixing. actually, students are almost as embarrassed at performing and afraid of making mistakes in front a large number of their peers as they are nervous of you. so reduce the size of their audience to a manageable number as often as possible. as well as being more relaxed about speaking in small groups, students will be more confident about repeating or reporting back to the whole class later. correct as gently as possible – to avoid the word 'no'. try expressions such as: 'well…', 'maybe', or 'anybody else?' use student self-correction and peer correction techniques explain that making mistakes is part of the learning process, everyone does it, and there is no penalty for it. students should know that when they aim for fluency or try out new ways of expressing themselves, they will be praised. be positive and congratulate your students as often as possible. show that you are pleased in your voice and face. but be sure to vary the actual words you use to praise students, or you could end up sounding like parrot. in other words, do not repeat or use the same expression too often. never ridicule students or belittle their efforts at english, or abuse your power in any way. this is very dude and destructive and can grave repercussions on future lessons with that class and your teaching reputation at your school. ways of correcting oral mistakes making mistakes is unavoidable when learning a language, but making students feel bad about them can be avoided. how to correct – it is best to correct as gently as possible. students can feel vulnerable and exposed when they make mistake when speaking in class because it means a loss of face in front of the group. teacher can correct effectively without saying the word 'wrong' or 'no'. try saying 'not exactly, well … hmmm…', or looking quizzical. indonesian students tend to be used to subtlety and it will not be difficult for them to figure out that they have made a mistake. when and what to correctdon't correct every mistake. although a lot of students will tell you that this is precisely what they want you to do, in reality it is disheartening for students to be reminded of every slip that they make. a rule of thumb is to correct most of the mistakes connected with that day's lesson, some mistakes relating to points covered in previous lessons, and hardly any that relates to points yet to be taught. the students who made the mistake should be given a chance to self-correct. often the student will do this without any prompting from you, so do not be too eager to jump in. if the student cannot self-correct, other students should (individually or as a class) be asked for the correct answer. finally, if none of the students can, you should give the right answer. reference anderson, j. (1993). 'is a communicative approach practical for teaching english in china? pros and cons'. system, 21/4, 471-480. condon, j. (1984). with respect to the japanese. yarmouth, me: intercultural press harshbarger, b., ross, t., tafoya, s & via, j. (1986). 'dealing with multiple learning styles in the esl classroom'. symposium presented at the annual meeting of teachers of english to speakers of other languages, san francisco, ca. liu, n. f. and littlewood, w. (1997). 'why do many students appear reluctant to participate in classroom learning discourse?' system, 25/3, 371-384. nelson, g. 1995. 'cultural differences in learning styles'. in reid, j. (ed.), learning styles in the esl/efl classroom, 3-18. boston, ma: heinle & heinle. o'sullivan, n. (1997). teaching english in south-east asia. london: coleridge house. oxford, r. l. & burry-stock, j. a. (1995). 'assessing the use of language learning strategies worldwide with esl/efl version of the strategy inventory for language learning (sill)'. system, 23/2, 153-175. oxford, r. l., hollaway, m. e. & murillo, d. (1992). 'language learning styles: research and practical considerations for teaching in the multicultural tertiary esl/efl classroom'. system, 20/4, 439-445. sato, c. (1982). 'ethnic styles in classroom discours'e. in mary, e.h. & william, r (eds.). on tesol '81. washington, dc: teachers of english to speakers of other languages. song, b. (1995). 'what does reading mean for east asian students?' college esl, 5/2, 35-48. sue, d. w. & kirk, b. a. (1972). 'psychological characteristics of chinese-american students'. journal of counseling psychology, 19, 471-478. worthey, k. m. (1987). learning style factors of field dependence/independence and problem-solving strategies of hmong refugee students. unpublished master' thesis. university of wisconsin, stout, wi. developing a communicative supplementary speaking e-book for junior high school teachers ika trisnantasari sri rachmajanti hj. nur mukminatien school of graduate studies, state university of malang, east java abstract this research was conducted to develop a communicative supplementary speaking e-book for the english teachers in smpn 3 batu. this product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. the research design of this research is research and development (r & d) that has been modified from borg and gall (1983). the instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, about the current materials. then the data from the needs analysis used a developing a communicative speaking material product. after that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. this product was design for the 8th graders of junior high school, academic year 2013/2014, in smpn 3 batu. twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. then the instruments used in try-out were an observation checklist for the students’ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.this e-book contains communicative and interactive speaking materials and tasks to help the teachers’ improve the the students’ confidance using english in various communication situations, both formal and informal. this e-book is also equipped with a manual to help the teachers and the students. it revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision. . key words: communicative, e-book, speaking skill the growth of the use of english as the world’s primary language for international communication has obviously been continuing for several decades. therefore, english teaching has been getting more attention (graddol, 1997: 9). related to the statement, speaking as one of the four language skills is inevitably very important for people to master, to communicate with each other around the world. as a result, it is important to improve english teaching, especially teaching speaking skills in most countries, including indonesia. still related to the speaking skill, one of the most difficult english skills encountered by junior high school students in indonesia is speaking skill. therefore, the learning materials of junior high school level should be middle. besides the material, the teaching of speaking in junior high school is also hit by the crisis of confidence. there are still a lot of junior high school students who feel shy to speak in english even though they have been with the activity to write and read an english book. this occurs because their pronunciation is much less appropriate, and the feelow students often laugh when they hear their own friends speak english with the wrong pronunciation. so, the problem is mostly on their confidence. if their confidence is down, then it is likely they will face difficulties in developing their english skills. so, the problem in learning english is primarily not about grammar and pronunciation, but rather things about confidence and courage to start speaking english. this is because grammar and pronunciation can be trained later after the courage and self-confidence in english has grown. under that condition, the students must be activated to speak english as a means of communication not only inside but also outside classroom to make them accustommed to speaking english. that is the duty for the english teacher to solve the problems in order to activate their students to speak english confidently. the problems also happened in smpn 3 batu. in the preliminary study, by interviewing the teachers, the researcher found out that the students get bored in the english speaking activities in the classroom. even worse, the learning process in the classroom was still textbook oriented and it made the students passive in speaking because they thought that the teachers know everything. dealing with this problem, speaking skill should be taught communicatively in the students’ daily life and experience (richard, 1990: 76). in that way, the students will be active and creative in speaking english. the teachers had an important role in dealing with the students’ problem. unfortunately, the teachers also had problem in teaching speaking as they did not know the proper communicative material to teach speaking for their students. it happens because of the provided materials in their school do not follow the communicative approach; whereas the appropriate speaking task is communicative task and the concept of communicative speaking was the interaction between two or more people (ashalatha, 2011: 12). from the preliminary study, it was found out that the teachers of smpn 3 batu had their own english materials, but the english materials’ quality are not suitable with what they needs; it only consists of materials and assignments without instructions for the teachers; not attractive, not communicative and monotonous; therefore, they rarely use the materials from the textbook. they said that it was difficult to apply the textbook in class because the situation was not related to the students’ condition in their surrounding area, and there was no manual for the teacher to start teaching speaking to the students. the speaking tasks in the textbook are limited and not communicative. in fact, the textbook provides similar type of uncommunicative activities that are repeated in different topics, the students are bored and less interested in the teaching learning process. such activities promote neither critical thinking nor problem-solving skills. the students are not interested in using the book, so the teacher tries to find other materials from other relevant sources. unfortunately, it was not easy for the teachers to choose which textbooks have appropriate materials for the students’ needs. from the previous explanation, it is obvious thought that the teacher really needs a supplementary material to solve the problem. the teachers need a supplementary handbook, which contains communicative speaking materials along with the brief manual how to teach communicative speaking. in this study, the researcher developed supplementary e-book. the supplementary e-book was functionally as an extra material to enlarge the teachers’ knowledge to be effective and professional teaching. therefore, the final product of supplementary e-book was directed to complete or enhance a new product about communicative speaking activities (davanellos, 2012: 1). seeing the times today, as a result of the digital era, more and more textbooks are becoming electronic books (e-books). e-books are coming to be a new trend in the world of information technologies. e-books are said to offer a wide range of interesting teaching and learning. ebooks appear to be an efficient means to store and organize information. thousands of books can be stored in just one computer that can be accessed by many people. in addition, e-books can provide their users with variant contents and full-time availability. for this reason, ebook collections are being more frequently accessed than regular book collections. in this sense, e-books support the mission and vision of digital era in this times (rosy, 2002: 1). research method this product in this study was developed by adopting of communicative approach. the basic idea about communicative approach is learning language successfully comes through having to communicate real meaning. when the students are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the target language (ali, 2008). the other expert (swan, 2001: 83) states that a basic concept of communicative approach is 'information gap'. when one student talks to another, it is important that new information should be transmitted across the 'gap' between them. to this end, ingenious exercises are devised in which half the class are provided with data to which the other half do not have access; those who lack the information then have to obtain it by using the language in an appropriate way. this is a powerful approach, and if used intelligently can generate interesting, lively, and useful in teaching learning process. according to communicative approach, the pedagogical solution to the problems of getting students to speak the target language in large efl classrooms is to engage students in meaningful activities such as the information-gap and the role-play activities (harmer, 2001: 85; nunan, 1989: 39). this approach has been previously successful in esl situations (harmer, 2001: 51). however, in introducing these activities into the efl classroom, the pedagogical solution presents two quite sharp challenges: to create meaningful situations for language use, and to overcome affective barriers within the classroom. information-gap is best used as pair works activity, in order to promote students’ interactions (long, 1983: 71; long and porter, 1985: 91; pica, kanagy and falodun, 1993: 79), which play an important role in generating comprehensible input and language acquisition. one student has information that his/her partner does not have. the goal is for students to use the target language to generate real communication in solving a task (bygate, 1987: 39). therefore, this study is designed to use information-gap activities of e-book to fulfill what the teachers and students’ needs. the materials used inside the e-book adapted from the standard of competence, basic competences and indicators of the speaking skill in curriculum 2006 (see appendix 1) for the 8th grade junior high school in semester 2 with selected topics. in the process of selecting, grading, and developing the materials of communicative speaking inside e-book, the researcher followed the critea of developing material officially mentioned on bsnp (badan standar nasional pendidikan) for junior high school, so that the sources in this research taken in term of adoption, adaptation and newly made by the researcher. this e-book developed as a supplementary material for speaking skill that supported the textbook used by the teacher which evaluated as uncommunicative material. however, the researcher should prepared supplementary material as the students’ need in teaching learning process in order to improve the students’ speaking skill. therefore the researcher should selected the proper standard competence, and the basic competence for speaking skill by discussing with the teacher in smpn 3 batu. the standard competence (sc) is adopted from curriculum 2006. the researcher chose sc.9, it is expressing meaning in transactional and interpersonal short simple monologue to interact with students’ surrounding; and the basic competence 9.1 adapted is expressing meaning in transactional (to get things done) and monologues (socialize) using a variety of simple oral language accurately, fluently and acceptably to interact with the environment involves speech acts: asking, giving, rejecting information. the researcher did the research until limited main field testing, so the researcher should developed a sample product that tried out at the main field testing. therefore the topic in this research made by discussing between the researcher and the teachers, and the topic is ‘school life’. the researcher followed the selected topic by the rule of choosing the topics of the e-book for the junior high school is adopted from thornbury (2005: 120), where as explained before, the school life is one of the local world of the junior high school students. there are three tasks provided in e-book namely a.1missing things in classroom, b.1 completing information gap and c.1 ability bingo. each title of the task made based on the suitability of provided the speaking activity in each tasks. the source for task a.1 consisted of the material was newly made by the researcher by following the picture gap as one of communicative activities; the picture adapted from the wbw picture dictionary (pdf) by molinsky and bliss. the picture is about the view of classroom, complete with the students, teacher, and the classroom equipments. the picture chosen because the picture is clear, colorful, attractive and complete as required as the needs. next, the source for task b.1 consisted of the material was newly made by the researcher by following the information gap as one of communicative activities. the content of the table in this task made by adjusting the student's everyday basic knowledge such as regional name, hobby, and school subject. the last, the source for task c.1 adapted from web page namelly teach-this by newton. the content of this task is about the entertaining teaching activity, students circulate, asking questions about the abilities of other students in order to fill in a bingo card. this fun game activity teaches students to ask and answer questions the request using the modal verb of ability ‘can’. students have to demonstrate their ability if possible. the first student to get five names in a row wins. from those information, explicitly, the portion for the adoption is 10% of the whole product while 30 % is adaptation, and 60% of the product was newly made by the researcher. the result of study since this research was intended to develop communicative speaking e-book, the researcher chose the research and development (r & d) as the research design that has been modified from borg and gall (1983), which consists of ten phases, but the design was reduced into seven phases: needs analysis, material development, expert validation, first revision, field test, second revision, and final product; the last three (main field testing, dissemination and implementation) were skipped. the instruments used to collect the data for the needs analysis were interview with the teachers about the current materials, and a questionnaire for the students about the current materials. then the data from the needs analysis used a developing a communicative speaking material product. after that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. then the instruments used in try-out were an observation checklist for the students’ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material. this e-book contains communicative and interactive speaking materials and tasks to provide interactive speaking activities that help the teachers’ improve the the students’ confidance using english in various communication situations, both formal and informal. this e-book is also equipped with a manual to help the teachers in teaching speaking and help the students to speak communicatively. it revealed that the result of the last step, limited test or try-out from the instruments used in this step was very good which means that the developed product did not need any revision. recommendation recommendations are made to be addressed to the users and the further researchers. firstly, the teachers of smpn 3 batu as the users of the e-book are recommended to use the communicative supplementary speaking e-book as an alternative supplementary learning speaking source to support the existing materials. by this supplementary e-book, the teachers can improve the students’ speaking skill. the next recommendation is for further researchers, they are recommended to continue this research as the topic in developing elt materials focusing on speaking. references acosta. j and marr, w.j. 2013. teachers’ guide. canada: bestofthereader.ca (online). accessed on august, 2013. ali, w. (2008). communicative approach. http://www.teachingenglish.org.uk. article. accessed on june 16, 2013. ardito, s. (2000). “electronic books: to "e" or not to "e"; that is the question.” http://www.infotoday.com/searcher/apr00/ardito.htm. accessed on august, 2013. ashalatha. d. (2011). concept of communication. www.svcetedu.org (online). accessed on october, 2013. bajo. m.t. (1988). semantic facilitation with pictures and words. journal of experimental psychology learning. banfield. s & quirke. p. (2001). couse book evaluation criteria: www.philseflsupport.com. accessed on november, 2013. belsey, n. (2009). communicative activity in the english classroom. (pdf). borg, w.r, & gall, m.d. (1983).educational research. new york: longman. http://www.teachingenglish.org.uk/ http://www.infotoday.com/searcher/apr00/ardito.htm http://www.philseflsupport.com/ bsnp. (2006). petunjuk teknis pengembangan silabus dan contoh/ model silabus smp. jakarta: departemen pendidikan nasional. bygate, m. (1987).speaking. oxford: oxford university press. chomsky. (1965). the communicative approach to language teaching. oxford: mit press. clark, j. (1987). curriculum renewal in school foreign language learning. oxford: oxford university press. cunningsworth, a. (1995). choosing your coursebook. oxford: heinnemann publishers ltd. (pdf) davanellos, a. (2012). how to use supplementary in class. http://www.theiguanaproject.com. accessed on january, 2014 ek, j. and alexander, l. (1980). threshold level english. oxford: pergamon. ellis, r. (2003). task-based language learning and teaching. oxford: oxford university press. frederick, d.a. (2005). textbooks: advantages and disadvantages. http://www. teachervision. fen.com/curriculum-planning/new-t eacher.html. (online). retrieved: 16-11-2012. graddol . d. (1997). learning research english next.pdf. the english company (uk) ltd. www.english.co.uk harmer, j. (2001). the practice of english language teaching. harlow: pearson education limited hawkins, d. t. (2000). “electronic books: a major publishing revolution.” (online). accessed on august, 2013. kirkpatrick, d. d. (2000). the struggles over e-books abound, though readership remains elusive. new york times (nov 27), (online). accessed on october, 2013. klanrit, p. (2005). communicative activities for developing english speaking proficiency in thailand. pdf. landoni, m., wilson, r. & gibb, f. 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(1999). “electronic books and related technologies.” computers in libraries(online). accessed on october, 2013. newton.k. 2012. ability bingo game. teach-this.accessed on january, 2013. noldy, nancy, e, stelmack, robert, m, campbell, kenneth, b. 1990. eventrelated potentials and recognition memory for pictures and words: the effects of intentional and incidental learning. journal of psychophysiology learning. nugraha. p. (2012). zamrud smp. surakarta: media multi karya. nunan, d. (1988). principles of communicative task design. washington, d.c.: eric clearing house. nunan, d. (1989). designing tasks for the communicative classroom. oxford: oxford university press. http://www.theiguanaproject.com/ http://www.english.co.uk/ oizumi t. (2007). developing textbook for teaching speaking and listening. miyagi prefecture and sendai city mid-year conference 2005-2006.(pdf). pica, t, kanagy, r, and falodun, j. (1993). choosing and using communication tasks for second language research and instruction. in s. gass& g. crookes (eds.), tasks and language learning: integrating theory and practice (pp. 9 – 34). clevedon: multilingual matters. piepho. (1981). the communicative teaching of english-establishing objectives in the teaching of english. harlow: longman. priyana. j, irjayanti. r.a and renitasari. v. 2008. developing competencies in english. jakarta: pusat perbukuan departemen pendidikan nasional. richard, j. c. (1990). the language teaching matrix. cambridge: cambridge university press. richards, j., and t. rodgers. (1986). approaches and methods in language teaching. cambridge: cambridge university press. rosy, (2002). the role of e-books in the world of technology education. (pdf). schilit, b. (1999). “why e-read? finding opportunites in the merger of paper and computers.” future of print media journal (spring), (online). accessed on july, 2013. sofyanda. a, djamilah. s.i, surtiyah. t, and kurnia. r. 2005. developing competencies in english. bandung: grafindo media pratama. sugiyono. (2008). metode penelitian kuantitatif, kualitatif dan r & d, penerbit alfabeta, bandung. swan, m. (2001). critical look at the communicative approach 1985 – article (pdf). sweeney, d. (2010). evaluation tool box. http://evaluationtoolbox.net.au-article. accessed on january 22, 2013. tam, t.n. 2012. learning objectives and teaching activities. tailieu (pdf) thornbury, s. 2005. how to teach speaking. pearson. longman. ur, p. 1996. a course in language teaching: practice and theory. cambridge. vogt. m.e and echevarria. j. 2007. 99 ideas and activities for teaching english learners with the siop® model. long beach: pearson. wright,i.p. 2003. english sol grade 8. virginia (pdf) http://evaluationtoolbox.net.au-article/ the roles of writing attitudes and writing apprehension in efl learners’ writing performance ulin ni’mah, a. effendi kadarisman, nunung suryati ulin147@gmail.com, effendi.kadarisman@gmail.com, nunung_suryati@yahoo.com state university of malang abstract the present study used a mixed method research design since it aimed at examining the degree of relationship between the students’ writing attitude, apprehension, and writing performance and investigating the causes of both factors. the finding of the study revealed that there was a significantly positive correlation between attitude towards writing and learners’ writing performance (r=.240 and sig=.049<.05) and the difference of performance was significant (sig.= .018 < .05). the writing apprehension and writing performance were significantly negatively correlated (r=-.246, sig=.043) and the difference of performance was significant (sig.= .000< 0.05). the interview result showed several factors causing the students’ writing attitude and apprehension. the positive attitudes were caused by the importance of english as an international language, the relationship of english and science, the interest in writing and english, and the lecturer’s evaluation. students having negative attitude confessed that they were not good at english, writing in english was a difficult activity, and they did not write much. low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. at last, students with high apprehension thought that they were afraid of making mistakes; since they were not good at english, they tended to translate bahasa indonesia into english, and they were not able to develop topics given by the lecturer. keywords: writing attitude, writing apprehension, writing performance introduction learning how to write in a second language is one of the most challenging tasks of second language learning. this might not be surprising in view of the fact that even for those who speak english as a first language, the ability to write effectively is something that requires extensive instruction sometimes. hyland (2003) points out that the ability to communicate ideas and information effectively through the global digital network is crucially dependent on good writing skill. it is increasingly seen as vital to equip learners for success in the future. despite writing is a prominent skill, many students still face some problems to write a passage. steinberg (1982) claims much of the difficulty of writing stems from the large number of constraints that must be satisfied at the same time. in expressing an idea the mailto:ulin147@gmail.com mailto:effendi.kadarisman@gmail.com mailto:nunung_suryati@yahoo.com writer must consider at least four structural levels: overall text structure, paragraph structure, sentence structure (syntax), and word structure (spelling). another great difficulty for writers is maintaining connective flow. the relationships between ideas must be clear. yet, in order to write about an idea, it must be expanded downward into paragraphs, sentences, words, and letters. sometimes writers become lost in the process of downward expansion and lose sight of the high-level relationships they originally wanted to express. brown (2000) strengthens the difficulty in writing by asserting that written products are often the result of thinking, drafting, and revising procedures that require specialized skills that not every speaker develops naturally. apart from the language difficulties, there are psychological factor such attitudes toward writing and affective factor such writing apprehension which affect the students’ writing performance. allport (1954, in gardner, 1985) states ‘an attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual’s response to all objects and situations with which it is related’. rose (1984) defines attitudes toward writing as ‘evaluation orientation’ toward the act or result of composing. attitudes toward writing are most likely formed by one’s history of evaluation by others and are reflected in the evaluations a student levels at or imagines others leveling at his work. these evaluations can be broad (‘this paper is not good’) or specific (‘my conclusion seems tacked-on’). an assumption of this study is that evaluation is rooted in a comparison with internalized criteria other audiences will use. evaluation becomes inappropriate when the criteria a student has internalized and/or attributes to others are overblown or inadequately understood. in this case, the evaluation employed by a writer focuses on the reasons behind their compositional choices. therefore, a teacher needs to help students develop the capacity to judge their own work-to judge it appropriately, to keep the context and purpose in mind and to temper their usual judgment as they struggle with the sorts of new tasks that, ultimately, will enhance and develop the criteria by which they will then judge future homework. as reported by several studies, writing attitude is proved to be an essential factor which significantly correlates with the students’ writing performance. graham & fan (2007) suggest that writing attitude influences the writing performance in which students with positive attitudes perform better than those with negative ones. a negative attitude towards writing may lead to less efficient processing during writing. this may be particularly disruptive for writing, as it is a challenging task that requires considerable effort. mckenna, kear, & ellsworth (1995) report that attitude may influence writing ability through its impact on factors, such as cognitive engagement. for example, students with a more favorable attitude are likely to write more often and expend greater effort when composing than students with a less favorable attitude. in addition, knudson (1993) proves that girls have a more positive attitude towards writing than boys and girls tend to outperform boys on a variety of writing measures (berninger & fuller, 1992). another factor which influences the students’ writing performance is writing apprehension. it refers to anxiety about writing and is originally defined as “the measure of anxiety about writing that outweighs the projected gain from the situation” (daly & miller, 1975 in atkinson, 2011). therefore, writing tasks assigned to the apprehensive students will not be done effectively since they run out of ideas and do not know how to write the essay well. writing apprehension appears to be a consistent relationship between various forms of anxiety and language performance in formal and informal situations. apprehension level may thus be a very potent influence on the affective filter. reported by many studies, it is proved that the higher the apprehension, the lower the measures of language performance achievement, including writing (lee & krashen, 2002; onwuegbuzie, bailey, & daley, 2000). besides, gardner and macintyre (1993) find that language apprehension is the best single correlate of achievement. onwuegbuzie, bailey and daley (2000) report foreign language apprehension was one of the best predictors, approximately explaining 22% of the variance of foreign language achievement. chastain (1975, in dulay et al, 1982) reports a significant correlation between test apprehension and success in audio-lingually taught french at an american university. the negative correlation (r = -0.48) indicates that low test apprehension was associated with greater success, which is consistent with the studies cited above. there were several studies investigated the correlation between students’ attitude and their writing performance. in the foreign setting, gupta and woldemariam (2011) and sarkhoush (2013) examined the relationship and found that students whose positive attitudes toward writing have better writing performance than those whose negative attitude. these findings support the theory proposed by dulay et al (1987) and gardner (1985). in indonesian setting, pamuji (2015) also found the positive correlation between them. on the other hand, apriani (2015) found the negative relationship between students’ attitude and their speaking performance. some researchers also have investigated the correlation between the writing apprehension and writing performance. in the foreign setting, erkan (2011), al asmari’ (2013), and sarkhoush (2013) examined the relationship quantitatively and found that students with low writing apprehension have better writing performance than those with high apprehension. thus, those findings support the theory of writing apprehension proposed by daly-miller (1975). on the other hand, in indonesia setting, katemba (2013) found that there was no correlation between apprehension and students’ achievement. tuppang (2010) then qualitatively examined the type of english writing apprehension mostly experienced by indonesian learners and found that cognitive apprehension was the most experienced. another qualitative research about writing apprehension was also conducted by al-shboul (2015) who found that lack of knowledge in english structure, negative attitude toward writing, negative writing experience in the past, and inadequate knowledge in academic writing caused the apprehension. even though there were several studies investigated the correlation between learners’ writing apprehension and attitude and writing performance, the present study is worth conducting because there are some gaps from previous studies. first, most previous studies examining the correlation were conducted in foreign countries which have different characteristics of l2 learners, culture and l1 language. therefore, the present study examined the phenomena in indonesia since the studies about the correlation are not abundant in indonesia. next, most samples used in the previous research is students majoring english while the sample of this study is non-english learners since it is assumed that if the learners are enrolled in the english program, they tend to have good attitude toward english and low apprehension while the non-english program students varied. the previous studies adopted the questionnaires from one expert while the present study adapted the contents from the relevant sources as the setting of the research is different. some previous studies also used the writing apprehension questionnaires specified for writing in native language so the present study employed questionnaires of english as a foreign language. there are various finding about the correlation of writing attitude, apprehension, and writing performance, some found a positive correlation but others did not so further research is necessarily conducted. the present study was conducted at architecture technique, chemistry and physics department, science and technology faculty, uin maulana malik ibrahim malang. the students of architecture, chemistry, and physics department are required to take ppbi (program pengembangan bahasa inggris) and english for specific program for two semesters. the researcher examined the correlation between the students’ writing apprehension and attitude and their writing performance. she also investigated the comparison of students’ writing performance according to their writing attitude and apprehension and found out why they have certain attitude and apprehension. the research on the students’ writing apprehension and attitude is significant to be conducted because the lecturers need to know how to teach writing when the students have certain attitude towards writing and feel apprehensive. besides, there are no researchers who investigate the writing attitude and apprehension of architecture, chemistry, and physics program students at uin maliki malang. research method the present study used a mixed method research design because it aimed to examine the degree of relationship between the student’s writing attitude, apprehension, and writing performance and the causes of both variables. the present research was conducted at architecture, chemistry, and physics department, science and technology faculty, uin maulana malik ibrahim. it is one of the state universities in malang, east java. the population is selected because the students are required to take ppbi (program pengembangan bahasa inggris) and esp for two semesters. there were 68 students as the sample of this present research. to measure the relationship among students’ attitude towards writing, writing apprehension and their writing performance, the researcher used four instruments such as writing attitude questionnaire, writing apprehension questionnaire, writing test, and semi-structured interview. she adapted the attitude questionnaires from rose (1984) and gardner (1985) and the writing apprehension questionnaires from writing apprehension test (wat) by daly & miller (1975) and cheng (2004). the research was conducted on march, 14-31 2016 at uin maliki malang. there were two raters who assessed the 68 essays to gain accurate performance of the students’ writing. the researcher used spss 16 to analyze the data in finding the degree of correlation and comparison then she analyzed the result of semi-structured interview finding and discussion the finding of this study revealed the alternative hypothesis saying that there is a statistically significant correlation between students’ attitude towards writing in english and their writing performance was accepted (r=.240 and sig=.049<.05). the finding supports the results of the previous studies measuring the relationship between attitude towards writing in english and writing performance conducted by some researchers (gupta and woldemariam, 2011; sarkhoush, 2013; pamuji, 2015). the researchers discovered a positive correlation between students’ attitude towards writing in english and their writing performance so did the researcher of this study. their findings were also consistent with the theory proposed by dulay et al (1987) and gardner (1987) who stated that attitude of students affects their writing performance. even though the finding was significantly positive correlation between the students’ attitude and writing performance, the score of coefficient correlation was low p = .240. therefore, attitude can be considered as a predictor of writing performance but the correlation was not sufficiently strong to be used as the basis to make prediction for the students’ writing performance. the researcher uses pearson product moment to calculate the degree of correlation between the students’ attitude towards writing in english and their writing performance. table 3.1 below is the result of the computation for the correlation of the two variables. table 3.1 correlation between attitude and writing performance attitude writing attitude pearson correlation 1 .240* sig. (2-tailed) .049 n 68 68 writing pearson correlation .240* 1 sig. (2-tailed) .049 n 68 68 *. correlation is significant at the 0.05 level (2-tailed). the next finding shows that there is a negatively significant correlation between writing apprehension and writing performance (r=-.246, sig=.043). the finding suggests that most of high achievers tend to be less apprehensive and vice versa. as reported by liu & jackson (2008), language apprehension has negative correlation with risk-taking in the language classroom. it denoted that when the learners are less apprehensive during the writing class, they will be able to write a good essay better than those who are highly apprehensive. the willingness to write more and take risk in the classroom may provide them more space to practice using english and leading to the improvement of their language performance. therefore, when they feel apprehensive, they tend to get discouraged and neglect the writing assignment. consequently, they will have lower writing performance. even though the finding shows significantly negative correlation between writing apprehension and writing performance, the correlation coefficient of this finding was .246 which was categorized as low. it can be concluded that the apprehension can be a factor which affects the writing performance but their correlation was not sufficiently strong to be used as the basis of the prediction for the students’ writing performance. table 3.2 the correlation between apprehension and writing performance the next finding of this study shows that there is a different writing performance between the students with positive and negative attitude towards writing in english. it is proved by the result of the significance score of independent sample test of .018 which is lower than .05 (significance level) so the alternative hypothesis is accepted while the null hypothesis is rejected. in sum, attitude gives an influence towards the students’ writing performance. table 3.3 comparison of students’ writing performance between students with positive and negative attitude towards writing as reported by graham & fan’s (2007) conclusion that writing attitude influences writing achievement. students with positive attitude tend to give their best in the pre-writing and writing process. in the pre-writing process, they read many related sources that can enrich their composition ideas and in the writing process, they stick to the writing framework and complete the task with pleasure feeling. writing apprehension writing pearson correlation 1 -.246* sig. (2-tailed) .043 n 68 68 apprehension pearson correlation -.246* 1 sig. (2-tailed) .043 n 68 68 *. correlation is significant at the 0.05 level (2-tailed). attitude n mean std. deviation std. error mean sig. (2tailed) f t writing 1 19 57.94 8.42 1.93 .018 .89 2.49 2 19 50.31 10.36 2.38 .018 2.49 in this study, the researcher also found that there was a different result of students’ writing performance between students with low and high apprehensive. the result of independents sample t-test revealed that sig. = .000< 0.05 was lower than the level of significance. therefore, the null hypothesis of this research was rejected and alternative hypothesis was accepted. it can be concluded that apprehension does influence the students’ writing performance. table 3.4 comparison of students’ writing performance between students with low and high apprension apprehension n mean std. deviation std. error mean sig. (2tailed) f t writing 1 33 41.42 18.13 3.16 .036 20.95 -2.14 2 33 48.30 3.57 .62 .046 -2.14 based on the mean score of students with low apprehension is 48.30 is higher than students with high apprehension of 41.42. it suggests that the students with low apprehension perform better than students with high apprehension. apprehensive students are likely to suffer from the concern about the possibility of failure, flawed performance, fear of evaluation, negative attitudes toward writing task and writing situation (cheng, et al., 1999), their writing performance are mostly lifeless, mechanical, full of grammatical errors, repeated concepts and unsupported organization (hettich, 1994). the result of interview shows that there are several reasons causing the students’ attitude towards writing. students have positive attitude towards writing in english because of several reasons. firstly, english is an international language which must be mastered by anyone who wants to be success in the global era. being able to write in english is a key of success since there are many companies require their employees to communicate in oral or written form nowadays. the students also realized that their major which is natural science is strongly related to the speaking english countries which are the center of knowledge today. they also have prolific publications which are written in english so the students have to know english to increase their knowledge. moreover, today’s education system applied by indonesian universities, including uin maliki malang also require their students to publish national and international journal articles which are written in english. some students have positive attitudes toward writing because they do like english and writing. according to dornyei (1994), interest is one of the four motivational factors related to a subject. if an individual has an interest in the subject, he/she may have a positive attitude towards learning that subject. the students also think that the lecturer’s evaluation and teaching strategy influence their attitude. this phenomenon is supported by gardner (1985) who considered the evaluation of the course and the teaching method as two factors to measure the individual’s attitude. the research subjects of this study are found to have negative attitude towards writing in english due to some factors. firstly, in the writing process, the students are required to write in the good structure so they are afraid of making mistakes. they also do not write much in daily activities since they are busy with their assignments. moreover, writing in english is considered as difficult activity because they do not know the grammar and vocabulary. indeed, grammar and vocabulary are important parts in the writing as hyland (2003) claims learning to write in a foreign or second language mainly involves linguistic knowledge and the vocabulary choices, syntactic patterns, and cohesive devices that comprise the essential building blocks of texts. the research subjects revealed their reasons why they were not apprehensive during the writing process. firstly, writing was their hobby so it was not such a burden if they were asked to write in english by their lecturer. they composed the text without having apprehension since they were confident in completing the task and were able to organize their ideas as well. bandura (1986 in pajares, 1993) argues that confidence in being able to successfully perform a task can influence the writing performance. the students also mastered the grammar and vocabulary so they ido not find any difficulties in composing a text in english. because writing is seen as a product constructed from the writer’s command of grammatical and lexical knowledge (hyland, 2003), students who are good at grammar and vocabulary tend to be able to write so their composition result will be good. some learners also felt high apprehensive in the writing process. they acknowledged that they were afraid of making mistakes since they were not really good at grammar and vocabulary. their mind was jumbled when they had to organize their ideas and grammar and vocabulary at the same time. williams (2003) suggests that one way to reduce the conflict between form and content is to separate composing from editing. here, they just need to focus on their ideas without thinking the structure which will be revised in the editing process. the biggest mistake done by the most foreign language writers, including the participants of this study is translating their mother language into english. their compositions do not seem english-like essays since they do not think in english in the writing process. the last obstacle causing the students’ high apprehensive was developing the topic. the lecturers should be able to take part in this process, as suggested by hyland (2003) teachers need to stimulate the students’ ideas through prewriting tasks, such as journal writing and parallel texts. because writing is an act of discovering meaning, a willingness to engage with students’ assertions is crucial, and response is a central means to initiate and guide ideas (straub, 2000). conclusion the findings of this research revealed that there was a statistically positive significant correlation between the students’ attitude towards writing and their writing performance as well as the correlation between the students’ writing apprehension and their writing performance. it also proved that there was a different writing performance between the students with positive and negative attitude towards writing with the result showed that students with positive attitude performed better than the students with negative attitude. the writing performance of students with low and high apprehensive was also different. the finding described that the students with low apprehensive performed better than the high apprehensive ones. there were some factors causing the students’ attitude towards writing in english and writing apprehensive. the positive attitude was caused by the importance of english as an international language, the relationship of english and science, the interest in writing and english, and the lecturer’s evaluation. students having negative attitude confessed that they were not good at english, writing in english was a difficult activity, and they did not write much. there were several factors causing the students’ writing apprehension. low writing apprehension was caused by the interest in writing, being good at grammar and vocabulary, and positive thinking in completing the task. at last, students with high apprehension thought that they were afraid of making mistakes since they were not good at english, they tended to translate bahasa indonesia into english, and they are not able to develop topics given by the lecturer. references al asmari’, a.r. 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(2000). the student, the text, and the classroom context: a case study of student response. assessing writing, 7, 23-55. http://www.iiste.org/ http://www.academia.edu/ tuppang, s.k. (2010). investigating students’ writing anxiety: a study at english teacher education of satya wacana christian university. thesis. online. http://repository.uksw.edu. accessed in december 14th, 2015. williams, j.d. (2003). preparing to teach writing. research, theory, and practice. third edition. london: lawrence erlbaum associates publishers. http://repository.uksw.edu/ exploring upper primary school efl novice teachers’ implementation of pedagogical content knowledge during speaking lessons: the case of east shawa zone, eastern ethiopia wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||155-173||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php exploring upper primary school efl novice teachers’ implementation of pedagogical content knowledge during speaking lessons: the case of east shawa zone, eastern ethiopia wakjira gabisa dhinsa waqawaqa21@gmail.com arsi university, ethiopia melaku wakuma duguma m_wakuma@yahoo.com addis ababa university, ethiopia article history: received: 12 april 2022 accepted: 8 june 2022 there have been contentions on the significance between content and pedagogical knowledge among language scholars. the introduction of pck (pedagogical content knowledge) seems to merge the disparity. pck is a special amalgam between content and pedagogy, which is unique to teachers and specially to experienced teachers. however, teacher training institutions place different emphasis on content and pedagogy. as a result, novice teachers encounter various challenges in their professional career in applying appropriate pck in the classrooms. this study was aimed at exploring efl novice teachers’ implementation of pck in upper primary schools during speaking lessons. the results show that upper primary school efl novice teachers had gaps in subject matter knowledge (smk) and pck to teach efl speaking skills though they believe that they are equally important to teach speaking skills which they consider as one of the most difficult areas for them to teach. hence, teacher training colleges need to provide trainees with strong content and pedagogical backgrounds. corresponding author: m_wakuma@yahoo.com keywords: novice teachers; pck; efl; speaking http://jurnal.uin-antasari.ac.id/index.php mailto:waqawaqa21@gmail.com mailto:m_wakuma@yahoo.com mailto:m_wakuma@yahoo.com p a g e | 156 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction in ethiopia, there have been cascading interventions to improve the quality of teachers in general and english teaching in particular. in spite of the endeavors, ethiopia stands lower than average in students’ achievements and teachers’ quality (epdc, 2018). english language teachers training and skills, as a means to improve students’ proficiency, has been one of the areas given due attention by the ethiopian ministry of education (fdrge, 1994). the demand for quality english language teaching is undeniable in the current world for it is a language of wider use across the world exerting different influences. the ethiopian ministry of education acknowledges the roles and status of english language (fdre, 2008a; fdre, 2008b), so has been striving to bring about quality in teaching it through improving the quality of teachers though not successful. hence, training programs need to equip teachers with the principal conventional theories, thoughts, and practices of ‘second’/foreign language education (richards, 1991) and good command of the subject matter/english language because the teacher is the prime source for the students’ understanding of the subject matter (shulman, 1987). however, the initial years of teaching career are found to be challenging, especially because of underdeveloped knowledge of what to teach and how to teach. shulman (1986) was the first to introduce this idea as pedagogical content knowledge (pck) and says it is a distinguishing feature among neophyte and experienced teachers. hence, elementary and middle school teachers need to be trained for strong smk (subject matter knowledge) background (cochran, king, & deruiter, 1991) and pedagogy. however, in ethiopia, teachers’ knowledge and skills is deficient due to inadequate teacher training on contemporary teaching methods (aweke, eyasu, kassa, mulugeta, & yenealem, 2017; olkaba, hunde, mamo, duresa, & keno, 2019; temesgen, 2007) and this is true for efl teachers of primary school, too (dagne & taye, 2017; eba, 2014; fdre, 2010; fdre, 2015; kedir, 2006). p a g e | 157 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 knowledge of a language is usually paralleled with speaking or conversing in the language (folse, 2006; ur, 1991). teaching speaking is really demanding, even in l2 context (hardcare & guvendir, 2018). so, it is worth noticing how intricate it would be in foreign language contexts where there is no environmental support. this necessitates accepting that teaching speaking needs ‘formal instruction in scholarly situation’ (sreena & ilankumaran, 2019). however, the gaps teachers have in pck in actual classrooms, especially the novice ones at upper primary school levels in foreign language context, has been ignored by researchers. meanwhile, ethiopia introduced a new education and training policy (etp) mainly to progress educational infrastructure, access, and quality in 1994 (fdrge, 1994). the policy targets educational structure regarding, among other things, language skills and its teaching; the teacher training and education section emphasizes basic knowledge, professional code of ethics, methodology and practical training. etp was accompanied by five education sector development programs (esdps i-v) whose overall aim was improving the quality of education, teachers and their training, and students’ achievements (fdre, 1998; fdre, 2002; fdre, 2005; fdre, 2010; fdre, 2015). in esdp was teacher development program (tdp). the evaluation made by ministry of education after esdps implied no accomplishment of the aims (ahmad, 2013). hence, the fdre was enforced to intervene with a program called teacher education system overhaul (teso) in 2003 (fdre, 2003) and then with general education quality improvement program (geqip) in 2008 (fdre, 2008b). these endeavors brought about improvement in quantity, but not the issue of quality is still questionable (anlas ethiopia national team, 2019). in all of these interventions, there is tdps. the interventions gave due emphasis to improving the quality of english language teaching and teachers. but little was improved. teachers’ knowledge is the result of disciplined training and experiential developments. but until teachers learn from experience, they encounter various gaps in the initial years of their career as novices especially in their application of pck. hence, in order to fill the gaps p a g e | 158 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 novice teacher’ encounter on pck, it is mandatory to assess how they implement it in their actual classrooms. as a result, the following questions were asked: 1. what pck gaps do upper primary school efl novice teachers show in teaching speaking? 2. what are upper primary school efl novice teachers’ views on the significance between content and methodology for teaching speaking? 3. how do upper primary school efl novice teachers compare teaching speaking with teaching other content areas? the general objective of this study was to explore upper primary school efl novice teachers’ application of pck during speaking instructions. to realize this, the following specific objectives were set: 1. to explore the gaps upper primary school efl novice teachers show in pck during speaking instructions. 2. to assess the relative values upper primary school efl novice teachers’ assign to knowledge of subject matter and that of methodology for teaching speaking. 3. to identify the beliefs upper primary school efl novice teachers have on the difficulty level of teaching speaking compared to teaching other content areas. methods in this study, case study design was used. this method was employed to gain insight into and in-depth understanding of the application of pck by upper primary school efl novice teachers during speaking lessons. in this study were novice teachers (1-3 years of experience) who taught efl at upper primary school levels (5-8) in east shawa zone of oromia regional state, ethiopia. their classrooms were observed to obtain the gaps they show in the application of pck. semi-structured interview was also conducted with the teachers to assess the relative values they assign to content and methodology for teaching efl speaking skills, and their beliefs on the difficulty level of teaching speaking compared to p a g e | 159 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 other areas of the target language both of which might have influenced the ways they acted. the participants in this study were three novice teachers who taught efl in three different upper primary schools in oromia regional state, bosat district of east shawa zone, ethiopia. the intention was to include six novices, but since some of them taught at lower primary levels (1-4), they were intentionally left out. they all had college diploma from different regional colleges in teaching english language at upper primary levels. novice teachers, in this study, were teachers within their first three years of teaching career (choy, wong, lim, & chong, 2013; curry, webb, & latham, 2016; fantilli & mcdougall, 2009; hobson, ashby, malderez, & tomlinson, 2009; irvine, 2018; sherman, 2000; veenman, 1984). among the districts in the zone, a district with maximum number of novice efl teachers was selected. among primary schools in the district, three schools in which efl novice teachers taught at upper primary levels were included using purposive sampling technique. hence, there were three schools and three novice teachers with one, two, and three years of teaching experiences. frequent unstructured observations were made while the sampled teachers taught efl speaking. each classroom was observed three times, the first observation for familiarization, and the rest for data collection on the gaps those novices displayed in their application of pck. during the observations, audio recordings were made by someone selected for the purpose. there were three week intervals among each of the observations. a semi-structured interview was also conducted with sampled novices to collect data on experiences and sentiments they ascribe to the relative significance between the smk and that of teaching strategies; their beliefs on difficulty level of teaching efl speaking compared to other areas of instruction. it consisted of some general open-ended questions some of which were followed by close-ended and were tuned flexibly with the purpose of the study. this helped the researcher reveal p a g e | 160 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 data that might have perhaps been obscure via observation and some casual information. they were interviewed by the researcher separately in their free periods and at the places of their preference. the interview was conducted in english and this had also revealed what their smk looked like. each interview lasted 17-25 minutes. during the interviews, audio recordings were made. the data collected through observation and interview were transcribed and analyzed qualitatively. next, the analyzed data was organized thematically. the thematically organized data was then discussed together in relation to the research questions after which interpretations were given. finally, conclusions were made and recommendations suggested. findings and discussions the data in this study was analyzed in two phases. the first phase dealt with exploring the gaps upper primary school efl novice teachers showed in pck during speaking instructions, and it consisted of two sections. in the first section, the gaps in smk were discussed. in the second section, the gaps in binding the subject matter and methodology were discussed. similarly, the second phase consists of two sections: the first section dealt with the relative values they assigned to smk and pedagogical knowledge while the second section identified their beliefs about the difficulty level of teaching speaking in relation to other areas they taught. finally, the analyzed data from each of the themes was steadied with each other to answer the research questions. gaps in pck the data on the gaps upper primary school efl novice teachers showed in pck was mainly obtained from classroom observations. however, the fact that the interview was conducted in english was also used to confirm the gaps seen. these gaps can be divided as those in skm and in linking content to instructional method. p a g e | 161 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 gaps in smk the gaps all novice teachers had in smk knowledge can be categorized under accuracy, fluency, and understanding content of specific instructions taught. gaps in accuracy the problems in accuracy, listed in their decreasing order of severity include: sentence structure – interrogative, imperative, inverted word order (svo), dangling and misplaced modifiers, run-on, parallelism; grammar – subject-verb-agreement (sva), tense, verbs (auxiliaries, active/passive, and infinitive/gerund forms) and noun forms (singular/plural), incorrect pronoun use (subjective, objective possessive, interrogative), preposition (omission and misuse); pronunciation – words (with more than three syllables), minimal pairs, phonemes (/θ/, /δ/), morphemes (/-s/, /ed/) after voiced and voiceless sounds, syllabification and stress, and intonation; word structure and use – diction, collocation, and inflections to change word classes mechanics – apostrophe (omission), comma. the following are some examples taken from all novice teachers’ utterances: t1: “we learn what yesterday? what is poor health cause drug use? what is caused the following drug use”; “not read name.” t2: “what we learn yesterday? what we fill in the blank space? what is flowers we use for? what you visit before?”; “what you like say?” “not say.” t3: “what we have learn who can remind the past lesson? this speaking dialogue is what? speaking is in what grammar? what your favourite [/fəvəraiti:/] food p a g e | 162 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 says?” “what your daily favorite food or your prefers or preferred in day to day? “what is you like”; “i like say.” surprisingly, these teachers’ gaps were used in the same ways by the students. this shows how important teachers were to model correct language use, and the students’ dependence on the teachers as language input especially in a foreign language context devoid of environmental support, as the case in this study. of course, some other smk gaps can be seen while discussing other points in the following sections. gaps in fluency in their descending order of prevalence, fluency problems identified were: inconsistency in use – mere redundancies, ambiguities, and stammers. coherence – lack of smooth flow of ideas due to absence or incorrect use of cohesive devices such as before, after, next, etc. this can also relate to accuracy. due to the gaps in coherence, the lessons were flawed. hence, lesson organization was one of the gaps in pck. reading – absence of making pauses after comma and using chunk groups while both speaking and reading, so sentences were jerky. in short, all novice teachers displayed gaps in smk and didn’t show disparities on the above points especially on accuracy. nonetheless, a slight difference was seen on fluency. the snt less stuttered than the int while the bnt faltered the most and made long pauses /eee…/ most frequently. this implies that novice teachers’ fluency improves in their first three years of teaching experiences though accuracy does not. in other words, the more experienced the novice teachers, the better their fluency would be. problems in understanding content of speaking instructions the problems identified under this were misunderstanding contents of speaking instructions. giving elaborate, ambiguous and inappropriate definitions of p a g e | 163 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 speaking such as “speaking is the second of four language”, “speaking is to talk …” showed the gap novice teachers had on what to teach given different social functions intended to be taught. they often went astray from the expected responses, and delved into facts or scientific explanation of the contents mediating speaking lessons. for example, in a speaking lesson entitled: expressing the effects of something, the t1 asked questions such as “what is drugs use cause poor health?” and translated the phrase “poor health” into a language he thought the students could understand. no sooner he asked the question than he answered saying, “depression, the answer is depression”. other answers he gave included “… students use drug and low marks because they addictive” (reason clause instead of condition). to add, the t1 was teaching “speaking about visit”. students were required to act, play roles and then make similar dialogue. t1: “have you done your homework? who can tell me the form of past participle? … have is form … do is verb … homework is object.” (note that this also relates to gap in grammar). while teaching similar lesson, t2 asked, “what is the focus of the conversation? the focus of the conversation was art gallery.” the teacher’s answer was confused with the context in which the dialogue was presented. more, t3 was teaching “speaking about your favorite food.” the lesson was contextualized in a dialogue about ‘favorite fruits’. his teaching was mainly about types of fruits. he concluded: “what your favorite food? our favorite food is ‘shiro’ (stewed legume powder popular in ethiopia. hence, novice teachers had problems understanding the contents of speaking lessons. gaps in combining smk with sound instructional method/pedagogy data from the classroom observations show that all novice teachers have knowledge gaps in creating special amalgam between instructional content and method. the lesson presentation methods used by all novice teachers were similar during all the observations. they entirely used loud reading followed by lectures instead of allowing students to act out, play roles, and produce similar dialogues. p a g e | 164 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 four to five pairs of students were made to read aloud, being on their feet, and the rest were passive listeners. during the lectures, t3 asked more questions than the others though the questions were vague and unrelated to lessons’ objectives. so, his method of presentation was lecture embedded with short questions though the former was used mostly. others also used short questions occasionally, asking for the names and form of the language embedded which they were not made to notice while listening. for example: t3: “today, we see about the…, speaking, speaking, speaking (wrote speaking’ on the blackboard). ok, what is speaking? who can tell me? what is the definition of speaking and speaking is in what grammar? in what grammar we can use speaking? speaking, in what grammar we can use? yes? who can tell me? … yes, no one? (student’s name), what is speaking? can you tell me? what is speaking? ‘natti himi mee. ihi, (another student’s name), jedhi mee natti himi’. what is speaking? hmm? ok, what is speaking, (another student’s name) ihi, (another student’s name), speaking means?” … the teacher didn’t give thinking time after the questions. definitions can be one of instructional strategies, but those given were lingering and pedagogically ineffective to attain the objective for speaking about favorite food. another definition given by t2 in teaching: speaking about flowers speaking is talking or communicated. speaking is to say something [/s˄msɪŋ/] about something and speaking is, speaking is let me see about speaking. speaking is, speaking is the… the (writing on the blackboard) second, the second or the second language; the second of four language, the second of four language. that means, speaking skills ‘yeroo ta’u innimmoo’ second ‘irratti argamee nu fayyada jechuudha’. the second four language, the second four language. in another, another speaking is, speaking is, speaking i…s the deli…verence [/de’livǝrs/] of language deliverance of language, p a g e | 165 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 deliverance of language. (wrote phrases in italics on the blackboard). ok, in another, what is the definition of speaking? what is the definition of speaking? what is the definition of speaking? what is the definition of speaking? what i…s th...e defi…ni..tion o…f speaking? (wrote on the blackboard). what is the definition of speaking? what is the definition of speaking? what is the definition of speaking means you can say now, you can say now, speaking is to talk, speaking is to talk, speaking i..s t…o talk, to talk or to gi…ve, to give a lecture, a lecture, a lecture, t…o speech to speech or, or, or to use, t..o u..se, use your voice to say something, so…me…things, to say somethings [/s˄mtɪŋs/] (uttering while writing). that is it about the definition of speaking, that is all about the definition of speaking, that is all about the definition of speaking. and definition of speaking, under definition of speaking, speaking is speaking is the sound or to use the sound of communication. sound of communication. we have seen about the, the definition of co.., co.., speaking. so we can say the definition of speaking. this’s eee…, that’s all. this is the short of eee…, given definition of speaking. and, and eee… under this speaking, under this speaking, basic of or type of speaking, type of speaking ‘illee jira akkuma kana, hedduutu jira’, type of speaking ‘fi’ basic of speaking ‘jira’. this definition contains redundancies, ambiguities, irrelevant and incomprehensible ideas, and jerky sentences all of which had no pedagogical value. while the teacher was defining speaking, the bell rang indicating the end of the period and the rest was done in the extra time the teacher took. in presenting speaking lessons which require role playing or acting, making similar dialogue, etc., lingering definition and explanations on speaking, types of speaking, etc. is not pedagogically effective and the result was students’ silence. though there were no differences in the ways different speaking lessons were taught by the novice teachers, t1 allowed 2 minutes for discussion during one of the lessons and the teacher lectured facts about flowers in the remaining. giving clear task orientation was another gap novices exhibited in their application of pck. the amount of p a g e | 166 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 orientation for a given task depends on students’ prior knowledge and familiarity of the topic and method to be used. however, no evidence of this kind was seen. it can, therefore, be said that novice teachers do not consider students’ needs, interests and backgrounds in their application of pck. feedback organization was one of the gaps among all novice teachers. these gaps included: using similar cliché for praising, lack of indicating the correct and the incorrect, absolute dependence on teacher correction, unnecessary interventions, giving unjustified correction, being selective to students and responses arbitrarily, asking for more responses from others on the top of correct ones, absence of filtering responses, etc. the praises used by all novices were only “very good, good, ok, thank you”. for example: t3 began asking: “… what we have learn yesterday?” s1: “yesterday we have learn about past tense … superlative… comparative, tenses, positive, and read about passage, past perfect tense and ….” (note that the student was making similar grammatical error). the student listed everything they learned in a month and the teacher said “ihi?” after each list. t3: “enough, enough, enough, enough. what about others? hmm?” s2: “the last lesson we learn about the … past lessons new words…. originality, newness, inventiveness [/ɪn’vantɪnəs/] and eee… literature, cohesion – cohesion means using unity [/ʊnɪt/] manifest, reveal [/rivəl/] or show, artifact [/arte’fλktɪ/] object made by a person.” t3: “enough, enough, enough, enough. ok, very good, very good! from this order? (nominated a student by name), what we have learn the past lesson? yes? when students make errors, a teacher should not keep quiet all the time – feedback needs to be given either instantly or kept for later discussion with the entire class. if a teacher thinks instant correction is due, it is better to ask indirect correction by asking to repeat (hmm? what? yes…?), or by repeating the words found before the erred, or through any non-horrific means. this helps to identify if p a g e | 167 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 it is error or mistake, too. but saying “enough, enough, enough, enough” as by t3; “no”, “not say”, “… say” as the case with t2), or “not read name” used by t1 is really discouraging rather than motivating. this point also implies the gaps novice teachers have in using motivational strategies. in the next example, no sooner the student started expressing his idea than the teacher encroached, and finally the student was misled: s1: “i think…” t3: “no, what your daily favorite food, you?” (turned to another student, as a result of which, there was no response from the student because he was discouraged). the teacher continued: “very good, very good! (other student’s name)? s2: “favorite food, the favorite food i like…” t3: your like…” s2: “your like…” t3: “your like, your like. i like say, i like say.” s2: “i like.” novice teachers were not consistent in their ways of reacting to students’ responses. during the repeated readings conducted, especially intermediate and senior novices sometimes corrected what students misread directly and arbitrarily and sometimes ignored; they also reacted to only some students’ responses. those ignored might feel that they were right, so fixation follows. besides, those who received correction, if they know others also made errors, might quit reacting. on the other hand, the beginning teacher didn’t give feedback except uttering “another”. therefore, it can be said that novice teachers have gaps in giving correct feedback, and this gap is more severe with beginning novice teachers. despite these, t3 addressed students by names and called for participation more than others. translations can be one of the methodological strategies if systematically and purposefully used. but all novice teachers used translations arbitrarily. t1 taught in a linguistically diversified classroom and translated into only one of the languages there though he was bilingual. the researcher personally asked t1 about the criteria on which the he chose that language and he responded that all students p a g e | 168 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 could comprehend that language though there were students with poor command of it. moreover, the teacher himself didn’t have good command of that language. moreover, the ideas translated by the novices had no pedagogical value in making students grasp the lessons undergoing. generally speaking, efl novice teachers’ ability to amalgam content with methodology was at its infancy. novice teachers’ views on the comparative significance between content and pedagogy it was identified in this study that the intermediate and senior novice teachers assign equal significance to both smk and pedagogical knowledge for teaching efl speaking at upper primary school levels. however, t1 believed both as significant but valued pedagogical knowledge more. the researcher posed a question to identify why they usually used mere lecture if they give equal value to content and pedagogy. the reasons they gave were scarcity of student’s textbook, teacher’s guide and teaching aids in the school as well as students’ unfamiliarity with different methods and low proficiency levels. next, they were asked to reflect on the methods they used, and all novices confessed using discussion though the realities were different. to illustrate: interviewee: (i used) “discussion, asking, lecture. i use discussion, oral questions, group activities.” interviewer: did you use group work? interviewee: “yes, i use for 2 minutes.” here, the teacher considered asking and oral questions, discussion and group work as different methods. but in reality, lecture was entirely used. 1.3 novice teachers’ views on difficulty level of teaching efl speaking as compared to other areas of teaching all novice teachers believed that speaking and writing skills are the two most challenging for them to teach. their reasons were the same with those given above, but added unfamiliarity of some topics. based on other questions provoked p a g e | 169 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 by the general ones, it was also found that all novice teachers had no any other experience before they joined teaching and knew little about contemporary language teaching theories. they all mentioned communicative language teaching as a theory they were adopting but they couldn’t tell its theoretical and practical backgrounds. finally, they were asked if they had been given any short training or seminar, or conducted experience exchange and all of them said they hadn’t. in sum, novice teachers consider content and pedagogy equally significant and assume speaking, along with writing, to be the most difficult to teach. in sum, the data in this study indicated that all novice teachers have problems in smk and pedagogy. the smk gaps, in their descending order of severity, included: accuracy – sentence structure, grammar, pronunciation, word structure and use, and mechanics; fluency – inconsistency in use, coherence, and reading; understanding contents of speaking lessons. in fact, accuracy manifested itself in fluency. this calls upon the controversy existing among scholars on demarcating competence/usage from performance/use. from the analyzed data, it can be said that fluency depends on accuracy or accuracy reinforces fluency. on the other hand, the most prevalent methodological gaps among all novice efl teachers during speaking lessons were: complete dependence on traditional loud reading and lecture method, lack of feedback organization, using questioning inappropriately as teaching technique, giving lingering and irrelevant definitions, scarcity of clear task orientation, deficiency in organizing lessons into coherent entity, absence of assessment, deprivation of wait time, and unsystematic use of translation all of which contributed to make lessons disorganized. in teaching efl speaking, all novice teachers emphasized facts in the language and of the language than performing certain linguistic function using the language, so their classes were highly teacher-centered for they solely depended on loud reading and lecture in teaching speaking. moreover, the analyzed data on the relative value novice teachers assign to content and pedagogy shows that intermediate and senior novice teachers put equal p a g e | 170 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 weight on smk and pedagogical knowledge though knowledge of teaching methodology was more significant for the beginning novice teacher. last, all efl novice teachers believed that teaching speaking is relatively the most difficult of other areas of the target language content they teach. this was due to were scarcity of teaching materials and aids in the school as well as students’ unfamiliarity with different methods and topics and low proficiency levels. conclusion and suggestions the main objective of this study was to explore the pck gaps upper primary school efl novice teachers have in teaching speaking skills. data was collected and analyzed qualitatively and the findings were the following. upper primary school efl novice teachers have wider gaps in their pck for teaching speaking in the language, i.e., they show poor english language proficiency and strategies of teaching speaking. moreover, they consider knowledge of the subject matter and how to teach it as an inseparable entity in teaching efl speaking skills. based on this, it can also be concluded that the gaps upper primary school novice efl teachers’ display in implementing appropriate pck originate from their knowledge, not their attitudes. they also believe that teaching speaking skills, together with writing, is the most challenging for them. based on these findings, it is recommended that in order to fill the gaps in pck, teacher training colleges should give ample emphasis to both content and pedagogy during pre-service training; zone education offices should cooperate with colleges or regional bureau and give short term in-service training on theories and contemporary methods in teaching efl to young children; the plan for continuous professional development (cpd) in which where languages pedagogy is one among the areas where manuals are to be prepared (fdre, 2008b) must be enforced; regional education bureau should distribute sufficient teaching materials and aids. finally, experience exchange and mentoring should be conducted among different schools and/or among experienced and novice teachers. p a g e | 171 wakjira gabisa dhinsa let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 references ahmad, s. 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(1984). perceived problems of beginning teachers. review of educational research, 54(2), 143-178. https://doi.org/10.3102/00346543054002143. the effective technique in teaching listening 1 students’ responses on english department lecturers’ competence nani hizriani a lecturer of english department at faculty of tarbiyah and teachers training iain antasari banjarmasin fitri ramadhanti an alumni of english department at faculty of tarbiyah and teachers training iain antasari banjarmasin abstract lecturers have an important role in students academic achievement. there are a number of qualities and competences required by good lecturers. this research is conducted to find out students’ responses and their expectations on english department lecturers’ competence . there are ninety students of english department which are taken from the fourth, sixth and eighth semester students involved in this study. questionnaire, interview, and documentation are used to gather the data . the result showed that students’ responses on english department lecturers’ professional competence is in good catergory with mean score 4.1 and total percentage 82%. meanwhile, students’ responses on english department lecturers’ pedagogical competence is categorized as good with mean score 4.0 and total percentage 80%. most students expect that the lecturers come on time to the class. they also expect that the lecturers use interesting media in teaching and learning, select appropriate method and technique in teaching, and give more feedbacks to the students. they also hope their lectures provide much time for consultation. key words: students’ response, english department, lecturers’ competence teaching is soul of education as it guides and facilitates learning, enables the learner to learn, and set the conditions for learning. teaching and learning certainly involves the interaction between teacher and students. they participate for their mutual benefit. both have their own objective and target is to achieve them. to reach the objective of teaching and learning, both teacher and students play great role in it. in this case, teacher is not only play role as a teacher or lecturer (in university) who teach or convey information about the lesson, but also play role as an educator who is able to educate and give a good example for the students. profession as a teacher or a lecture should be appreciated and developed as the profession that has good quality and prestige. professional teacher or lecturer can be said as the determining factor of education quality. to be able to become professional teacher or lecturer, they should be competent in their field. moreover by the development of technology in this era, they are expected to be able to guide their students to use technology and resources appropriately. besides, they are not supposed to teach the lesson dealing with students’ course only, they also should be able to 2 manage the learning process and convey good moral value to give positive influence to their students. because of the important role of teachers and lecturers, it is very important for them to have some competences those are required for becoming a good educator. there are four competences that teacher or lecturer should have. as the teacher law describes in four key competencies required of teachers. they are pedagogical competency, personal competency, professional competency, and social competency (jalal, samani, chang, stevenson, ragatz, negara, 2009, p. 35-36). in this research, the writers limit the study by discussing only two competences, that is pedagogical competence and professional competence, in order to the study will not too wide. so, the writers decide to specify by taking two of four teacher’s competences. and the reason for taking pedagogical competence and professional competence because the writers think that they are very important competences that teacher or lecturer must have and they related each other. besides, it is easier to be measured, and the result will be objective rather than social competence and personal competence that tend to be subjective. iain antasari banjarmasin, particularly english department has a number of lecturers who teach the subjects that match with their educational background. all the lecturers certainly held a great role on students’ achievement in study. therefore, they should have good competence in order to help students in reaching their objective in educational field. pedagogical competence and professional competence are two aspects that relate each other, both of them are the very important aspect that the lecturers must have. so, in order to give valuable information for the lecturers, convey students’ opinion and feeling about the lecturers’ competence in teaching and learning, and enrich writers’ knowledge about becoming a good teacher, the writers are interested to conduct the research entitled students’ responses on english department lecturers’ competence. objective of study this research is conducted to find out students’ responses on english department lecturers’ competences and their expectations on english department lecturers’ competence theoretical framework definition of student generally, the word “student” is defined as a person who is studying. it is not clear whether studying at school or college, or other institution. oxford dictionary specialize that student is a person who is studying at a college or university. another definition is person who is studying at secondary school (oxford dictionary: 2008). 3 terminologically student is defined as a person who gets influence from a person or group of people who conduct education activity. djamarah argue that student is an important element of human in educative interaction activity. students are considered as the main discussion in all of education activity (djamarah: 2010, p. 51). as the main discussion, students have determining position in an interaction. teacher has no meaning without the students as the subject of education. so, student is “the key” which determine the educative interaction. in this study, students are people who are studying at a college that is students of english department of iain antasari banjarmasin. definition of teacher (lecturer) the term teacher or lecturer actually has the same meaning, which is a person who teaches. but the difference is that a lecturer is a teacher at a university or college , while a teacher is a person who teaches, usually as a job at a school or similar institution (collins cobuild dictionary: 2006). djamarah (2010, p.31) states that “teacher” in a simple definition is a person who gives knowledge to his or her students. and according to dictionary of indonesia, teacher is defined as a person whose occupation is teaching. in addition, syah (2011, p.222) defines teacher as “professional educator who obligates to have a commitment to develop quality of education.” this definition deals with the meaning of teacher or lecturer in this research topic that emphasize on the lecturers who should have competences to help their students in reaching their goal of education. role of teacher (lecturer) beside student, teacher or lecturer has important role in education activity as our government explain about the task of teacher or lecturer in law “teacher is a professional educator who has the main task to educate, teach, guide, direct, train, assess, and evaluate the students in formal school (uu ri no. 14 thn 2005 tentang guru dan dosen, p.3). it indicates that teacher or lecturer play role as educator, teacher, guider, director, trainer, assessor, and evaluator. robiah sidin (1993: 8), stated that teacher has two principle roles, they are (1) the management role, (2) the instructional role. from these roles, teacher can be called as manager and instructor. besides the two roles, teacher also has another function in class that is as: (1) students’ guide in solving their difficulty in learning, (2) as a source who can help in solving and answering students’ questions to find answers or get further information, (3) assessor of learning outcome, to decide the improvement of students’ learning outcome (suparlan: 2006, p. 39). the explanations above indicate that teacher or lecturer has various roles, it means that to be a teacher or a lecturer is not easy thing. 4 definition of profession profession refers to a job or an occupation required to the expertise, responsibility and loyalty to the job (suparlan: 2006, p. 71). so, profession emphasize on the job or occupation and its requirement. definition of professional if profession refers to the job or occupation and its requirement, professional refer to two things, that is appearance and performance of the person in implements their duty or job (2006: p. 71). it means that professional refers to the way how someone performs his or her job. definition of professionalism professionalism refers to the degree or performance’s level of a person as a professional who implement the noble profession (2006: p. 72). it can be said that professionalism refers to how professional someone in performing his or her job. teacher as profession teacher can be said as a profession if it is fulfills certain requirements of teacher as a profession as suparlan describes the requirements of teacher as profession, they are: (1) have function and social significance as field of teacher’s dedication to the society, (2) required of having the skill gotten through education and training, (3) supported by a discipline of science (4) have organization of profession and code of ethics for the member in behaving and follow by certain sanction (5) be entitled to get financial retained or material (suparlan, 2006, p. 76-78). in conclusion, teacher can be said as a profession by the requirements as the explanation above. definition of response etymologically response can be meant as reaction. a reaction itself can be defined as a response from an action or deed. from the definition above, we can take the word reaction as a synonym of the word response defined as “estimation or shadow that becomes an impression that resulted from observation. that impression becomes content of awareness which can be developed in connection with context of experience at the present and as anticipation to the future situation” (soemanto, 2006, p. 25). every human has reaction to the activity or deed as the result from their thought and their observation. as johann frederich herbart (1776-1881) states “reaction is an element basic of human which is gotten from sensory perception and observation” (soemanto, 2006, p. 25). thus, reaction here can be define as students’ argument to their lecturers’ competence they do based on their experience, observation and feeling while teaching and learning process. kind of response response or reaction as defined above is an element basic of human which is gotten from sensory perception and observation can be classified into two, they are: 5 conditioned response conditioned and unconditioned responses are behaviors that result from specific stimuli. cherry (2014) explain that “conditioned response is the learned response to the previously neutral stimulus” (para. 1). to make it clearer, we need to understand the example. one of the examples of conditioned response is “many phobias begin after a person has had a negative experience with the fear object. for example, after witnessing a terrible car accident, a person might develop a fear of driving”. this is a conditioned response (p. 2). in conclusion, conditioned response appears because of the previous accident which is experienced by someone. unconditioned response conversely, cherry (2014) explains that unconditioned response is “the unlearned response that occurs naturally in reaction to the unconditioned stimulus” for example, if the smell of food is the unconditioned stimulus, the feeling of hunger in response to the smell of food is the unconditioned response” (para. 1). from the definition above, it can be said that unconditioned response appears without the previous accident which is experienced by someone. it can be appears because of something happened around us, but it does not mean experienced directly by someone. quality of effective lecturer the quality of effective teacher or lecturer can be seen from many indicators, such as prepare and develop teaching materials, mastery of teaching materials, having knowledge as a reflection of intelligence constructed through a process of education, having the knowledge and expertise in his profession, provide support services / guidance to students on specified time (dewianggraeni, 2013), etc. all of the indicators above include in teacher or lecturer’s competence which every teacher and lecturer must have that is professional competence. according to usman (1991), competency is the thing describes qualification or skill of someone, either quantitative or qualitative. thus, the effective teacher or lecturer can be seen from the competences they have. if they fulfill all of competences as an educator, then their quality in teaching is good and can be said as effective teacher or lecturer. in other words, quality of effective teacher or lecturer can be measured from their competency in teaching. definition of competence teacher competence and teacher quality are concepts that are often referred to and frequently applied in different educational contexts. johnson (in usman, 1999, p. 14) states "competency as a rational performance needs satisfactorily with the objective condition for desire" (dewianggraeni, 2014, p.19), the meaning of the ability (competence) is a rational behavior to achieve the purpose required in accordance with the conditions expected. 6 competence (or competency) also defined as “a cluster of skills, abilities, habits, character traits, and knowledge a person must have in order to perform a specific job” (rami, lalor, berg, lorencovicova, lorencovic, maizteguioñate, and elm, 2006, p. 9). in short, competence can be said as a requirement required for everyone to perform his or her job. teacher’s competence teacher’s competence is a set of knowledge and behavior that teacher should have, comprehend fully, master, and realize in implementing his or her professional duty included pedagogical competence, professional competence, social competence and personal competence (arifin&arifin, 2010, p. 102). he also describe that teacher competency is qualitative description about truth of meaningful teacher’s behavior (2010, p. 102). in short, competence can be said as a requirement required for teacher to perform his or her job professionally. kind of teacher’s competence as an educator, teacher and lecturer have great responsibility to students’ achievement in study. besides, they have to be a good example for their students. therefore, law has given the criteria about the competences that a teacher or a lecturer must have, they are: pedagogical competency: this is a teaching competency that involves: • understanding students; • designing and implementing learning methods; • evaluating study results; • developing professionally. personal competency: this is strength of the personality of the teacher as a mature and outstanding person who sets an example to be followed by students. personal competency involves the following aspects: • having an adult personality and character worthy of imitation; • having leadership qualities and an ability to nurture each individual students. social competency: this is the ability of the teacher as part of a social group to communicate effectively and efficiently with students, fellow teachers, students’ parents/guardians, and the nearby community. the competency involves the following aspects: •displaying good behavior with an enlightened attitude and interesting personality in social intercourse at school and in the community; • having the ability to respect and appreciate the feelings of other people, particularly students, with their respective strengths and weaknesses; • having good moral values in accordance with his/her religion. 7 professional competency: this is the wide and comprehensive mastery of the subjects to be taught to students using appropriate instructional methodologies and learning strategies. professional competence involves: •theoretically and practically mastering study materials/subjects including science, technology and arts; • having knowledge about teaching methods and the ability to implement them effectively ;(jalal, samani, chang, stevenson, ragatz, negara, 2009, p. 35-36). from the explanation, can be seen that there are many aspects that should be mastered by teacher or lecturer to be a professional educator include pedagogic, personality, social, and professionalism. research methodology research design this research uses survey research combined with quantitative and qualitative method. it is called survey research because it is conducted by collecting the data through the use of questionnaires. according to fraenkel and wallen (1993), survey research is the research conducted by collecting information from a sample by asking some question through questionnaire or interview to describe various aspects of population (arifin, 2011, p. 64). in short, survey research is a type of research in which participants are asked to answer certain questions. using quantitative descriptive method is because the writers count the score of every lecturer which is gotten from students’ responses in questionnaire, which the scale of the number is one to five. the data then interpret based on the mean score and percentage by the writer words. this method is used to describe students’ responses on english department lecturers’ competence. babbie (2010) argues that quantitative methods emphasize on objective measurements and numerical analysis of data collected through polls, questionnaires or surveys. quantitative research focuses on gathering numerical data and generalizing it across groups of people. he also states that quantitative research designs are either descriptive (subjects usually measured once) or experimental (subjects measured before and after a treatment). a descriptive study establishes only associations between variables. an experiment establishes causality. while the use of qualitative method because the writers will analyze and infer the data narrative with the writers’ words. this method used to describe students’ expectations on english department lecturers’ competence which is analyzed from students’ comments and result of students’ responses in the questionnaire, and also interview to ensure students comment. 8 research location research location in this study is at english department of tarbiyah and teachers’ training faculty antasari state institute for islamic studies located on jl. a. yani km. 4,5 banjarmasin. population and sample population of study according to margono, population is the whole data which becomes our attention in a scope and space time have decided (margono: 2004, p 118). another definition state that population is the whole object of research, it can be human, things, animal, plants, symptoms, test score, or events as the source of data which has certain characteristic in a research (hadari nawawi 1983, p. 141). in this study the population is the fourth, the sixth, and the eighth semester students of english department of iain antasari banjarmasin academic year 2013/2014. the writers consider to take the fourth, the sixth and the eighth semester students is because at this semester they have learnt english subjects and taught by english department lecturers, so that they know what do the lecturers like. there are 332 students from the three semesters which can be seen in the following table: table 1. total numbers of fourth semester students of english department faculty of tarbiyah and teacher’s training iain antasari banjarmasin academic year 2013-2014: no class total 1 a 33 2 b 34 3 c 34 4 d 35 total 136 (source: administration staff of english department of iain antasari banjarmasin). table 2. total numbers of sixth semester students of english department faculty of tarbiyah and teacher’s training iain antasari banjarmasin academic year 2013-2014: no class total 1 a 36 2 b 31 3 c 33 total 100 (source: administration staff of english department of iain antasari banjarmasin). 9 table 3. total numbers of eight semester students of english department faculty of tarbiyah and teacher’s training iain antasari banjarmasin academic year 2013-2014: no class total 1. a 29 2. b 31 3. c 36 total 96 (source: administration staff of english department of iain antasari banjarmasin). sample of study to ensure the validity and reliability, the writers randomly chose three different samples of english department students to represent the population. they are the fourth, the sixth and the eighth semester students of english department. each grade is taken thirty students, so the number of sample is ninety students. nasution (2012) states that in taking sample, we should consider three things, that is: (1) definition of population, who include in population, (2) the number of population, (3) the representative sample for the population (nasution, 2012, p.86). in this research, the writers consider taking ninety students as the sample which is taken from the fourth, the sixth, and the eighth semester students, and then each semester is taken thirty students. from the number of population that is 332 students, where the fourth semester consists of 136 students, the sixth semester consists of 100 students, and the eighth semester consists of 96 students, the writer takes 27% from the population. the technique used in taking sample is probability sampling that is giving same opportunity for every part of population to be the part of sample (sugiyono: 2013). data the data is about students’ response on english department lecturers’ competence. data collecting procedures to collect the data, the writers use some techniques, they are: questionnaire in this research, the writers use questionnaire that contains of a number of question dealing with lecturers’ pedagogical and professional competence. every student will be asked to give response to the lecturers who have ever taught them. so, every lecturer has different number of respondent because not all of students have ever taught by the fourteen english department lecturers. therefore, the writer cannot make it same. 10 interview this technique is used to know students’ expectation on english department lecturers’ competence. it was done after students finished filling their response and comment to their lecturers’ competence. beside analyze students’ comment they wrote in questionnaire, the writers felt need to interview a number of students to ensure and to make clear their comment in the questionnaire. so, this technique is purposed to ensure students’ comment in the questionnaire if there is something unclear with students’ comment. design measurement this design of measurement is used to measure the students’ responses on english department lecturers’ competence. the writers use scale for measuring the students’ response and to make them easy to give responses by giving the score from 1 to 5 based on likert scale. 1 = bad 2 = not really good 3 = fair 4 = good 5 = excellent according to natsir (2013), likert scale is a psychometric scale usually used in questionnaire, and often used in survey research, moreover for survey descriptive research (para. 1). likert scale is also defined as a scale used to measure, perception, attitude, or opinion of someone or a group of people about an event or social phenomena based on operational definition which is set in by the researcher (para. 4). the total numbers of indicators that students respond are 17 indicators in the form of statement whichi s divided into two categories or competences, they are: 1. professional competence which contains of 11 indicators (see appendix). 2. pedagogical competence which contains of 6 indicators (see appendix). for measuring the students’ responses on english department lecturers’ competence, the writer use the following formula: m = ∑x n notes: m : mean ∑x : total score n : total number of respondents. techniques of data processing and data analysis 11 data processing data is processed by the following techniques: a. coding and classification the writers make certain data code on all collected data and classify them into each certain category. b. tabulating this technique is used to arrange and put certain data into table. c. data interpretation the data are described by the writers’ interpretation by using the following formula: formula: p = fx 100% n note: p: number of percent f: frequency which want to be known n: total number of respondents the writer interprets the data by the following categories: good 76 % 100 % fair 56 % 75 % poor 40 % 55 % very poor < 40 % source: arikunto (1998:246) data analysis before all of the data have been reported, the writers analyzed them descriptively and quantitatively. the analysis helps the writers to highlight some important conclusions from this research, the conclusion is reached inductively. findings and dicussion students’ responses on english department lecturers’ competence from ninety respondents, each lecturer got different number of responses. it is because not all of students have been learnt by all the fourteen lecturers of english department. some students perhaps have not taught by one or two of the lecturers yet, especially students at the fourth semester and the sixth semester. so, the writer cannot make the number of every response to the lecturers become same. the students’ responses on english department lecturers’ competence and the number of responses for every lecturer can be seen from the following table: 12 table 4. result of students’ responses on english department lecturers’ professional competence name a b c d e f g h i j k l m n ∑ mean a p (%) a ∑ of resp 60 30 89 90 60 90 89 90 90 51 90 90 90 89 1. 3.45 3.63 4.51 3.84 4.15 4.38 3.47 4.46 4.26 4.21 4.47 4.6 4.37 4.55 58.35 4.1 82% 2. 4.25 4.56 4.92 4.41 4.53 4.64 3.53 4.57 4.7 4.49 4.63 4.75 4.61 4.66 63.25 4.5 90% 3. 4.23 4.53 4.84 4.35 4.68 4.62 3.65 4.55 4.68 4.50 4.65 4.68 4.62 4.71 63.29 4.5 90% 4. 4.26 4.6 4.85 4.38 4.53 4.57 3.67 4.57 4.73 4.37 4.57 4.7 4.65 4.56 63.01 4.5 90% 5. 3.38 3.26 3.64 3.6 4 3.77 3.41 4.05 4.15 3.70 4.03 4.06 4.23 3.96 53.24 3.8 76% 6. 3.53 3.8 4.10 3.78 3.65 4.15 3.58 4.37 4.24 3.84 4.32 4.37 4.11 4.29 56.13 4.0 80% 7. 3.65 3.36 3.75 3.73 3.88 4.12 3.53 4.25 3.96 3.78 4.18 4.33 4.21 4.24 54.97 3.9 78% 8. 3.4 4 4.35 3.88 4.23 4.14 3.55 4.41 3.94 4.15 4.31 4.48 4.24 4.38 57.46 4.1 82% 9. 3.28 3.7 4.03 3.7 4.18 3.97 3.64 4.22 4.11 4.01 4.33 4.36 4.32 4.25 56.1 4.0 80% 10. 3.75 4.06 4.40 4.24 4.38 4.28 3.62 4.44 4.25 4.17 4.33 4.55 4.55 4.41 59.33 4.2 84% 11. 3.2 3.46 3.89 3.75 4.1 4.05 3.48 4.18 4.03 3.96 4.28 4.33 4.33 4.39 55.45 3.9 78% ∑ 0f mean a 45.5:11 = 4.1 ∑(%) a 82% ∑ mean b 40.3 8 3.6 42.9 3 3.9 47.2 8 4.2 43.5 6 3.9 46.3 1 4.2 46.6 9 4.2 39.1 3 3.5 48.0 7 4.3 47.0 5 4.2 45.1 8 4.1 48.1 4.3 49.2 1 4.4 48.2 4 4.3 48.4 4,4 ∑ 0f mean b 57.5 :14 = 4.1 p (%) b 72 % 78 % 84 % 78 % 84 % 84 % 70 % 86 % 84 % 82 % 86 % 88 % 86 % 88 % ∑(%)b 82% note: name= name of lecturers ∑ of resp= number of respondents for every lecturer mean a= average of all lecturers’ score p (%) a= percentage of all lecturers’ score ∑ = total score of all lecturers for each indicators mean b= average of every lecturers’ score p (%) a= percentage of every lecturers’ score ∑=total score of every lecturers for all of indicators ∑ of mean a= total of mean score of all lecturers and every indicator ∑(%)a =total percentage of all lecturers and every indicator ∑ 0fmean b =total of mean score of every lecturer ∑(%)b=total percentage of every lecturer indicators for professional competence: 1. prepare and develop materials, teaching materials 2. mastery of teaching materials 3. having knowledge as a reflection of intelligence constructed through a process of education 4. having the knowledge and expertise in his or her profession 5. provide support services / guidance to students on specified time 6. develop exam materials 7. discuss test results with students as an aid positive feedback 8. gave a lecture effectively 13 9. creating facilities for the implementation of class discussions or student learning activities 10. can summarize the course material as set out in plans and syllabi lectures 11. using a variety of learning media to clarify and raise interest in student learning from the table we can see the result of students’ responses on english department lecturers’ competence, especially professional competence is good, with mean score 4.1 and total percentage 82%. beside the total score, we can also see the detail score, either for every lecturer or every indicator of all lecturers. for every indicator of all lecturers, it can be seen that the indicator point 2, 3, 4, those are about mastery of teaching materials, having knowledge as a reflection of intelligence constructed through a process of education, and having the knowledge and expertise in his or her profession get the highest score, with mean score 4.5 and total percentage 90 %. while the lowest score is the indicator point 5, that is about provide support services / guidance to students on specified time with mean score 3.8 and total percentage 76%. besides it, the indicator at point 7 that is about discuss test results with students as an aid positive feedback and point 11 about using a variety of learning media to clarify and raise interest in student learning are also include the lowest score that is 3.9 and total percentage 78%. another indicators get mean score 4.1 and total percentage 82% are the indicator point 1 about prepare and develop materials, teaching materials, and point 8 about gave a lecture effectively. while the indicator point 6 about develop exam materials, and point 9 about creating facilities for the implementation of class discussions or student learning activities, get mean score 4.0 and total percentage 80%. and the rest is the indicator point 10 that is about summarizing the course material as set out in plans and syllabi lectures get mean score 4.2 and total percentage 84%. from the explanation above, it can be inferred that all of indicators in professional competence get good response from english department students. table 5. result of students’ responses on english department lecturers’ pedagogical competence name a b c d e f g h i j k l m n ∑ mean a p (%) a ∑ of resp 60 30 89 90 60 90 89 90 90 51 90 90 90 89 1. 3.1 3.23 4.35 3.72 4.26 4.15 3.26 4.26 4.23 3.82 4.28 4.65 4.31 4.37 55.99 3.9 78% 2. 3.23 3.53 4.25 3.65 4.16 4.18 3.39 4.24 4.15 3.84 4.18 4.44 4.41 4.28 55.93 3.9 78% 3. 3.45 3.43 4.62 3.9 4.25 4.28 3.64 4.24 4.37 4.05 4.22 4.55 4.32 4.15 57.37 4.0 80% 4. 3.5 3.6 3.91 3.76 4.05 3.98 3.47 4.17 4.12 3.84 4.06 4.4 4.16 4.20 55.22 3.9 78% 5. 3.53 3.66 4.32 3.74 4.15 4.13 3.44 4.2 4.13 3.86 4.18 4.44 4.28 4.19 56.25 4.04 80% 6. 4.5 4.63 4.89 4.46 4.53 4.6 3.87 4.58 4.68 4.60 4.75 4.6 4.64 4.59 63.92 4.5 90% ∑ 0f mean a 24.4 : 6 = 4.0 ∑(%) a 80% ∑ mean b 21.31 3.5 22.08 3.6 26.34 4.3 23.23 3.8 25.3 4.2 25.32 4.2 21.07 3.5 25.69 4.2 25.68 4.2 24.01 4 25.67 4.2 27.08 4.5 26.12 4.3 25.78 4.2 ∑ 0f mean b 56.7 :14 = 4.0 14 p (%) b 70% 72% 86% 76% 84% 84% 70% 84% 84% 80% 84% 90% 86% 84% ∑(%)b 80% indicators for pedagogical competence 1. design the interesting teaching process 2. selection of the teaching methodology and techniques for conducting the education activities 3. attracting the students attention, motivating the learning interest 4. design the assessment activity for evaluating the learning outcome, and improving the education activity 5. able to diversify their lessons to meet the needs of learners of all ability levels 6. have good background education and develop his/her professional. for pedagogical competence, we can see on the table that response from the students is good with total percentage 80% and mean score 4.0. in detail we can see that indicator point 6 about having good background education and develop his/her professional reach the highest score with percentage 90% and mean score 4.5. while the other indicator, each of them gets 80% and mean score 4.0 that is for indicator point 3 about attracting the students attention, motivating the learning interest, and point 5 about ability to diversify their lessons to meet the needs of learners of all ability levels. the rests are indicator point 1 about designing the interesting teaching process, point 2 about selection of the teaching methodology and techniques for conducting the education activities, and point 4 about designing the assessment activity for evaluating the learning outcome, andimproving the education activityget 78 % with mean score 3.8. students’ expectation on english department lecturers’ competence there are twelve students who were interviewed, they were asked about their expectation they have written on the questionnaire. so, the interview here functioned to ensure students comment on the questionnaire, the result of the responses can be analyzed as students’ expectation too. based on the students’ comments and interview, generally students expect their lecturers to improve their professionalism and pedagogical competence. all of students’ comments are appropriate with the lowest score of students’ responses on the questionnaire. such as using media in teaching and learning to improve students’ understanding and interest, giving positive feedback by asking question to the students and discuss the result test, and providing more time for students to discuss or console about their problem in learning or assignment in specific time. discussion there are two points will be discussed here. the first discussion is about students’ responses on english department lecturers’ competence, and the second is about students’ expectation on english department lecturers’ competence. 15 students’ responses on english department lecturers’ competence. there are two competences to be discussed here; professional competence and pedagogical competence, both of them have each score gotten from students’ responses. the first competence is about professional competence. based on the table above, professional competence of english department lecturers is good with mean score 4.1and total percentage 82% which is based on the following category. table 6. data interpretation category good 76 % 100 % fair 56 % 75 % poor 40 % 55 % very poor < 40 % from the table we can also see that professional competence in point 2, that is mastery of teaching materials, point 3 that is having knowledge as a reflection of intelligence constructed through a process of education, and point 4 that is having the knowledge and expertise in his or her profession got the highest score with mean score 4.5 and total percentage 90%. it means that students have good and highest response about these indicators. and the lowest score is about providing support services / guidance to students on specified time. for this indicator students give responses about 76% with mean score 3.8 which is good category, it means that the lecturers have provided their students with support services / guidance well. however, the lowest score here shows that the students expected for than that, or they can be expected some lecturers to give good support services / guidance on specified time, so that they are expected to give more time to provide support services / guidance to the students. the other thing that should be consider is about discussing test results with students as an aid positive feedback which is include the lowest score from students responses than the other indicators that is 78% with mean score 3.9. it is good category, but the lowest score shows that the students expected more than that, and some lecturers are expected to discuss test results with students as an aid positive feedback. in line with giving feedback to test result, the students also give 78% to the last indicator that is the lecturers’ professional competence in using media to increase students’ interest in learning. this means that the students feel some lecturers have not used good media yet to increase students’ interest in learning. so, the lecturers are expected to use various media in order to the students interested in learning. the second competence which is discussed is pedagogical competence. based on the table above, the total of mean score of students’ responses on lecturers’ pedagogical 16 competence is 4.0 with total percentage 80%. it is good category that means that students give good response to the lecturers’ pedagogical competence. in detail, we can see on the table that the highest score of students’ responses is about lecturers’ background education and the development of their professionalism. for this indicators students give good responses that is 4.5 or 90%. it means that students regard most of their lecturers have good and high background education and develop their professionalism as well. the other indicators got mean score 4.0 and percentage 80% are indicator point 3 about attracting the students’ attention, motivating the learning interest, and indicator point 5 about ability to diversify the lessons to meet the needs of learners of all ability levels. both have good response from the students. and the lowest score are indicator point 1 about design the interesting teaching process, point 2 selection of the teaching methodology and techniques for conducting the education activities, and point 4 about design the assessment activity for evaluating the learning outcome, and improving the education activity. students give responses about 3.9 or 87% which is include good category, but the lowest score show that the students expected more than that, it also shown that some of the lecturers are less in these indicators. so it is can be consider as evaluation for the lecturers to be improved. students’ expectation on english department lecturers’ competence. based on the students’ comments and interview, generally students are expecting their lecturers to improve their professionalism and their pedagogical competence. from their comment the writer seen that most of students argue that their lecturers have implemented their duty well. but, some lecturers’ are considered being more professional in doing their job. it can be seen from some comments stated that the lecturers are considered less in giving the lecture effectively. most of students also hope that the lecturers who are less in fulfilling the meeting and often come to the class late to pay attention to the time given to their students, in order the teaching and learning can run well and more effective. this is dealing with lecturers’ professional competence that is give lecture effectively, because by having enough time the lecture can run effectively. some students also talk about using media in teaching and learning to improve students understanding and interest and selecting method and technique to implement teaching and learning process. beside it, they also hope the lecturers to give positive feedback by giving question, and discuss with students about the answer and give more attention to all of students, do not just for some students who are considered more active. most of students also hope their lecturers to provide more time for them to guide or console about their problem in learning or the lesson. besides that, some students also give comment to certain lecturer to give evaluation based on students’ ability and the number of assignment given should be appropriate with the value given. 17 there are also comments from some students to certain lecturer to give lecture effectively by explaining the material clearly in order they can easy to understand the lesson. those are the students expectations based on the interview, the result of questionnaire, and the comment they wrote in questionnaire. conclusion based on the research result of students’ responses on english department lecturers’ competence, it can be concluded that: 1. students’ responses on english department lecturers’ professional competence got mean score 4.1 with total percentage 82% which is include in good category. while, students’ responses on english department lecturers’ pedagogical competence got mean score 4.0 with total percentage 80% which is include in good category. 2. students’ expectations on english department lecturers’ competence are: most of students state the lecturers who are less in fulfilling the meeting and often come to the class late to pay attention to the time given to their students. they also expect to the lecturers to use media in teaching and learning to improve students understanding and interest, to select interesting method and technique to implement teaching and learning process, to give positive feedback by giving question and discuss with students about the answer and give more attention to all of students, do not just for some students who are considered more active, to provide more time to guide or to console about the problem in learning. for certain lecturers, the students expect them lecturer to give evaluation based on students’ ability and the number of assignment given should be appropriate with the value given, and to give lecture effectively by explaining the material clearly in order they can easy to understand the lesson. references anggraeni. dewi.r. 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(2014). questionnaire, retrieved mei, 10 2014 from http://en.wikipedia.org/wiki/questionnaire. view-source:http://en.wikipedia.org/wiki/questionnaire the effective technique in teaching listening the correlation between students’ habit in listening to english songs and their english listening comprehension skill rasma ‘afifah lecturer of language development center (ppb) at iain antasari, banjarmasin abstract this research describes the correlation between the students’ habit in listening to english songs and their english listening comprehension skill of the seventh semester students in english department of iain antasari academic year 2012/2013. the problems that should be answered in this research are: (1) how is the students’ habit in listening to english songs?, (2) how is the students english listening comprehension skill?, (3) is there any correlation between their habit in listening to english songs and their english listening comprehension skill?. the subjects of the research are 72 of 79 students of seventh semester in english department of iain antasari academic year 2012/2013. the object of this research is their habit in listening to english songs and their english listening comprehension skill, and correlation between them. the data are collected by some techniques, they are: written test, questionnaires, documentation, and interview. the result of the research indicates that the students’ habit in listening to english songs is in fair category and their english listening comprehension skill is in very low category. the calculation of correlation result points out that the correlation between their habits in listening to english songs and their listening skill is very low so that the correlation i s disregarded. key words: students habit, english songs, listening comprehension skills in english language, as well as other languages, there are four skills that should be mastered by its learners. those important skills of language are listening, sp eaking, reading, and writing skill. when considering interpersonal communication competence, listening is the first skill to master, but when considering academic competence, listening is the second skill to be mastered after the reading skill (muriel, 2010: 137). in conclusion, whatever the purpose people have in learning english listening skill is very important to master. in learning english some fun media can be used by teachers. in order to get students’ interest, beside some conversational or lectures material, english songs could be one alternative of good media to teach english listening skill. especially in these days, english songs and movies are in every media. it is very easy to find english songs and movies, and many teenagers are really into those english music. presenting a song in class once in a while will make learning english more fun and interesting. english songs are not only fun and interesting. they are also useful in teaching many skills in english. as what some experts say that music is a universally popular medium and songs often tell a story, and song is an excellent vehicle to show how sentence are connected (nunan and miller, 2002: 249) . so, by listening to an english song, students 2 can learn the content of the song and also train their ears to be more familiar with english language. when they are familiar with listening to english through songs, the problems in listening comprehension could be reduced. interest in english songs can lead students to listen to english songs more often, and more repetition in an activity might form a habit. a student who likes listening to english songs usually will listen to those songs again and again. by doing so, the habit in listening to english songs will form in her/himself. the activity to listen to song will be done by him/her very easily. turning on the radio tape, cell phone, laptop, computer, or any other media will be done automatically and with no effort anytime he/she wants. in fact, many students love listening and even singing english songs. it is probably because those english songs are considered “cool” and trend. more and more teenagers start to enjoy english songs. for some persons, this kind of hobby will easily lead them to be more curious and enthusiastic to learn english. they will listen to english song as often as possible, start to sing the song out loud imitating the singers, memorize the lyrics, and be more curious to find out the meaning of the song. if they find some difficult words they will ask other persons who have good english or they can open the dictionary and find the meaning by themselves. this kind of activities will help them improving their english. even when they only listen to the song, the habit in listening to english songs could help their ears to get familiar to english words and sounds. having this pre-research view about the students’ of english department student listening comprehension skill, the writer is interested in doing a research about the students’ listening skill in correlation to their habit in listening to english songs to know if really there is a correlation between them. statements of the problem based on the background of the study before, the problems of the study are: 1. how is the students’ habit in listening to english songs? 2. how is the students’ english listening comprehension skill? 3. is there any correlation between students’ habit in listening to english songs and their listening comprehension skill? theoretical review the definition of habit there are several definitions of habit brought up by some experts which are corresponding with each other. verplanken and aarts (1999) defined habit as”....learned sequence of acts that have become automatic responses to specific cues, and are functional in obtaining certain goals or end states (veplanken, 2012: 104). in another writing aart and dijksterhuis demonstrated the notion of habit as goal directed automatic behaviour (hank, 2000: 53). it is clear to us that human mental processes are very complex. it is even in the high level of complexity in psychological study because the processes in humans mind are not overt. this complexity is also found in defining automaticity in human behaviours. most psychologists proposed that no process in human behaviours was purely and exclusively automatic or purely and exclusively controlled by humans’ intention and awareness. 3 although the conceptualization of habit is still considered very complex, some researchers still try to formulate some more comprehensible definition of habit, so that it can be understood, examined, and even measured. from some definitions of habit that have been mentioned above verplanken named several characteristic of habit and arranged a measurement of habit that can be practically used to measure habit strength, it is called srhi which stands for self report habit index. he includes 4 characteristics of habit, which are history of repetition, automaticity, contextual cues, and describing one’s identity in srhi to measure habit more accurately (veplanken, 2002: 3). characters of habit based on some definition mentioned above, the theory of habit has some characteristic that distinguish it from other forms of behaviour in psychology. the features of habit are: 1. history of repetition; behaviour frequency the conceptualization of habit as frequent past behaviour has been known since traditional period of behaviourist school which focus their interest primarily on overt human behaviours as scientific object, and this concept of habit is strongly rooted in behaviourist approaches to learning theory (hank, 2000: 54). they stated that habits are a number of repetitive behaviour. this statement is clearly reasonable at the surface level. however it doesn’t explain the whole aspect of habits. it doesn’t explain how the habits are formed and at which frequency we could say that a behaviour is a habit. this is similar to gardner’s conceptualization of habit. gardner excluded the behaviour frequency in habit features because it is unsatisfactory to the psychologist. it proposes that people frequently do what they do frequently but does not explain why this should happen. it is true that to qualify behaviour as a habit, frequency facet does not cover sufficient concept of habit. however, the frequency of behaviour is definitely necessary and important feature in habit. a number of studies have resulted that frequent past behaviours do predict future behaviours, and that direct relation between past and future action shows that people simply do things as they did in the past. 2. automaticity automaticity is not one single independent character. it has four attributes which can help people to know whether a particular human behaviour is automatic or not. bargh divided automaticity into five features; they are lack of awareness, lack of intention, the difficulty to control, and mental efficiency (bargh, 2012: 1-39). a particular automatic process may have all these features all together or combination of these features. for example, habitual hand-washing may be defined by its lack of awareness; lack of conscious intention; and mental efficiency but not difficult to control, while snacking habitual is characterized by the difficulty to control. more explanation of each features of habit is as follow: a. lack of conscious intention intention can direct human behaviour consciously. intentions are formed from salient beliefs about the outcomes of an act, or the consequences if the behaviour is executed. to be more specific, intention reflects attitude toward the behaviour or act. it also reflects subjective norms and perceived control. intentions also involve controlled reasoning process that people experience when they are consciously 4 deliberating about intention depends on their level of motivation, ability, and opportunity (oulette&wood, 2012: 56). when a person is doing an activity which has become a habit for him, the activity would be done with minimum deliberation and reasoning process. for instance, a person who has a habit of using deodorant after bathing will apply deodorant directly after he finished bathing without much thinking, consideration, and also reasoning process. b. lack of awareness the lack of awareness is a critical issue in automaticity because it is the one to control human thought and behaviour. awareness is a psychological state that traditionally has often been used synonymously with the term “consciousness”. another clear concept of term “awareness” was proposed by david laberge in 1998. laberge stated that an event of awareness is conjectured to involve the operation of attention which is directed toward a representation of the self. thus, the necessary thing in awareness is an attentional event that is added to the simple act of attending to an external object or event. awareness involved the agent or actor whose cortical representation is activated when attention directed to it. simply attending to an object or event requires action on the part of the cortical area of control, but the representation of the responsible actor need to be activated. for example, one may attend strongly to a bird which is struggling against the window without attentively processing one’s own participation in the action of attending to it. thus, additional brain areas are active when attention is directed to the actor along with the external event david: 1998: 1). c. difficulty to control what is meant by control in this chapter is the ability of a person to control an action that he has executed repeatedly into judgement and behaviour. the habit of snacking will be the best example in this case. someone who has snacking habit might have negative judgement about snacking itself, but whether he is able to put his judgement into behaviour is a matter of controllability. thus, although he has negative judgement about snacking, and might thinks he should stop this habit; he probably could not stop his snacking habit since it has become his habit. in this case, fiske, a psychologist in 1989, argued that it is possible to gain control by “making the hard decision” and spending extra effort to do that. d. efficiency people are less likely to think about and have fewer emotion related to habitual than non-habitual behaviour. when a person do a habitual activity, that person will not experience that the process of doing it as effortful and efficient (barret, 2012:174). the idea of efficiency in this feature rests heavily in the aspect of quantity of attention, which mean automatic process require only minimal use of attention. 3. contextual cueing it is important to note that cues may involve a wide variant. there are many kinds of cues that may happen. such as location, time, situation, the presence of particular people, internal states, or mood. there are also many kind of reinforce may present 5 including psychological reinforcers such as satiation, social reinforcers such as approval, or efficiency such as time, money, or energy, or the absence the need to deliberate. 4. expressing identity in order to get a valid measurement of habit by only reporting habit strength is considered inadequate. therefore, reporting the identity element of habit by choosing the right question that is understood by the respondent will necessarily validate the measurement. listening comprehension skill listening is an invisible mental process, making it difficult to describe. however, it is often described that in listening process listeners must discriminate between sounds, understand the vocabulary and grammatical structures, interpret stress and intonation, understand intention and retain and interpret this within the immediate and as well as the larger socio-cultural context of utterances. although listening is now well recognized as a critical dimension in language learning, its process is still remains least understood. the process of listening comprehension is highly complex. the knowledge and skills necessary for listening comprehension must be all utilized simultaneously. however, our processing space is limited. before we can sort out what we just heard, the speech disappears. the worse thing is that we cannot always get the speech repeated. we must comprehend as we listen to it, retain the information in memory, integrate it with what follows, and continually adjust our understanding of what we heard in the light of our prior knowledge and incoming information. to improve listening skill, students need to listen to various listening texts for different situations, such as short dialog on the phone, announcement in the airport, instruction on how to operate a new machine, speeches, poems, songs, etc. the importance of listening in language learning for children, listening is the first acquired language mode. it is the foundation for all aspect of language and cognitive development, and it plays a life-long role in the processes of communication. children learn their mother tongue language first by listening to other people speaking around them or speaking to them. without the ability to listen to speakers around, it will be extremely hard for the children to acquire the language even to communicate. moreover, in this day of mass communication, which much of it oral, it is a vital importance for people. listening is the medium for people to get larger portion of their education and information. it also enables them to understand the world, human affairs, their ideals, sense of values, and their appreciation. language acquisition is mainly achieved through receiving understandable input, and listening ability is the critical component in achieving understandable language input. providing listening practice with authentic situation precisely those that learners are likely to encounter will be a good way to improve listening skill and will help students to be effective listeners. 6 the four models of language acquisition, which are the information processing model, the intake model, the intake model, and the interaction model, reviewed by dunkel reported that all models the key role of listening in the process of language acquisition and development. thus, it is believed that listening is so important for over all language development that must be of primary focus in language learning. listeners’ factors in listening comprehension listeners play the central role in listening process. and the process of listening itself is not a simple process because it is not simply decoding the message but also involves the combining of the decoding of the message process with its reconstruction as meaning. there are several factors that affecting the listeners as the central processor, they are: 1. general factors. general factors that lie in the listeners are factors that involve the listeners experience in listening process. the experience of the listeners in practicing listening by using many different media is considered important. lets’ take an example of two listeners with two different experiences, a listener who has an experience in listening to the target language by using a kind of media, (e. g. radio), will have different listening skill with the listeners who has no previous experience in listening activity by any media. also including in this general factors are the general intelligence of the listener and the general background knowledge of the world. 2. physical and educational factors the listeners’ physical factors also play an important part in their listening comprehension skill. these physical factors include the age and sex of the listeners, home background, size of family, educational background and type of school, and the last but important is the health condition and the alertness of the listeners. 3. intellectual factors intellectual factors of the listeners involve the knowledge of the target language in its various aspects such as grammar, pronunciation and intonation, phonology, lexis, syntax, cohesion, and even culture of the target language will be very useful. so, the more a listener knows about the target language, the more better comprehension he or she will have. besides, they also involve the power of analysis, knowledge of the specific topics, and memorial capacity of the listeners. 4. psychological factors the last factors that are considered important in listening comprehension are the psychological states of the listeners, such as motivation, interest, and sense of purpose while listening, attitude of the listeners to the speaker, attitude of listeners to the message (level of interest), and listeners power of attention and concentration. the more positive the psychological state of the listeners, the better understanding will be obtained in listening process. habit and listening comprehension the assumption about habit in listening to english songs comes to mind after reading some general factors in listening comprehension. it is stated that the listeners experience in practicing listening by using many different media is considered important. therefore, a student who has a habit in listening to english song in regular activities is definitely in this 7 category because she/he experience listening to english again and again by using songs as the media. the activity of listening to english songs is done repeatedly by the students, and that activity will probably get her/his ear more familiar to sounds of english. starting from the foundation that experience is an important factor in listening comprehension skill, the writer then develop a research about the correlation between habit in listening to english songs and listening comprehension skill which aimed to find out whether there is a correlation between those two aspects. previous researches about metacognitive strategies a research on study habit and academic achievement has been done by many researchers one of them is omotore tope from nigeria. in his research he found that the study habit and academic achievement are in positive correlation. the better study habit the students have, the better grade or achievement he/she will get. tope also mention a quote from azikiwe that “good study habits are good assets to learners because they (habits) assist students to attain mastery in areas of specialization and consequent excellent performance, while opposite constitute constraints to learning and achievement leading to failure”. after understanding what is meant by habit and factors in listening comprehension in the previous writing, the discussion about how can habit influences listening skill comes. in psychology field, the research results on habit are not very difficult to find. there are many academic or popular writings that discuss many aspects of habit. in linguistics as well as in teaching methods, writings about listening comprehension skill are also quite easy to find. up to present, the writer has found many writing about each topic of habit and listening comprehension skill, but has not find any writing that correlate habit to listening comprehension skill. method of the research subject the subject of the research is all of the english department students of seventh semester at tarbiyah faculty iain antasari banjarmasin academic year 2012/2013 who have taken all listening subjects in english department. table 3.1. total number of population academic years male female total 2009/2010 22 57 79 in this research, the writer uses census or saturated sampling technique (sugiono, 2006: 103), so all the 79 students was taken as the sample in the research. techniques of data collection the data was collected through : 1. questionnaire this questionnaire was arranged and conducted to collect and enrich data from the students about their habits in listening english songs. the questionnaire consists of ten statements includes of the features of the students’ habit in listening to english songs. the features of habit are automaticity (unintentionality, uncontrollability, lack of awareness, and mental efficiency), history of repetition, and identity element. 8 2. english listening comprehension test the listening comprehension test was conducted in order to know the students’ english listening comprehension skill. the test consists of twenty five questions adapted from 34 questions toefl ibt listening section. the test was conducted several times which last 50-60 minutes each test. findings and discussions students habit in listening to english songs these data about students’ habit in listening were obtained by distributing questionnaires to the subject of the research. the questionnaire is adapted from self-report habit index (srhi) developed by bas verplanken. the questionnaire consists of ten statements with five-point responses likert scale anchored with “strongly disagree” and “strongly agree”, and four questions about habit in listening to english songs. the students are asked to respond to each statement by choosing the most suitable response. based on the research result, the writer found that the higher score for students’ listening habit is 94, and the lowest score is 42. the accumulated score is 4741. the results of the questionnaires are described in the following table: table 1. the result of questionnaires about students’ habit in listening to english songs subject number score of the questionnaire 1 88 2 64 3 54 4 70 5 72 6 74 7 66 8 88 9 78 10 76 11 58 12 76 13 48 14 70 15 84 16 62 17 92 18 78 9 19 60 20 70 21 62 22 68 23 70 24 64 25 64 26 66 27 69 28 80 29 66 30 60 31 72 32 68 33 64 34 76 35 50 36 66 37 68 38 70 39 60 40 52 41 64 42 52 43 64 44 82 45 68 46 52 47 66 48 58 49 94 50 64 51 68 10 52 48 53 48 54 62 55 64 56 64 57 52 58 76 59 58 60 70 61 60 62 66 63 58 64 74 65 70 66 80 67 58 68 48 69 68 70 56 71 44 72 42 to know the students’ habit strength in listening to english songs, the writer classifies the data into five categories namely very weak, weak, fair, strong, and very strong. the classifications of the categories are shown in the following table: table 2. the frequency distribution of the students’ habit strength in listening to english songs and the classification no. score frequency percentage category 1 0-49 6 students 8,33 % very weak 2 50-59 12 students 16,66 % weak 3 60-69 29 students 40,27 % fair 4 70-79 17 students 23,61 % strong 11 5 80-100 8 students 11,11 % very strong total 72 students 100 % the table above reveals that the students’ habit in listening to english songs based on the categories are 6 students are in very weak category (8,33%), 12 students are in weak category (16,66%), 29 students are in fair category (40,27%), 17 students are in strong category (23,61%), 8 students are in very strong category (11,11%). to know the students’ habit in listening to english songs generally, the writer apply “mean” statistical formula below: m = = = 65,8 based on the result of the applied formula above, the total score is 4741 of 72 students, and the mean score is 65,8. the mean score 65,8 shows that the students’ habit in listening to english songs level is fair level. students listening skill the data about of students’ listening were obtained by conducting listening test. the listening test material was adapted from toefl ibt edition from bruce rodgers. during the test, the students were asked to answer 25 0f 34 questions. based on the result of the research, the writer found that the highest score for listening test is 60, and the lowest score is 16. the accumulated result is 2841. the test results are shown in the following table: table 3. the result of listening comprehension test subject number score of listening test 1 60 2 48 3 44 4 44 5 40 6 28 7 48 8 44 9 20 10 36 11 16 12 12 44 13 40 14 40 15 32 16 48 17 52 18 32 19 40 20 24 21 28 22 28 23 56 24 36 25 32 26 40 27 36 28 20 29 48 30 56 31 64 32 40 33 48 34 36 35 40 36 48 37 49 38 52 39 36 40 64 41 24 42 40 13 43 28 44 28 45 52 46 44 47 40 48 40 49 52 50 44 51 52 52 40 53 24 54 48 55 28 56 40 57 40 58 40 59 16 60 28 61 32 62 44 63 36 64 32 65 40 66 48 67 60 68 44 69 20 70 24 71 16 72 60 to know the students’ english listening comprehension skill, the writer classifies the data into five categories namely very poor, poor, fair, good, and excellent. the classifications of the categories are seen in the following table: 14 table. 4. the frequency distribution of the students test result and the classification no score frequency percentage category 1 0-49 60 students 83,33 % very low 2 50-59 8 students 11,11 % low 3 60-69 4 students 5,55 % fair 4 70-79 good excellent 5 80-100 excellent total 72 student 100 % the table above shows that the students’ english listening comprehension skill based on the categories are 60 students are in very weak category (83,33%), 8 students are in weak category (11,11%), 4 students are in fair category (5,55%), and no students are in good nor excellent category. to know the students’ english listening comprehension skill generally, the writer applies “mean” statistical formula below: m = = = 39,45 based on the result of the applied formula above, the total score 2841 of 72 students, and the mean score is 39,45. the mean score 39,45 shows that the students’ habit in listening to english songs level is very weak level. discussion the next step in this research is finding the xy, x2, and y2 of the data. they are seen in the following table: table 5. working table of data analysis subject x y xy x² y² 1 88 60 5280 7744 3600 2 64 48 3072 4096 2304 3 54 44 2376 2916 1936 4 70 44 3080 4900 1936 5 72 40 2880 5184 1600 6 74 28 2072 5476 784 7 66 48 3168 4356 2304 8 88 44 3872 7744 1936 9 78 20 1560 6084 400 10 76 36 2736 5776 1296 11 58 16 928 3364 256 12 76 44 3344 5776 1936 15 13 48 40 1920 2304 1600 14 70 40 2800 4900 1600 15 84 32 2688 7056 1024 16 62 48 2976 3844 2304 17 92 52 4784 8464 2704 18 78 32 2496 6084 1024 19 60 40 2400 3600 1600 20 70 24 1680 4900 576 21 62 28 1736 3844 784 22 68 28 1904 4624 784 23 70 56 3920 4900 3136 24 64 36 2304 4096 1296 25 64 32 2048 4096 1024 26 66 40 2640 4356 1600 27 69 36 2484 4761 1296 28 80 20 1600 6400 400 29 66 48 3168 4356 2304 30 60 56 3360 3600 3136 31 72 64 4608 5184 4096 32 68 40 2720 4624 1600 33 64 48 3072 4096 2304 35 50 40 2000 2500 1600 36 66 48 3168 4356 2304 37 68 49 3332 4624 2401 38 70 52 3640 4900 2704 39 60 36 2160 3600 1296 40 52 64 3328 2704 4096 41 64 24 1536 4096 576 42 52 40 2080 2704 1600 43 64 28 1792 4096 784 44 82 28 2296 6724 784 45 68 52 3536 4624 2704 46 52 44 2288 2704 1936 47 66 40 2640 4356 1600 48 58 40 2320 3364 1600 49 94 52 4888 8836 2704 50 64 44 2816 4096 1936 51 68 52 3536 4624 2704 52 48 40 1920 2304 1600 53 48 24 1152 2304 576 54 62 48 2976 3844 2304 55 64 28 1792 4096 784 56 64 40 2560 4096 1600 16 57 52 40 2080 2704 1600 58 76 40 3040 5776 1600 59 58 16 928 3364 256 60 70 28 1960 4900 784 61 60 32 1920 3600 1024 62 66 44 2904 4356 1936 63 58 36 2088 3364 1296 64 74 32 2368 5476 1024 65 70 40 2800 4900 1600 66 80 48 3840 6400 2304 67 58 60 3480 3364 3600 68 48 44 2112 2304 1936 69 68 20 1360 4624 400 70 56 24 1344 3136 576 71 44 16 704 1936 256 72 42 60 2520 1764 3600 72 = n 4741 2841 187616 320801 121761 the next step is analyzing the data by using pearson rough number correlation formula. the formula is: where: rxy : coefficient correlation between correlated variables x and y n : the total number of the students x : students’ habit in listening to english songs y : students’ english listening comprehension skill = = = = = = 0.0596 after finding the result of the calculation by using correlation formula, the writer recalulates the data by using the statistical package for the social science (sppss) in order to confirm the calculation result, and the result is 0,060, which is the roundness of 0,0596. the result from the spss is seen in the following table: 17 table 6. spss correlation result correlations listening score habit listening score pearson correlation 1 .060 sig. (2-tailed) . .619 n 72 72 habit pearson correlation .060 1 sig. (2-tailed) .619 . n 72 72 based on the result of the calculation above, it is known that rxy is 0,0596. to test the hypothesis of the research there are two steps that the writer have performed. firstly, the writer consulted to the table of standard classification of correlation degree below: table 7. standard categories of “r” product moment value the value of “r” pearson product moment ( xy r ) interpretation 0,80 – 1,00 there is a very strong correlation between variable x and variable y 0,60 – 0,80 there is a strong correlation between variable x and variable y 0,40 – 0,60 there is a fair or moderate correlation between variable x and variable y 0,20 – 0,40 there is a weak correlation between variable x and variable y 0,00 – 0,20 the is a correlation between variable x and variable y, but the correlation is so very weak that the correlation is disregarded, or, in other words, there is no correlation between variable x and variable y. from the table above, it is seen that the rxy 0,0596 means that the correlation between variable x and variable y in this research is very weak. so, the very weak correlation is disregarded. it means there is no correlation between variable x and variable y in this research. 18 secondly, in order to confirm the first step, the writer consulted to the table of “r” value, then found out that the “r” value for n=70 is 0,235 for 5% significance degree and 0,306 for 1% significance degree. it is clear that ro < rt. rxy or ro = 0,059 rt = 0,235 & 0,306 rxy or ro < rt it means that the hypothesis null (ho) is accepted and hypothesis alternative (ha) is denied. therefore, the conclusion is that there is no correlation between students’ habit in listening to english songs and their listening comprehension skill. conclusion after conducting the research, presenting and analyzing the data of the result of the research that has been conducted to the seventh semester students of english department of tarbiyah faculty iain antasari antasari banjarmasin academic year 2012/2013, the writer concluded that: 1. from 72 students of english department of tarbiyah faculty iain antasari banjarmasin, the result of the research about habit strength in listening to english songs shows that 6 students are in very weak category (8,33%), 12 students are in weak category (16,66%), 29 students are in fair category (40,27%), 17 students are in strong category (23,61%), 8 students are in very strong category (11,11%). the calculation of the mean of students’ habit strength is 65,8 which means the students habit strength in listening to english songs is in fair level. 2. from the result of the listening test, it shows that 60 students are in very weak category (83,33%), 8 students are in weak category (11,11%), 4 students are in fair category (5,55%), and no students are in good nor excellent category. and the calculation of the mean of students listening comprehension skill is 39,45, which means the students’ listening comprehension skill is in very weak level. 3. the result of data analysis shows that the correlation value (rxy) between students’ habit in listening to english songs and their listening comprehension skill is 0,0596. for n = 72 “r” table for 5% significance is 0,235 and for 1% significance is 0,306. it appears that rxy 0,0596 < 0,235 and 0,306. it means that the hypothesis null (ho) is accepted and hypothesis alternative (ha) is rejected. therefore, the conclusion is that there is no correlation between students’ habit in listening to english songs and their listening comprehension skill. references aarts hank & dijksterhuist ap., (2000). habit as knowledge structures: automaticity in goal-directed behavior, (journal of personality and social psychology. aarts hank & dijksterhuist ap., habit as knowledge structures: automaticity in goaldirected behavior. bargh, j. a., the four horsemen of automaticity: awareness, intention, efficiency, and control in social cognition, p. 1-39 barret, ochense, gross, on the automaticity of emotion, social psychology and the unconscious. 19 david la berge, defining awareness by the triangular circuit of attention. (1998). available: http://www.theassc.org/files/assc/2363.pdf muriel saville-troike, (2010). introducing second language acquisition. the ediburgh building: cambridge university press nunan, david. miller, lindsay.( 2002). new ways in teaching listening. new ways in teaching series oulette, j. a., wood, w., habit and intention in everyday life: the multiple processes by which past behavior predicts future behavior, psychological bulletin, vol. 124. sugiono, (2006). metode penelitian pendidikan, (alfabeta, bandung, 2009), and also jack r. frankael & norman e. wallen, how to design and evaluate research in education, mcgraw hill, 6th edition, new york veplanken, b., aarts, h.,( 2012). habit, attitude, and planned behavior: is habit an empty construct or an interesting case of goal-directed automaticity?, european review of social psychology, volume 10 verplanken, b., orbel, s. (2003). reflection on past behavior: a self-report of habit index strength, journal of applied social psychology wagner-hosier blackman. (1976). listening games – building listening skill with instructional games, tien wah press: singapore http://www.theassc.org/files/assc/2363.pdf p a g e | 24 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||24-42||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php the integration of problem-solving skills in english in academic discourse syllabus at english language education study program kamavia prasia aspastur kamavia0203@gmail.com siti drivoka sulistyaningrum drivoka@unj.ac.id state university of jakarta, indonesia article history: received: 12 october 2021 accepted: 23 december 2021 problem-solving skills have become the essential skill needed in the recent years. however, less attention has been paid to the integration of problemsolving skills in the course syllabus. hence, this study aims to discover the extent to which problemsolving skills are integrated in the syllabus of “english in academic discourse” course and which components of the syllabus integrate problemsolving skills. the 21 words/phrases/sentences that indicate problem-solving skills in the syllabus components of english in academic discourse course in english language education study program were analyzed using problem-solving skills frameworks and indicators obtained from pisa (oecd, 2013), trilling & fadel (2009), and partnership for 21st century learning framework (p21, 2019). qualitative content analysis is used as the methodology of this study and deductive content analysis by mayring (2014) is used as the data analysis procedure of this study. the findings of this study show that all of the problem-solving skills indicators–exploration, understanding, representation, solution identification, planning, plan’s execution, monitoring and reflection–are integrated explicitly and implicitly in the course corresponding author: drivoka@unj.ac.id keywords: english in academic discourse; problemsolving skills; syllabus; http://jurnal.uin-antasari.ac.id/index.php mailto:kamavia0203@gmail.com mailto:drivoka@unj.ac.id mailto:drivoka@unj.ac.id p a g e | 25 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 syllabus components. however, only five out of eleven syllabus components–basic information of the course, learning outcomes, course objectives, learning method, and course activities–integrate it. introduction problem-solving skills is believed to be needed to overcome the challenges in 21st century (funke et al., 2018). binkley, m., erstad, o., herman, j., raizen, s., ripley, m., miller-ricci, m., & rumble, m. (2012) added that critical thinking and problem-solving skills have increased its importance in curriculum in many parts of the world. moreover, large-scale international assessments such as programme for international student assessment (pisa) and the adult literacy and lifelong learning skills (all) have adopted problem-solving in various forms. in context of lesson plan in senior high school, sulistyaningrum & putri (2021) found that ways of thinking insufficiently incorporated in lesson plan. however, less attention has been paid into the integration of problem-solving skills in the course syllabus of english in academic discourse. p21 (2019) defines 21st century skills the must-mastered skills, knowledge, and expertise in order to achieve success in work and life. the partnership for 21st century skills (p21, 2019) believes that it is a must for students to acquire the important skills like critical thinking, problem-solving, communication and collaboration to be successful in the recent era. this matter gives educators challenges to be able to integrate new essential skills into the lesson to help students acquired the needed skills to compete in 21st century. as the consequence, the 21st century skills integration into syllabuses began to be massively studied. trilling & fadel (2009) argues that critical thinking and problem-solving are considered as the new basic of 21st century learning. partnership for 21st century learning (p21) defines problem-solving skills as the ability to solve various unfamiliar problems both conventionally and innovatively and recognize and raise questions to clarify different statements and direct to a solution. additionally, chalkiadaki (2018) discovered that the value of problem-solving is p a g e | 26 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 on the application of the skill in the real world. problem-solving also requires analytical and evaluation skills application into any type, data, statements, beliefs and other to make students be able to give solutions into the given problems (abdullah & hendon, 2016). suto & eccles (2014) classified problem-solving under the category of "ways of thinking" which consists of critical thinking, problem-solving and decision making. in addition, higher-order thinking levels in anderson and krathwol's framework (anderson & krathwohl, 2001), such as analyze, evaluate, and create, are related to the atc21s framework's ways of thinking. this category is further elaborated upon by binkley, m., erstad, o., herman, j., raizen, s., ripley, m., miller-ricci, m., & rumble (2012) using the ksave (knowledge, skills, attitudes, values, and ethics) model. it is found that ways of thinking involve six cognitive thinking skills, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. as a set of categories, the ability to solve problems cannot be separated from critical thinking as the initial step to recognizing and observing the problem state, as well as decision making, which is the application of the result of the process of solving problems. figure 1. problem-solving skills based on atc21s framework. figure 1 shows the developing body of research has looked into problemsolving skills. problem-solving skills are a group of ways of thinking skills in the assessment and teaching of 21st-century skills (atc21s) framework (see figure 1). however, problem-solving skills have developed from the unesco ict competency framework for teachers and bloom's taxonomy on learning, as syllabus of english in academic discourse p a g e | 27 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 follows: according to bloom's taxonomy, problem-solving skills are classified as higher-order thinking skills (hots). the atc21s framework's ways of thinking are connected to the hots levels of anderson and krathwohl's paradigm, such as analyse, evaluate, and create (sulistyaningrum & putri, 2021). the integration of 21st century skills has been widely studied in context of syllabus in higher education. first, a study was conducted by hamid & sulistyaningrum (2019) aimed to design ict competencies – integrated syllabuses of speaking course. the result of the study discovered that the integration of ict competencies was mostly found in the component of teaching method or classroom activities and learning media in the syllabuses. in short, the integration of ict competencies in the speaking subject syllabuses have been integrated ict competencies partly in learning activities and media. on the other hand, the integration of 21st century skills in context of high school conducted by radifan & dewanti (2020) claimed that 4c skills, including problem-solving, are integrated in the lesson plan. it revealed that the integration of the skills is on four main components of the lesson plan: learning steps, assessment, learning methods, and indicators of competence achievement. in addition, the implication of problem-solving skills in the context of the english curriculum and textbooks revealed by kanokpermpoon (2019) revealed that problem-solving skills can be integrated into the english curriculum and textbooks. it is exemplified by the requirement for problem-solving by students to become the main topic in many national standards. in the setting of the national council of teachers of mathematics, karami et al. (2013) highlighted that problem-solving skills should be the key focus in some curriculums. furthermore, in today's concerns, it has been recommended that incorporating ways of thinking and problem-solving is critical in the teaching and learning process. to summarize, the researchers concentrated merely on integrating problem-solving skills into the english curriculum, textbooks, and less on english in the academic discourse subject. as a result, the goal of this study was to close the knowledge gap mentioned before. p a g e | 28 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 academic discourse in universities encourages individuals to use language for writing, enchasing problems and understanding issues specifically (hyland, 2009). “english in academic discourse” at english language education study program at university a is a compulsory course taken by the students in the fourth semester. the aims of this course are first, to develop students’ competence in distinguishing the social function, text structure, and language features of various academic discourses in english including essays, research reports, posters, tables, charts, research articles, and lectures. secondly, students are able to distinguish some features of various academic discourses, specifically research articles, and lectures. this has led the assumption of the possibility of problemsolving skills integration in the course. the previous studies, mostly only focus on discussing higher-order thinking skills (hots) rather than analyzing the problem-solving skills (rismi, 2021; silalahi et al., 2021; siswadi et al., 2020). despite the importance of problem-solving skills, few researchers have studied the integration of problemsolving skills in course syllabus. since there is less information regarding problem-solving skills integration in the syllabus, specifically in higher education context, this research investigates the integration of problem-solving skills in the existing of academic discourse in english language education study program in one of the universities in jakarta. method this study uses qualitative research, specifically content analysis as the methodology of the research. mayring (2014) defines qualitative content analysis as a technique to analyze the data with a rule guided the research process. the material to be analyzed in this study is in a form of document, specifically syllabus of “english in academic discourse” course. the data source and data are the syllabus of “english in academic discourse” and the 21 words/phrases/sentences that indicate problem-solving skills in the components of the syllabus of “english in academic discourse” course. the research instrument used for this study consists of eight indicators of problem-solving skills which are developed based on the combination of pisa p a g e | 29 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 2012 problem solving framework (oecd, 2013), partnership for 21st century learning (p21, 2019) and trilling & fadel (2009) framework of problem-solving skills. the data is collected from syllabus from the authorized lecture of the course in english language education study program. the statements in the core components of the syllabus such as basic information of the course, learning outcomes, course objectives, course materials, learning method, time allocation, task description, course activities, grading and assessment, course policies and list of references are highlighted. after highlighting the statements, list each sentence into the table of identification which consists of two columns for the name of the components and the statements in each syllabus component. present each statement that indicates problem-solving skills into the table of analysis of problem-solving skills incorporation according to which indicator they belong to and to which components they belong to. deductive content analysis by mayring (2014) is used as the procedures in this research. the data analysis begins from establishing categories system by defining concepts from theory, other studies or previous research. next, coding the problem-solving skills indicators obtained from several frameworks and indicators of problem-solving skills. finally, analyze the data, interpret the findings and conclude the discussion. findings and discussions after formulating and analysing the data qualitatively, the analysis resulted from the syllabus of “english in academic discourse” course. the extent to which problem-solving skills are incorporated in the syllabus based on the analysis of the extent to which problem-solving skills integrated in the syllabus, it was found that the syllabus of “english in academic discourse” has integrated problem-solving skills. the code of indicators show in table 1, the indicators from pisa (2012) problem solving framework, trilling and fadel (2009), and partnership for 21st century learning framework, which p a g e | 30 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 obtained to analyse the existing problem-solving indicators in the components of syllabus in english in academic discourse. table 1. indicators of problem-solving skills indicator code indicators of problem-solving skills ps1 students explore the problem situation by observing, analyzing and associating with it, looking for information and discovering limitations or detention. (abdullah & hendon, 2016; oecd, 2013; trilling & fadel, 2009) ps2 students understand the given and obtained information and constructing and demonstrating their understanding of the information. (lismayani et al., 2017; oecd, 2013) ps3 students represent problem by composing table, graphic, symbol or verbal representations, and change between representational formats. (oecd, 2013) ps4 students explore and identify the appropriate solutions using the synthesized information and arguments related to the problem and their connections. (lismayani et al., 2017;oecd, 2013; trilling & fadel, 2009) ps5 students make a plan including setting goal by defining the overall goal and constructing strategies and steps to reach the appropriate solution. (lismayani et al., 2017; oecd, 2013) ps6 students execute the plan; applying the skill in the real situation. (chalkiadaki, 2018; oecd, 2013) ps7 students monitor progress at each stage towards the goal state, detecting incidental case and executing remedial action if necessary. (oecd, 2013; trilling & fadel, 2009) ps8 students evaluate and reflect on the processes and solutions from various points of view and identifying the urge for additional information or explanation that leads into better solution. (abdullah & hendon, 2016; lismayani et al., 2017; oecd, 2013; trilling & fadel, 2009) p a g e | 31 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the fulfillment of the indicators in the syllabus were briefly presented in figure 1. figure 2. the incorporation of problem-solving skills in the syllabus ps1-8: indicators of problem-solving skills 0-11: the amount of syllabus components in which problem-solving skills indicators are integrated from figure 1, it shows that all of the indicators are integrated in several syllabus components. however, the integration of each indicator in the syllabus is varied. there are three indicators that are integrated in the components of the syllabus which are the second indicator (ps2) and the sixth indicator (ps6), while the first indicator (ps1) and the third indicator (ps3) are indicated in two components of the syllabus. moreover, the rest of the indicators, the fourth indicator (ps4), the fifth indicator (ps5), the seventh indicator (ps7), and the eighth indicator (ps8) are integrated in one syllabus component each. the first indicator “students explore the problem situation by observing, analyzing and associating with it, looking for information and discovering limitations or detention” was explicitly stated in two components of the syllabus which are learning method, specifically in langkah-langkah pembelajaran part, and course activities (rincian rencana kegiatan), which requires students to explore the problem by reading carefully (membaca dengan cermat) the materials given to look for and identify (mengidentifikasi) the required information such as text structure, social function and language features in the text which are 0 1 2 3 4 5 6 7 8 9 10 11 ps1 ps2 ps3 ps4 ps5 ps6 ps7 ps8 the incorporation of problemsolving skill indicators p a g e | 32 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 indicating the first indicator of problem-solving skills. this finding is in line with the study by kivunja (2014) which stated that problem-solving deals with the attempt to acquire knowledge and information. similarly, trinidad et al. (2013) in their study, begins a problem-solving task by giving students authentic set of problems and requires them to explore information from the authentic sources. membaca dengan cermat isi materi yang dibahas secara analitis membaca cermat untuk mengidentifikasi bagian dimaksud the second indicator “students understand the given and obtained information and constructing and demonstrating their understanding of the information” was stated in three components of the syllabus including the learning outcomes, course description, and learning method, which expect students to understand the given information and the required information gathered from exploration (membaca) and then demonstrating their understanding by mentioning (menyebutkan) the gathered information (fungsi sosial, struktur teks, and unsur kebahasaan). in the learning outcomes (capaian pembelajaran lulusan) in the syllabus, it is explicitly stated that students are expected to understand (memahami) the social function, text structure, and language features of the academic reports contextually. mampu memahami dan menerapkan budaya pengungkapan makna secara kontekstual pada aspek fungsi sosial, struktur teks, dan unsur kebahasaan, pada laporan ilmiah hasil pemikiran dalam bentuk kuliah (lecture) di forum ilmiah berreputasi internasional dan dalam bentuk artikel yang terbit di jurnal ilmiah berreputasi internasional. in the basic information of the course, particularly in the course description, students are expected to be able distinguish (membedakan) the social function, text structure and language features of several academic reports. to be able to do that, students should critically identify and sort which parts of the text that belong to social function, text structure and language features and their differences. as students found out which parts of the text that belong to the p a g e | 33 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 categories and found their differences, students will be able to distinguish the social function, text structure and language features of the academic reports. mata kuliah ini bertujuan agar mahasiswa mampu membedakan fungsi sosial, struktur teks, dan unsur leksikogramatika beberapa teks laporan ilmiah hasil pemikiran sederhana tentang pendidikan bahasa inggris bagi penutur bahasa lain (english for speakers of other languages esol). the statement in the learning method in langkah-langkah pembelajaran part of the syllabus also explicitly indicates the second indicator of problemsolving skills that students should be able to demonstrate their understanding by mentioning (menyebutkan) bukti-bukti tersurat dan tersirat dari teks (social function, text structure and language features of the text). by that means, students are demonstrating their understanding by mentioning/articulating the obtained information verbally. menyebutkan bukti-bukti tersurat dan tersirat dari teks dan menuliskannya dalam bentuk poster secara bermakna, urutan logis, dengan leksikogramatika, ejaan dan tanda baca yang benar. these findings in line with problem-solving skills in level of analysing based on the atc21s framework (suto & eccles, 2014) and anderson and karthwol framework (anderson & krathwohl, 2001). explicitly stated, the third indicator “students represent problem by composing table, graphic, symbol or verbal representations, and change between representational formats” was found integrated in two syllabus components which are course activities (rincian rencana kegiatan) in the metode part and in the learning method in langkah-langkah pembelajaran part. after understanding and mentioning the discovered information (bukti-bukti tersurat dan tersirat dari teks), students are asked to represent the information by constructing a written representation (poster). students should also manage the obtained information which will be presented in the poster by putting them accordingly in the appropriate sequence and also with the correct spelling and punctuation. this finding is aligned with dixon & brown (2012) study which stated that problemp a g e | 34 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 solving involves the representation of the problem based on students’ initial knowledge regarding the problem. menyalin setiap kalimat dari bagian dimaksud ke dalam poster menyebutkan bukti-bukti tersurat dan tersirat dari teks dan menuliskannya dalam bentuk poster secara bermakna, urutan logis, dengan leksikogramatika, ejaan dan tanda baca yang benar. the term for the word of “menuliskan” in line with oecd 2013, whereas atc21s framework (suto & eccles, 2014) and bloom’s taxonomy revised, that word refers to creation level. the statements in the course activities (rincian rencana kegiatan) in the metode part are implicitly indicating the fourth indicator “students explore and identify the appropriate solutions using the synthesized information and arguments related to the problem and their connections” in which students identify the appropriate solution to present the poster properly. course activities (rincian rencana kegiatan) is the only component that integrates the fourth indicator. using the synthesized information, students are identifying the ways to present the poster appropriately. to be able to present the poster appropriately as expected in the learning outcomes of the course, students are identifying the important part to be presented (verbs and stressed syllables). students are marking the verbs of the sentences in bold and marking the stressed syllabus with apostrophe according to the way it pronounced. as the continuation of the representation, the syllabus also requires students to identify the appropriate solution which in line with the study by kivunja (2014) which stated that problem-solving deals with recognition and evaluation of different alternatives. kata kerja ditebalkan. menandai setiap suku kata yang di-stress dengan appostrophy the fifth indicator “students make a plan including setting goal by defining the overall goal and constructing strategies and steps to reach the appropriate solution” was integrated in one syllabus component which is the course activities (rincian rencana kegiatan) in the metode part. the goal of this p a g e | 35 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 course is that students are able to present the poster verbally. in order to present the poster properly, students are encouraged to build strategies before doing the presentation by rechecking the completeness of the materials to be presented and to practicing before doing the presentation. this finding is relevant with the statement in the study conducted by chalkiadaki (2018) which argues that the value of problem-solving is on the skill’s application in the real situation. mencek kelengkapan makna tiap kalimat serta ketepatan ejaan dan tanda baca. berlatih mengucapkan setiap kalimat dengan ucapan dan tekanan kata yang tepat the statements and instructions that require students to verbally present the poster, which indicate the sixth problem-solving skill indicator “students execute the plan; applying the skill in the real situation”, are integrated explicitly in three syllabus components including the course activities (rincian rencana kegiatan), learning method in langkah-langkah pembelajaran part, and course objectives (cpmk and sub-cpmk). after constructing plan and strategies, students execute the plan by presenting the poster verbally. as the goal state as well as the overall course objectives, students are required to present the poster which consists of the obtained information (social function, text structure, language features) verbally and meaningfully in the appropriate pronunciation and words stress of the sentences. this finding is verified by abdullah & hendon (2016) and atc21s that problem solving requires evaluation skill application. mempresentasikan secara lisan di depan kelas mempresentasikan isi poster secara lisan di depan kelas secara bermakna, urutan logis, dengan leksikogramatika, ucapan, tekanan kata dengan benar capaian pembelajaran mata kuliah (cpmk) mampu menyebutkan fungsi sosial dari laporan ilmiah hasil pemikiran dalam bentuk kuliah (lecture)/artikel di forum berreputasi internasional, p a g e | 36 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 dengan memperhatikan konteks situasinya, secara tertulis dalam bentuk poster dan secara lisan dalam presentasi mampu menyebutkan struktur teks dari laporan ilmiah hasil pemikiran dalam bentuk kuliah (lecture)/artikel di forum berreputasi internasional, dengan memperhatikan konteks situasinya, secara tertulis dalam bentuk poster dan secara lisan dalam presentasi mampu menyebutkan unsur kebahasaan dari laporan ilmiah hasil pemikiran dalam bentuk kuliah (lecture)/artikel di forum berreputasi internasional, dengan memperhatikan konteks situasinya, secara tertulis dalam bentuk poster dan secara lisan dalam presentasi. sub-capaian pembelajaran mata kuliah (sub-cpmk) tentang beberapa laporan ilmiah hasil pemikiran dalam bentuk kuliah (lecture) di forum ilmiah bereputasi internasional, mahasiswa mampu menyebutkan dalam format poster dan presentasi lisan tentang beberapa laporan ilmiah hasil pemikiran dalam bentuk artikel di jurnal ilmiah bereputasi internasional, mahasiswa menyebutkan di poster dan presentasi lisan. the seventh indicator “students monitor progress at each stage towards the goal state, detecting incidental case and executing remedial action if necessary” was implicitly integrated in one syllabus component which is the course activities (rincian rencana kegiatan) which requires students to monitor progress at each stage towards the goal state. in the planning process, students are required to monitor the strategies and anticipating mistakes and incompleteness by rechecking the completion of each statement in the poster, including the spelling and the punctuation. if there are mistakes, the correction needs to be done. the word of “mencek” includes to the category of monitoring by (oecd, 2013; trilling & fadel, 2009). this finding is also in line with atc21s (suto & eccles, 2014) that refers to evaluation level. mencek kelengkapan makna tiap kalimat serta ketepatan ejaan dan tanda baca p a g e | 37 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the last indicator, which is the eighth indicator “students evaluate and reflect on the processes and solutions from various points of view and identifying the urge for additional information or explanation that leads into better solution”, was explicitly integrated in one component of the syllabus, the learning outcomes (capaian pembelajaran lulusan). the statement encourages students to do a reflection by doing the evaluation towards the learning team, co-working friends and their learning processes. mampu melakukan proses evaluasi diri terhadap kelompok kerja yang berada dibawah tanggung jawabnya, dan mampu mengelola pembelajaran secara mandiri. syllabus components which integrate problem-solving skills based on the analysis of the syllabus components, it was found that there are five out of eleven components that integrate problem-solving skills. the five components which integrate problem-solving skills were presented briefly in the table below. table 2. table of syllabus components which integrate problem-solving skills syllabus components problem-solving skills ps1 ps2 ps3 ps4 ps5 ps6 ps7 ps8 basic information of the course √ learning outcomes √ √ course objectives of each learning steps √ course materials learning method √ √ √ √ time allocation task description course activities √ √ √ √ √ √ grading and assessment course policies list of references p a g e | 38 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 according to table 2, the five syllabus components that integrate problem-solving skills are: basic information of the course, learning outcomes, course objectives, learning method, and course activities. three out of five syllabus components are integrated more than one indicator of problem-solving skills, while the other two are integrating at least one indicator. basic information of the course integrates one indicator, which is the second indicator of problem-solving skills (ps2). similar to basic information of the course, course objectives also integrate only one indicator, which is the sixth indicator (ps6). learning outcomes integrates two indicators, the second (ps2) and the eighth (ps8) indicator. the second most integrated component is learning method with four indicators integrated: the first (ps1), the second (ps2), the third (ps3) and the sixth (ps6) indicator. the most integrated component which integrates six indicators of problem-solving skills is course activities with all of the indicators except the second indicator (ps2) and the eighth indicator (ps8) integrated in the component. on the other hand, there are six components of the syllabus that are not integrated with problem-solving skills. the first reason is that there is a component that does not present in the course syllabus, such as time allocation. the second reason is that the statements that present in several components cannot be analysed because of the limited description or the statement is very short such as in the materials and task description. the other reason is that there is no detail explanation about the statement such as in the grading and assessment, course policies and references. trilling & fadel (2009) stated that problem-solving skills can be acquired through various inquiry and problem-solving activities. in addition, according to oecd (2013), problem-solving can be developed by individual and group project work. in this study, it was found that the problem-solving skills indicators are mostly indicated in the course activities in the syllabus because the statements in this component of syllabus are dealing with the activities that will be done throughout the course in which students are learning by actively posing and solving problems individually. additionally, it is in consistent with the study by p a g e | 39 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 lismayani et al. (2017) that problem-solving skills is supposed to be integrated in the learning process, in which learning processes are described. on the other hand, the result of this study is contradicting with the study conducted by sumiati et al. (2020) that 21st century skills are only possible to be integrated in the learning outcomes, the materials, the teaching method, and the assessment and evaluation as this study found that problem-solving skills are possibly integrated in five components of the syllabus including basic information of the course, learning outcomes, course objectives, learning method, and course activities. problem-solving skills are integrated implicitly and explicitly in the syllabus components of “english in academic discourse”. however, not all of the syllabus components integrate problem-solving skills because the statements that must present in the components cannot be analysed since they only consist of very short statements that do not provide further details about it. thus, only five out of eleven syllabus components integrate problem-solving skills. nevertheless, the awareness of problem-solving skills and its implementation in learning processes among educators should be risen up to help students become the good problemsolver (lismayani et al., 2017). conclusions and suggestions the aims of this study are to discover the extent to which problem-solving skills are integrated in the syllabus of “english in academic discourse” course and which components of the syllabus integrate problem-solving skills. thus, the findings of this study show that problem-solving skills are integrated in the course syllabus components, mostly in course activities, learning methods, and learning outcomes. all of the indicators of problem-solving skills are integrated in the syllabus including students’ exploration, understanding, representation, solution identification, planning, plan’s execution, monitoring and reflection skills. however, not all syllabus components integrate problem-solving skills. the statements that should be present in the six components involving course materials, time allocation, task description, grading and assessment, course p a g e | 40 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 policies, and list of references are rather cannot be analyzed because of the limited description nor there is no detail explanation about the statement. therefore, only five out of eleven syllabus components, which are basic information of the course, learning outcomes, course objectives, learning method, and course activities, integrate it. the findings of this study cannot be generalized as this study is limited to one syllabus of one course. the main obstacles in conducting this research were the process of gathering the statements in the syllabus that indicate problemsolving skills because the syllabus provides mostly short words/phrases/sentences that cannot be analysed further. therefore, research on the whole course, including the learning activity, is suggested to see the more detailed integration of problem-solving skills. furthermore, the research on problem-solving skills integration is possibly conducted in other courses, not only in “english in academic discourse” course, so the similar study on another course syllabus is recommended to be conducted. references abdullah, s., & hendon, s. 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(2018). competencies for complexity: problem solving in the twenty-first century. assessment and teaching of 21st century skills, 41–53. https://doi.org/10.1007/978-3-319-65368-6_3 hamid, s. f., & sulistyaningrum, s. d. (2019). designing ict competences–integrated syllabuses of speaking p a g e | 41 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 courses (design and development study of english language education program syllabuses). ijlecrinternational journal of language education and culture review, 5(1). https://doi.org/10.21009/ijlecr.051.01 hyland, k. (2009). academic discourse: english in a global context. kanokpermpoon, m. (2019). thinking skills in practice: a case study of an english curriculum at a thai university. karami, m., karami, z., & attaran, m. (2013). integrating problem-based learning with ict for developing student-teachers’ content knowledge and teaching skill. international journal of education. https://www.learntechlib.org/p/111904/ kivunja, c. (2014). innovative pedagogies in higher education to become effective teachers of 21st century skills: unpacking the learning and innovations skills domain of the new learning paradigm. international journal of higher education, 3(4). https://doi.org/10.5430/ijhe.v3n4p37 lismayani, i., parno, p., & mahanal, s. (2017). the correlation of critical thinking skill and science problem-solving ability of junior high school students. jurnal pendidikan sains, 5(3). https://doi.org/10.17977/jps.v5i3.10338 mayring, p. (2014). qualitative content analysis: theoretical foundation, basic procedures and software solution. oecd. 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(2020). development of english teachers oriented higher order thinking skills (hots) in elementary school of madrasah ibtidaiyah (mi). journal of talent …. sulistyaningrum, s. d., & putri, r. n. (2021). fostering ways of thinking in learning activities of english teaching lesson plans at senior high school. proceeding aiselt (annual international seminar on english language teaching), 6(1). https://jurnal.untirta.ac.id/index.php/aiselt/article/view/12523 sumiati, a., lustyantie, n., & iskandar, i. (2020). integrating 21st p a g e | 42 kamavia prasia aspastur let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 century skills into translation classroom: a brief perspective on its syllabus. ijlecr-international journal of language education and culture review, 6(2), 87–96. https://doi.org/10.21009/ijlecr.062.11 suto, i., & eccles, h. (2014). the cambridge approach to 21st century skills: definitions, development and dilemmas for assessment. in iaea conference. singapore. https://www.cambridgeassessment.org.uk/ trilling, b., & fadel, c. (2009). 21st century skills, enhanced edition: learning for life in our times. trinidad, g., patel, d., shear, l., goh, p., quek, y. k., & tan, c. k. (2013). teaching 21st century competencies: lessons from crescent girls’ school in singapore. eric. https://eric.ed.gov/?id=ed557191 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||43-58||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php attitudes and perceptions of malaysian esl undergraduates towards the usage of vlogging in enhancing their speaking skills nazirah mahmud nazeerah@usas.edu.my sultan azlan shah university, malaysia article history: received: 09 august 2021 accepted: 15 november 2021 the aim of this research is to find out the attitudes and the perceptions of the undergraduate students in a private higher institution in malaysia, towards making video recording specifically video blogging (vlogging) to enhance their speaking skill in the target language – english. this research is also carried out to determine the advantage(s) and disadvantage(s) of using vlog for similar purpose. a quantitative design was employed in this study where a questionnaire was used to elicit data. the questionnaire touched on students’ attitudes and perceptions towards the use of vlogging in enhancing their speaking skills. the overall findings showed that the university students agreed that using vlogging can improve their english-speaking skills to a certain extent. keywords: vlogging; attitudes and perceptions; mall; language learning and technology-based tools; introduction coronavirus 19 or better known as covid-19 had hit us worldwide last year – 2020. first discovered in wuhan, china in december 2019, the virus spread out as epidemic. this was later brought to the director-general of world health organization (who) who declared the virus outbreak as a pandemic (who, 2020). this pandemic has resulted in major sectors being affected heavily around the world. amongst all sectors, one major sector being education has been afflicted extremely hard. at least 290.5 million students around the world were disrupted http://jurnal.uin-antasari.ac.id/index.php mailto:nazeerah@usas.edu.my p a g e | 44 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 due to many schools closed as reported by the united nations educational, scientific and cultural organization (abc news, 2020). greater disruptions happened here in malaysia when the prime minister tan sri muhyiddin yassin issued a movement control order (mco) to be imposed starting 18th of march 2020 (the star, 2020). due to that, all educational levels were closed until the pandemic is resolved or impeded. the decision, even though it was deemed substantial, has taken a great toll on the educators but more so on the students. this is due to the teaching and learning being switched from conventional to mostly online within a short amount of time regardless the level of education (from kindergarten to tertiary) making it almost impossible to get both the educators and students fully ready for this. in one of the private higher institutions located in the northern part of malaysia, the learning community is in no exception. beginning of march 18th, 2020, all teaching and learning platforms were converted to online mode using various online platforms and tools in just overnight. educators were in turmoil at deciding which was the best medium to deliver their teaching lessons without any physical contact at a sudden pace and the preferred assessments to evaluate their students’ work, skills and ability in accordance with their respective course program. some of the courses or specifically assessments require students to perform the skills of practicality instead of theories and comprehension, in a way that oral presentation is much needed. the skill of speaking is one of the most important skills, especially in language learning. in general, the nature of the assessment for speaking skills is to see whether the students can speak spontaneously and confidently without the aids of their notes in the target language. in addition to that, it is also to see how much vocabulary phrases they can acquire while talking and conducting their presentations. richard and renandya (2002, p. 204) stated that the essential oral communication requires the ability to use the language appropriately in social interactions that involves not only verbal communication but also paralinguistic elements of speech such as pitch, stress, and intonation. p a g e | 45 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 due to the current situation – pandemic, in order to ensure that students can continue with their speaking assessments even at home or wherever they are, educators need to decide on what tools best to evaluate their students’ speaking ability in the target language away from the normal physical classroom. the current advancement of technology gives learners a prospect to engage themselves in selfpaced interactions, having their own privacy, and a secure environment in which errors get corrected and specific feedback is given. as stated by chanthiramathi (2011), technology involves the usage and knowledge of tools, techniques, systems, and methods. thus, the use of technology is helpful for students in english language teaching and learning, specifically speaking skill. therefore, video recording has been chosen as one of the preferred ways if not the easiest way to guarantee that students have their speaking practices even when they are at home, and as a method for the educators to assess their students’ speaking ability. for this kind of approach, students are required to record themselves speaking or perform oral presentation in the target language in front of a camera device according to the criteria of the tasks which they were given to complete. in addition, they also need to do some final editing before submitting their work. hence, the aim of this research is to find out what are the attitudes and the perceptions of the malaysian esl undergraduates towards the usage of vlogging in enhancing their speaking skill of the target language – english. besides, this paper also aims to identify the advantage(s) and disadvantage(s) of using vlog for similar purpose. literature review in this era where education 4.0 is being emphasized upon every aspect in teaching and learning, the use of technology-based tools is considered significant in providing drive to the educators to opt for education in non-traditional ways. in fact, learners of this generation are more familiar and prone to utilise technology in their means for the education as it eases them and facilitates them in gaining the knowledge and the skills to meet the demands of 21st century skills. there is no doubt that with the help of the technology-based tools, teachers and most importantly students will be able to collectively relate to their current lifestyles and p a g e | 46 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 situation towards the learning session. for instance, the use of mobile devices is said to provide positive outcomes to the students’ performance in the language classroom as it promotes collaborative classroom activities and most importantly giving plenty of variety of activities during the lessons through the mobile apps or the online sites (godwinjones, 2018). when it comes to today’s generation of learners, it is safe to assume that they are in the possession of the most advanced mobile devices. hence, making use of the accessibility of technology and platforms provided could help to engage the students better with the lessons (costley, 2014). current scenario of english language mastery among students in malaysia context highlighted issues pertaining to their lack of ability to speak in english fluently be it esl (english as a second language) or efl (english as a foreign language) learners. mobile assisted language learning (mall) is one of the ways to help realising a new experience of teaching and learning session for the students as an alternative to chalk and talk method utilised in the traditional classroom lesson. this method is said to be effective and useful when carrying out activities outside the classroom (miangah & nezarat, 2012). according to kukulskahulme (2009), it enables learning through a device where learner’s free time can also be exploited beneficially in improving their learning skills since the learning can continue to take place even when they are on the move. mall offers different platforms and accessibility to learning materials as well as in interacting with teachers and peers despite the place and the time barriers. besides, with this generation’s familiarity with the use of gadgets in their lifestyle, utilizing what they use the most into teaching and learning session will make the process more interesting and most importantly engaging. one of the mall methods that is believed to help improve students’ ability to speak is through the creation of vlog. vlog is a type of blog where the user utilizes video as the mean to express contents. according to taqwa and sandi (2019), vlog is a term that refers to video blog which also known as videocast or vodcast. the use of vlog is not new in the education field however the novelty of its effectiveness is yet to be explored extensively in malaysia. multiple studies have explored the effectiveness of vlogging on students’ speaking performance. one of the studies is by safitri and khoiriyah (2017) which reported that the use of vlog indeed helped p a g e | 47 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the students to enhance their speaking skills as its advantages outweigh the weaknesses of the method. in another study by maulidah (2018), the vlog method appeared to be effective in increasing learners’ speaking ability. the method is said to boost student’s encouragement to learn as vlogging was deemed more fun and it was reflected in their speaking performance where they managed to carry out good oral presentations. besides, vlogging also provides the chance for the students to practice autonomous learning which in return helps to improve their speaking ability (maulidah, 2018, p.15). this is also in parallel with previous study by sun (2009) and a later one by wulandari (2019) which found that vlogging promotes positive outcomes in students’ independent learning as it provides students spaces for them to do their own self-evaluation which helped them to be more alert with their own fluency and accuracy in speaking skill. providing a safe environment with spaces for the students to identify their own mistakes in using the language and eventually correct them through multiple retakes is crucial in helping the students to acquire the target language at their own pace. besides, with the help of technology, students will be more at ease with their learning process and might actually enjoy the learning experience. watkins (2012) also found vlogging to be useful for language learning as it increases student talk time. prioritising students’ practices during speaking class is important because it will help the students to master “new vocabulary and grammar, decrease shyness while bolstering confidence, and develop fluency” (watkins, 2012; 197). sari (2017) and rahmawati, harmanto and indriastuti (2018) are also in agreement with the statement as they found that involving vlogging in the classroom lesson help to improve students’ engagement and their confidence in using the language. hung (2011) reported that with vlogging, english learners will be able to practice freely without being judged for the progress that they had as it can be quite demotivating for the students if they were monitored closely. he also stated that creating vlog requires students to develop a detailed guideline firsthand to ensure that they are well prepared and versed with the contents’ sequences or the sentences that they want to put in the vlog. this will indirectly increase their vocabularies and word choices as they have to read up first in order to prepare for their contents draft. p a g e | 48 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 creating vlog is not as simple as pressing the record button and upload it. it requires them to do editing to ensure that a good video can be produced. students claimed that while creating the vlog, it is a good practice for them to enhance their editing skills as they have to consider elements like the flow of the video, the transition and the duration of the effects reflected in the vlog (hung, 2011). however, zahro (2020) found that if students have limited skill in editing the vlog, it could bring disturbance to the whole teaching and learning process. therefore, it is important to investigate the possible outcomes that the method could bring to the teaching and learning session in improving students’ performance specifically in language learning. besides, this method is yet to be extensively explored amongst the malaysian esl learners in which is considered necessary in providing better outcomes on students’ performance. methodology this research serves the purpose to find out how the students feel and behave towards using video blogging (vlogging) to enhance their ability to speak in english. it is a study that shows on how people behave, feels, or having opinions towards a certain product or method of performance. as defined by hogg and vaughan (2005, p.150), attitude is a collection of beliefs, feelings, and behavioural impulse towards any significant items, groups of people, events, or symbols. it was posited that attitude of individuals are strongly influenced by social roles and social norms (mcguire, 1969; hockenbury & hockkenbury, 2007; smith & mackie, 2007). aside from exploring the students’ attitudes, the research also supplies the information of the advantage(s) and disadvantage(s) of using vlogging as a method to increase the students’ ability in the target language. research design and instrument a quantitative design was employed in this study where questionnaire was used as the instrument to provide the data regarding students’ attitudes and perceptions towards the use of vlogging looking into its advantage(s) and disadvantage(s) in enhancing their speaking skill. the questionnaire consisted of two sections: p a g e | 49 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 1. section a covers students’ demographic details. 2. section b contains questions related to students’ attitudes and perceptions towards the use of vlogging in enhancing their speaking skills. there were 30 items using five-point likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree and 5 = strongly agree) asked in section b. all the items underwent reliability test for its pilot study where its internal consistency was measured, and the values of its cronbach’s alpha was 0.844. this suggested that all the items have relatively high internal consistency as the minimum acceptable value for cronbach’s alpha is 0.7. sample the respondents consisted of 147 students who undertook english for professional communication course in semester i 2020/2021. all respondents were diploma students who were from different programme of study at a private higher institution located in the northern part of malaysia. research procedures prior to data collection, the respondents have experienced creating vlogs through their assessments during the semester via various types of projects and tasks assigned to them for them to complete the subject requirement. for the present study, students undertook english for professional communication course were required to create a vlog as one of their summative assessments. they had to work in a group of 4 and they were given 4 weeks to plan and develop their vlog, guided by their respective lecturers. the total mark awarded for the vlog project is 40% out of their overall grade for the subject. once they had submitted their vlogs, data collection commenced. the questionnaire was distributed online via google form and all the responses were recorded. analysis of the results were carried out using spss version 26. findings and discussions respondents’ background information 147 questionnaires were collected electronically using google form as all the classes were conducted online due to the ongoing covid-19 pandemic. all p a g e | 50 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 questionnaires were recorded and analyzed using spss v26 for both descriptive and inferential statistics. out of 147 respondents, 52 (35.4%) were male students and the remaining 95 (64.6%) were female students. table 1: students’ demographic (gender) frequency percentage (%) male 52 35.4 female 95 64.6 total 147 100 students’ perceived computer literacy were also recorded which showed that majority of the respondents see themselves as average in computer literacy (67.3%) and only 1 respondent regarded oneself as a poor user while the remaining respondents categorized themselves as average (29.3%) and proficient (4%) users as depicted in table 2. table 2: students’ demographic (computer literacy) frequency percentage (%) poor 1 0.7 average 43 29.3 good 99 67.3 proficient 4 2.7 total 147 100 respondents were also asked on their perceived english language proficiency and 75 respondents (51%) perceived themselves as good, 65 respondents (44.2%) viewed themselves as average, 4 respondents (2.7%) considered themselves as poor user and the remaining 3 respondents (2%) categorized themselves as proficient. the details were illustrated in table 3 as follows: table 3: students’ demographic (language proficiency) frequency percentage (%) poor 4 2.7 average 65 44.2 good 75 51 proficient 3 2 total 147 100 p a g e | 51 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 items analysis a descriptive statistical analysis was carried out for all the items where means for each of the items measured were calculated and ranked in descending manner in order to illustrate the ranking of the items clearly. items with a value of mean of 3.5 or more represent the tendency of the group towards the “agree” and “strongly agree” stances while items with a value of mean that is lower than 3.5 were considered inclining towards the “disagree” and “strongly disagree” stances. the present study used the aforementioned indicators as a measure to interpret the results of the data analysis. the items were illustrated in table 4 below: table 4: items ranking for student’s perception towards the usage of vlogging in enhancing speaking skills i tems n m s d q 6 vlogging motivates me to speak english more 1 47 4. 02 . 815 s tr o n g ly a g r e e / a g r e e s ta n c e s q 30 overall,i think vlogging does improve my english speaking skill. 1 47 4. 02 . 806 q 4 i can learn how to speak english better through vlogging 1 47 3. 88 . 767 q 7 vlogging boosts my confidence to speak english 1 47 3. 88 . 810 q 2 i can improve my fluency in speaking english through vlogging 1 47 3. 84 . 731 q 9 vlogging encourages me to be brave in speaking english outside with the community 1 47 3. 83 . 780 q 20 vlogging increases my computer skills in creating vlogs 1 47 3. 83 . 924 q 18 vlogging allows me to have my own safe and comfort zone to speak english. 1 47 3. 82 . 819 q 28 i like vlogging because it promotes selfassessment learning style. 1 47 3. 82 . 844 q 19 vlogging increases my creativity on how to make interesting vlogs in english. 1 47 3. 81 . 822 q 25 i can watch my classmates’ performances through vlogging 1 47 3. 80 . 873 q 8 vlogging encourages me to use english to communicate with my classmates. 1 47 3. 80 . 852 q 1 i can improve my english pronunciation through vlogging 1 47 3. 80 . 749 p a g e | 52 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 q 23 i get positive impact on my englishspeaking ability by vlogging 1 47 3. 75 . 835 q 5 vlogging increases my english vocabulary 1 47 3. 75 . 775 q 27 i can focus learning english at my own pace through vlogging. 1 47 3. 73 . 788 q 29 i like vlogging because it made the learning process much easier 1 47 3. 71 . 893 q 24 vlogging allowed me to share my works with my classmates 1 47 3. 66 . 872 q 22 i feel more comfortable learning english by creating vlogs. 1 47 3. 66 . 840 q 3 i can learn english grammar better while doing vlogs. 1 47 3. 63 . 786 q 26 i can express in english better through vlogging 1 47 3. 62 . 847 q 21 i can speak english freely without being watched through vlogging. 1 47 3. 44 . 884 s tr o n g ly d is a g r e e / d is a g r e e s ta n c e s q 15 vlogging is not as interactive as physical english classroom activity. 1 47 3. 28 . 985 q 10 i find creating vlogs in english is intimidating 1 47 3. 28 . 912 q 11 vlogging is hard because i am too shy to speak english in front of the camera 1 47 3. 07 1 .108 q 14 vlogging is tough as i do not have the proper tools to create it. 1 47 3. 03 1 .043 q 17 vlogging does not allow me to have discussion orally with my classmates 1 47 2. 97 1 .125 q 12 vlogging is difficult because i do not know how to create it. 1 47 2. 92 1 .044 q 16 vlogging does not encourage me to use english effectively. 1 47 2. 82 1 .054 q 13 vlogging is hard because i am not familiar with technology 1 47 2. 78 1 .140 table 4 above illustrates the item rankings according to the students’ perspectives. the items were ranked in a descending manner of their mean values. it was found that 21 out of 30 items showed a mean value of more than 3.5 while the remaining 9 items scored a mean value of lesser than 3.5. in general, it appeared that most of the negative statements pertaining to the usage of vlogging scored a mean value of lesser than 3.5 which could be an indicator that the respondents viewed the method as a positive input towards their speaking performance. p a g e | 53 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 however, a thorough discussion on each item was needed to explore both the strength and weakness of utilising the vlogging method to enhance their speaking skill. strengths and weaknesses of vlogging in enhancing speaking skill motivation, confidence and participation the item which ranked first in the ranking of items (item q6 – vlogging motivates me to speak english more) reported that this method of learning motivated the students to speak english more (q6, m=4.02). motivation is important in language learning especially in learning a language which is not of the learners’ mother tongue (alizadeh, 2016). besides, the findings also showed that the students were able to learn to speak english and participate in the lesson better with the integration of vlog into their learning (q4, m=3.88). studies by sari (2017) and rahmawati, harmanto and indrastuti (2018) supported this finding as they claimed that the use of vlog increases students’ motivation and encourage participation with the lesson much better. this could be attributed to the sense of familiarity towards the method used as they were able to relate to it as they experienced it in their daily lives either through watching the vlog or through creating it outside the classroom. according to dvorak and burchanan (2002), students found the approach of using technology in lessons as thrilling as it is a “new tool” that they can explore and experiment with for their own learning. students also reported that vlogging boosted their confidence to speak english (q7, m=3.88) and motivated them to use the english language to communicate with their classmates (q8, m = 3.80) which is a good practice in improving their speaking skill among their peers. it was also reported that the method encouraged them to be brave in speaking english within the community (q9, m=3.88). this showed that the method could help them not to only improve their participation with the lesson inside the classroom but to also encourage them to be confident in using the language outside the classroom. the emphasize on ‘lifelong education’ is important to enhance the learning of english language and it p a g e | 54 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 should not be limited to the classroom context only, but but to be utilised in the real-life setting (hyland, 2004). respondents also believed that the utilization of the method was making the learning process much easier (q29, m= 3.73) and made them feel more comfortable with the learning process (q22, m = 3.66) which encouraged them to express themselves in the english language better (q26, m= 3.62). it is important to ensure that students’ preferences especially in providing comfort during the learning process is catered. according to bada and okan (2000), to achieve a successful language teaching and learning, teachers must make sure that their learners’ needs, capabilities, potentials, and preferences are addressed and catered accordingly. language proficiency the findings also reported on the students’ gain in their language proficiency through the utilisation of vlogging. most of the respondents agreed that they were able to improve their fluency in speaking english when they used vlog (q2, m= 3.85). they also stated that their english pronunciation had improved through vlogging (q1, m= 3.80). creating vlogs gave them space to do retakes as many as they can unlike live presentation in classroom. this gave them the opportunity to monitor and self-reflect on their own speaking skill by reviewing the vlog that they created. students were able to practice their pronunciation and consequently improve their fluency before presenting their final performance in using the language to their instructor. besides, it was also reported that this method helped them to increase their english vocabulary (q5, m= 3.75). watkins (2012) claimed that students can build up their proficiency, fluency, and vocabulary if students’ talk time is provided through the integration of activities in the lesson. however, in the present study, the students appeared to be partially agreed when it comes to learning grammar through this method (q3, m= 3.63). since this method focuses more on speaking skills hence it is foreseeable that it appeared as an unfitting platform to learn grammar to the students. computer literacy and soft skills as mentioned previously, creating vlogs requires the user to use a certain set of skills in completing the whole process of vlogging. one of the important skills p a g e | 55 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 is the computer skills. based on the survey, it was reported that the respondents were in agreement that the process of creating vlogs helped them to increase their computer skills (q20, m = 3.83). besides, the respondents also agreed that through this method, it pressured them to be creative in creating the vlogs to ensure that their vlogs are interesting (q19, m = 3.81). one of the trigger factors that pressured them to be creative could be to ensure that they secured high marks for the subject. the finding is consistent with hung’s study (2011) which reported that creating vlog requires a lot of editing skills that help students to improve their computer literacy. new learning environment on a personal level when it comes to learning environment, vlogging seems to be a safe and comfortable method for the students to use to practice speaking and the respondents of the present study seemed to agree with it (q18, m = 3.82 and q22, m= 3.66). having controls to the situation will help the students to be confident as they will be able to manoeuvre the situation on their own without being judged by others. students also agreed that they were able to focus on learning the english language as they can do it at their own pace through this method (q27, m =3.73). besides, the method also promotes self-assessment learning style (q28, m = 3.82) which thus far is not yet a common practice in a classroom. opportunity to pinpoint what is wrong and what needs to be improved on their own is important for the students to grow and continue improving their proficiency level. promoting independent learning to the students through trial and errors will help them improve their speaking performance (sun, 2009; maulidah, 2018; wulandari, 2019). with regards to sharing space during the learning process, students stated that this method allows them to share their work with their classmates (q24, m =3.66) and they were also able to watch their classmates’ performances (q25, m = 3.80). this indirectly promotes peer learning as the students can learn with and from each other. peer learning is important as it encourages a meaningful learning where it focuses on interdependent learning between the students in sharing of ideas, knowledge and experiences (boud, 2011). p a g e | 56 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 nonetheless, it is interesting to note that students appeared to disagree that they were able to speak freely without being watched even through the use of vlog (q21, m=3.44). internal factor like low self-efficacy could be one of the reasons why this method limits the students’ freedom to speak. this is probably due to their high expectation of their own abilities when it comes to producing vlogs which led them to feel unsatisfied with the outcomes. this could be attributed to the pressure of getting good marks even though they were not being watched or judged. conclusions and suggestions summing up this research on finding out the attitudes and perceptions of university students on using vlog to enhance their english-speaking skill, the researchers found out that overall students agreed that using vlog has helped them made improvements in their english-speaking skill (q30, m = 4.02). this was reflected through a series of skills needed to produce a video presentation. on top of that, vlogging has provided a ‘safe-space’ for the students to carry out their presentations for the english language class especially for the students who were more introverted. conducting a presentation face to face in the classroom could be overwhelming for some students and most of the time, the students ended up reading their slides or notes throughout their presentations, which defeated the purpose. with vlogging, students only have to speak in front of the camera while having their personal space as much as they needed with the fear of being judged. the present study revealed that enhancing students speaking skill through vlog brings the joy of learning while exploring the soft skills such as editing, using appropriate tools and space to develop a wonderful presentation. this allows the students to boost up their confidence in delivering their presentations in english language within their own field of study. discovering the advanced technology nowadays and the excessive used of social media platforms, it can be a good alternative to encourage students to use vlog as a way to get them to practice speaking in english language at their own expenses besides having fun doing it. p a g e | 57 nazirah mahmud let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 references alizadeh, m. 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(2020). technology integration to english speaking for beginner classroom through vlogs: a bridge of efl students’ hesitancy to speak. international seminar on language, education, and culture, kne social sciences, 306-313. farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||29-49||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php investigating strategies for mitigating and avoiding expert blind spot development in teaching english attributive adjectives farisani thomas nephawe farisani.nephawe@univen.ac.za university of venda, south africa article history: received: 20 april 2023 accepted: 15 june 2023 the paper investigated strategies for mitigating and avoiding expert blind spot in teaching english attributive adjectival phrases at khwevha high school in limpopo province, south africa. quantitative and qualitative research approaches were adopted to corroborate the findings. a questionnaire was used to collect data from 35 selected grade 10 respondents using a simple random sampling technique. qualitatively, semi-structured interviews were conducted on two purposely sampled schoolteachers from dzindi circuit, based on the researcher’s preference for obtaining an in-depth understating of the topic. initially, learners were incompetent in using adjectives but after employing ‘points of entry’, offering ‘explanations’, presenting ‘structures’ and checking ‘comprehension’ strategies, learners improved considerably. the paper underscores using the identified strategies to mitigate and avoid the advancement of the expert blind spot in teaching english attributive adjectives. keywords: attributive adjectives; content knowledge; comprehension; expert blind spot introduction teaching at various institutions of learning is one crucial profession for sharing knowledge with learners because it enables them to be employable after having completed the required course. moreover, it allows learners to be accepted by the community of academics if they can demonstrate informed knowledge acquired. as academics often have different perceptions of similar idiosyncratic http://jurnal.uin-antasari.ac.id/index.php mailto:farisani.nephawe@univen.ac.za p a g e | 30 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 interpretations of a particular content knowledge, the sharing of knowledge, therefore, depends upon the individual teacher’s educational expertise. at schools, colleges and universities, adequately trained teachers in the rudiments of the english language cannot be ignored because their proficiency is indispensable in teaching and learning. in contrast, the expert blind spot usually develops when teachers inadvertently overlook the necessary steps for enhancing a particular competence (collier, 2021). consequently, learners suffer from the teachers’ ignorance of expert blind spot development. expert blind spot involves a situation where both experienced and inexperienced teachers intuitively ignore a certain knowledge content to be imparted to learners regardless of their expertise in the knowledge area. nathan, koedinga and alibali (n.d:3) view an expert blind spot as “an inability to perceive the difficulties that novices experience when approaching a new domain of knowledge". it is a propensity of forgetting how much one knows, and how difficult content appears to be to novices. further, (collier, 2021) claims that when teachers impart content knowledge to their learners, they take it for granted that new learners understand what is being offered to them whereas it is possible the development of expert blind spot. the knowledge of experts is structured as a big, intertwined structure than the neat and straightforward frameworks created by learners in their notebooks. this knowledge is highly systematised, contextualised and prearranged around a particular theoretical structure and forms that guide how challenges are identified and alleviated to bring comprehension of the subject matter. however, it is often difficult for an expert to present knowledge content as envisaged by the learners timeously. cusimano and lombrozo (2023) assert that although facts and connections are abundantly available, the experts may unconsciously forget to present certain necessary steps and progressions for avoiding forgetfulness in learners’ needs when teaching them content knowledge regarding the use of english attributive adjectival phrases. p a g e | 31 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 to understand english attributive adjectival phrases, it is necessary to understand the meaning of adjectives. adjectives are part of word classes that modify nouns or pronouns by describing, identifying or quantifying words and are used as the head of a noun phrase or complement of a determiner (rebrus, & szigetvári, 2022). ibrahim (2021) claims that they are grammatical classifications of the group of words referring to the main set of items that specify the attributes of nouns. also, they describe the corporeal appearance of a person or object and express emotions about the person’s character (nda, 2022). english attributive adjectival phrases pose challenges to both teachers and learners in teaching and learning although teachers attempt to mitigate the unprecedented development of expert blind spot (ajaj, 2022). in english attributive adjectives appear attributively or predicatively in phrases, clauses or sentences (nordquist, 2020). dictionary.com (2021) claims that attributive adjectives are positioned directly adjacent to the noun or pronoun they modify while predicative attributive adjectives do not. conversely, when adjectives are disconnected from the noun, they modify using linking verbs, and they become predicative adjectives. lee and michaleis (2023) posit that english attributive adjectives precede nouns permanently as in the phrase ‘late father’ to show the characteristic of the father who is passed on. on the other hand, the phrase ‘father is late’ denotes being neither ‘on’ time nor ‘in’ time. in this situation, the adjective ‘late’ becomes an adverb in the phrase ‘father is late’. attributive adjectives can follow nouns without complementation as in ‘something quite enjoyable’ and appear between a determiner and a noun phrase head. additionally, the attributives of ‘only adjectives’ occur predominantly in an attributive position although they do not necessarily display the noun referent directly as in a ‘new friend’. a new friend, in this context, indicates the one who has been a friend lately. nonetheless, it does not necessarily mean that the said ‘friend’ is new in terms of age. therefore, the adjective ‘new’ does not characterise the person and it is attributive only. some english adjectives are positioned attributively when they act like complete adverbs of degree as in ‘she is a mere lecturer’ and the others are used p a g e | 32 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 exclusively as the reference of the head noun that has already been characterised using rank or position as in ‘just a lecturer’ showing only the attributes of a lecturer. other attributive adjectives are used only in a position related to their adverbs as in 'former nurse' (nordquist, 2020), another attributive adjectives follow the model of french and occur postpositively as in ‘time immemorial’ or ‘when you catch an adjective, kill it’ (yagoda, 2007 cited in nordquist, 2020); and the other occurs with an ‘attributiveonly meaning’ followed by the corresponding adverb emerging from nouns (nda, 2022) as in ‘a new departmental officer'. further, attributive adjectives are identified by the reference of the noun itself to show what the noun means as in ‘a traditional doctor' but not occurring after the copula be in ‘*a doctor traditional’. sometimes, attributive adjectives qualify the noun time reference as in ‘my future husband’, qualify the noun geographical reference in ‘a northern hemisphere’, characterise the head noun as in 'a total sport’, show the individuality of the head noun as in ‘the sole director’, have the character of a noun coming before another noun as in 'house furniture’. moreover, they are identified using correspondence to a prepositional phrase with the nouns as counterparts as in ‘furniture for the house’. most common errors are committed in english attributive adjectival phrases include using the wrong adjective as in *i have bicycle one’ instead of ‘i have one bicycle’ (scontras, 2023), overusing adjectives, placing adjectives in the wrong order as in the adjectival phrase ‘*a box brown small’ instead of ‘a small brown box’ as the order of listing is done from most important to least one (nda, 2022). dyer, futrell, liu & scontras (2021) postulate that adjectives contributing greater information gain appear earlier than those with less information gain. some errors involve using multiple adjectives unnecessarily, stringing numerous adjectives to form new words; and using words that are not real english attributive adjectives. some most common errors are committed in the phrase ‘busy sleeping’ and ‘busy dying’ where the word ending ‘-ing' is attached to the verbs 'sleep' and 'die' to signal the continuity of the actions, namely, 'sleeping' and 'dying'. these actions are used as descriptive verbs to adjectives depending on the context in which they p a g e | 33 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 are applied to attributively govern their quality (kapoor, 2023). the use of these attributives adjectives emerges from ‘language transfer as stated by lado (1957) which states that learners tend to transfer knowledge content from their first language (l1) to their second language (l2). numerous studies have been conducted to show the use of english attributive adjectival phrases. for example, ahmed al-hassaani and nasser hassan ja'ashan (2017) investigated an english attributive position at the sentence level on english grammar course 1(e131) of the undergraduate pre-service teacher-trainees of the bachelor programme, college of education, saber, english department, university of aden. the study revealed they had experienced difficulties when positioning attributive adjectives. hallman (2020) studied prototypically attributive versus predicative adjectives and discovered that prototypically attributive adjectives were often ignored although they aligned with nouns than verbs syntactically, semantically and pragmatically. similarly, ibrahim (2021) studied 30 learners from the english multicultural center for training and human development regarding the use of attributive english adjectival phrases. the investigation found that learners faced challenges in arranging words correctly in sentences. literature review the paper was underpinned by nathan and petrosino’s (2003) theory of expert blind spot hypothesis which holds that teachers with advanced knowledge content of scholarly disciplines use authoritative philosophies, formalisms, and analytic methods for guiding learners’ conceptual development and instruction. however, teachers are not guided by “knowledge of the learning needs and developmental profiles of novices” (nathan & petrosino, 2003: 906). further, this theory assumes that a piece of well-developed content knowledge is based on the structure of the subject matter than the expertise of teachers and their learners as there is no acute difference between them. nevertheless, both teachers and learners exhibit different knowledge backgrounds, motivations and qualifications, view classroom environment necessities, and plan and organise their content differently. https://lambdageeks.com/author/vriddhi-kapoor/ p a g e | 34 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 nonetheless, it is concerning that expert blind spot (jansen, vögelin, machts, keller, köller & möller, 2021), and problem-solving skills develop regardless of a common cognitive architectural phenomenon. although teachers’ knowledge includes blending content and pedagogy to understand a particular topic, not all teachers have sound pedagogical knowledge regardless of the subject matter expertise they possess. teachers face challenges when exchanging ideas with novices in their classes. therefore, collier (2021) claims that they do not just know more than novices but are advantaged by the content knowledge they have. although many academic works have been attached to acclimatisation knowledge, little attention has been given to strategies for mitigating and avoiding the development of expert blind spot in the teaching of english attributive adjectival phrases. therefore, the researcher chose the current topic because teachers and learners have equally a minimal understanding of the use of english attributive adjectival phrases due to an expert blind spot development which is miserable for both scholarship and practice (maunganidze, 2020). in this essence, lambert (2018:358) argues this development is “arguably an abrogation of responsibility” as teachers inadvertently omit the following strategies for teaching a particular knowledge content: strategies for mitigating and avoiding expert blind spot development the amalgamation of the strategies for mitigating and avoiding expert blind spot development as elucidated by georgiatech center for teaching and learning (n.d.) are 1) provide ‘points of entry’ where the teacher defines specialized terms, give examples, link prior knowledge with the new content, go step-by-step to emphasise context and relevance material. 2) 'offer explanations' through emphasising context, highlighting the importance of the subject matter and ideas, identifying steps for presenting a particular subject matter, explaining how the steps fit together, encouraging learners to construct explanations, and moving slowly and systematically through the subject matter. 3) 'provide structure' by outlining early in a recitation session, highlighting and summarising main points, giving homework p a g e | 35 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 at the end of a session, explaining where the current subject matter fits into the whole content and explicitly identifying necessary steps procedurally. lastly, strategy number 4) involves 'making slow and regular check for comprehension' using pausing and questioning methods to obtain their level of understanding of the subject matter, give them enough time to answer the posed questions, begin with simpler questions to more complex ones, let learners fill in missing information, giving them direct a solution and let them make connections between ideas around a particular subject matter. other strategies include encouraging learners to learn something new about what is being taught (csteachingtips, n.p.), thinking like a novice learner who can assimilate everything (sharkey, 2020), allowing learners to show their area of expertise as teachers do not know everything (colmenare, 2021) and building positive responsiveness with learners timeously. the objectives of this paper were to identify strategies for mitigating and avoiding expert blind spot in teaching english attributive adjectival phrases to grade 10 learners at khwevha high school in limpopo province, south africa, and to establish an extent to which this spot affects the teaching of english attributive adjectival phrases. this paper attempted to answer research questions: 1) what are the strategies for mitigating and avoiding expert blind spot development in the teaching of english attributive adjectival phrases? and 2) to what extent does the ‘expert blind sport’ affect the teaching of english attributive adjectival phrases? method the current paper used both quantitative and qualitative research methods because the researcher wanted to corroborate the findings (reid & sanders, 2023). also, where the findings from each method were not enough, the researcher collated and combined the findings from another method to enhance the credibility, reliability and validity of this paper. hermeneutic interpretive phenomenological (hip) and thematic analysis approaches were followed. p a g e | 36 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 research design quantitatively, a descriptive research design was used because it provides numerical descriptions identifying how the thing being studied appears including its size, location, and frequency. it seeks to describe the status of an identified variable and to provide systematic information about a phenomenon regarding the use of attributive adjectival phrases. (ibrahim, soepriadi, limbong, sujarwo & sasabone, 2023). also, the researcher studies and describes the distribution of one or more variables, regardless of any causal or other hypotheses (haque, jaashan & hasan, 2023). qualitatively, the exploratory research design was used by the researcher as it could identify unexplored patterns, analyse large data sets, and hide relationships without relying on the previous assumptions. the inductive approach to data analysis was utilised as it allowed flexible methods for checking data without preconceptions. sampling and sampling criteria quantitatively, 35 respondents were selected using probability sampling (tutz, 2023) to give all members of the sample an equal chance of participating in the investigation. a simple random sampling technique was used to select them (peng, roth, & perry, 2023) over others because they fitted the researcher's profile. qualitatively, two teachers were purposefully selected from grade 11 english first additional (fal) language teachers in dzindi circuit based on the researcher's preference, accessibility and 5 years of teaching the subject. data collection quantitatively, data were collected from the respondents using an openended questionnaire to obtain the reliability of data that could mitigate and avoid the development of expert blind spot development in teaching english attributive adjectival phrases. qualitatively, data were collected from semi-structured interviews. a notebook and tape recorder were used in recording transcripts and codes from the respondents to develop patterns and themes. p a g e | 37 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 data analysis a statistical package for social sciences (spss) version 22.0 was used to analyse data collected from the respondents because it is accessible, fast, userfriendly, logical and easy to follow (hennebry-leung & xiao, 2023) as well as its increased productivity, effectiveness and reliable results (khojasteh, karimian, farahmandi, nasiri & salehi, 2023). teachers' semi-structured interview transcripts were organized, examined, and arranged for interpretation using a thematic analysis technique. because it is a versatile and comprehensive instrument to facilitate various tactics, the atlas ti version 22 program was utilized (gulsia & yadav, 2023). for identifying new codes and developing concepts to go with each data segment, the researcher employed an open coding system. codes were opened line-by-line and inserted next to the data using freeform, unplanned methods. labels were focused on actions and kept brief, clear, and exact. code definitions were made with the comment function. prefixes, symbols, and colors were used to construct an organized coding system that allowed for the grouping of related codes, the identification of themes, the facilitation of the coding procedure, and the analysis of the gathered data. the level of abstraction subsequently increased until networks were created to graphically illustrate the connections between the various coding. to promote transparency and make it easier to monitor and manage the analytical processes utilized in the narrative writing, every step used in a memo was documented. findings and discussion quantitative data after employing a hip methodology to determine the strength, weaknesses opportunities and threats of the strategies for mitigating and avoiding expert blind spot development in teaching english attributive adjectival phrases, it was revealed that providing ‘points of entry’, ‘offering explanations', ‘providing structure' and 'making a slow and regular check for comprehension' is indispensable (georgiatech center for teaching & learning, n.d.). quantitatively, valid and p a g e | 38 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 credible results (abuhamda, bsharat & ismail, 2021) were obtained based on numbers and percentages. the spss version 22.0 ensured increased productivity, effectiveness, and reliable results (khojasteh et al, 2023) emerging from the easy and speedy interpretation of the findings. the post-positivist arguments for dealing with cause-and-effect reasoning, knowledge, variable reduction and theory tests of data using questionnaires were obtained. after numerically counting predetermined data quantification (abuhamda et al, 2021), the authenticity of the results, and the reality of integrity establishment assisted teachers in offering informed knowledge to learners. the reliability and trustworthiness of the identified strategies were necessitated by the respondents’ seriousness in answering the questionnaire. strategies for mitigating and avoiding the effects of export blind spot development “steered the way of creating a socially constructed environment” (forbes, 2021:59). the researcher collected data grounded on (1) questionnaire provision, (2) choices made by respondents from pre-defined responses and (3) response from questionnaire providing backbone structure for answering the research questions (pawar, 2021). answers obtained from multiple-choice questions that were typed sequentially and printed to extract data using an openended question helped with getting interpretable responses. the frequency of occurrence assisted the researcher with data authorisation and internal reliability (leithwood, harris & hopkins, 2020) of findings. as learners were requested to indicate their understanding of the differences between the two items by either selecting the best sentence constructions concerning the correct use of english adjectival phrases in context, the next table was utilised: p a g e | 39 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 table 1. use of english attributive adjectival phrase questions respondents’ responses correct responses incorrect responses 1) my late father was buried last night/my father was buried because he was late. 75.2% 24.8% 2) small white car /*car white small. 96% 4.3% 3) i have two sisters/*i have sisters two. 91.9% 8.1% 4) *the child was busy sleeping/the child was asleep. 82% 18% 5) the tall, black and serious criminal/the serious, tall and black criminal. 77% 23% in question 1, ‘my late father was buried last night /’my father was buried because he was late’, the majority (75.2%) of respondents became competent in the use of english attributive adjectival phrases after the identified strategies were utilised. the finding is incongruent with lambert (2018) who suggests that teachers inadvertently omit steps and leave out requisite information needed to effectively develop mastery. they knew that the two provided choices ‘father was buried because he was late’ and ‘father was buried last night’ are dissimilar although they both possess the adjective 'late'. the respondents chose the sentence ‘father was buried last night’ which is grammatically correct. grammatically, this sentence suggests that the speaker’s father was no more, hence the reason for burial ‘last night.’ also, an attributive adjective ‘late’ was positioned correctly to the front of the noun ‘father’ to indicate that the burial rite was conducted. additionally. one might suggest that the speaker had another father who outlived the one who was buried. the finding is in line with dyer et al. (2021) who suggest that some adjectives pose challenges to the learners. although the respondents’ achievements indicate the indispensability of the strategies for mitigating and avoiding the development of an expert blind spot in the teaching of english attributive adjectival phrases, it is concerning that many (24.8%) respondents revealed poor competence in the use of the attributive adjectival phrase as they opted for the less meaningful sentence 'my father was buried because he was late'. in this case, this sentence suggests something p a g e | 40 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 impossible and unreasonable because how on an earth can a person be buried only due to failure to reach a certain rendezvous neither in time nor on time. this sentence suggests the impairment of rational thinking leading to unpardonable grammatical errors. the finding supports hallman’s (2020) suggestion that prototypically attributive adjectives are ignored in sentences although they align with nouns syntactically, semantically and pragmatically. in question 2 ‘*car white small’/‘small white car’, most (96%) respondents were competent in the use of english attributive adjectival phrases because they were able to recognise adjectival word order, namely 'small white car’ in the second sentence. the finding is congruent with nda’s (2022) suggestion that the order of listing is done from most important to least one. nevertheless, it is incongruent with ibrahim (2021) who suggests that learners faced challenges in arranging words accordingly. conversely, some (4%) of them were incompetent in the use of english attributive adjectival phrases because they could not realise that the sentence ‘*car white small’ violates english grammar rules. these rules compel us to follow the correct order of attributive adjectives in sentences. the respondents might have been confused by the language transfer rule as suggested by lado in 1957. this rule states that learners transfer the knowledge of their l1 to l2 when learning the english language rules due to the difference existing between the two languages. for example, tshivenda, one of south africa's 13 official languages, accepts the attributive adjectival phrase goloi tshena thukhu (*car white small’) or goloi thukhu tshena (‘car small white’) instead of ‘small white car’ which is an unacceptable order in the english language. further, in tshivenda, phrases or sentences do not start with adjectives or nouns whereas in english adjectives they do. question 3 ‘i have two sisters/*i have sister two’ in table 1 demonstrates that most (91.9%) respondents were knowledgeable in the use of english attributive adjectival phrases because they selected the grammatical sentence ‘i have two sisters’. they knew that this sentence is meaningless, and it is not in line with the english grammar rules. the finding is in line with (scontras, 2023) who suggests p a g e | 41 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 that most common errors are committed in the use of english attributive adjectives. nevertheless, the minority (8.1%) were incompetent in the use of english attributive adjectival phrases because they selected the meaningless and ungrammatical sentence ‘*i have sister two’. the respondents might have been confused by the rule reading the use of english attributive adjectives. the rule states that attributive adjectives can be placed before the noun it modifies. in this case, the adjective ‘two’ was supposed to have been placed before the noun ‘sisters’ but the participant put it at the end of the ungrammatical sentence. the finding support lee and michaleis (2023) who suggest that attributive adjectives precede nouns permanently. the respondents might have been influenced by the language transfer rule. this rule states that l2 learners tend to transfer knowledge from l1 to l2. in this situation, the tshivenda language rejects the grammatically correct sentence ‘i have two sisters’ and accepts ‘ndi na khaladzi mbili’ (‘*i have sister two)’ which is unacceptable in english attributive adjective word order. question 4 ‘*the child was busy sleeping/the child was asleep’ shows that the majority (82% of the respondents were knowledgeable in the use of english attributive adjectival phrases because they could distinguish between the two sentences, namely, ‘*the child was busy sleeping’ and ‘the child was asleep’ they had no idea around the use of an adjective ‘busy’ which can be used as an adverb or adjective. they knew that inserting the suffix ‘-ing' to the adjective 'busy', in this context, did not mean that the sentence is in progressive form. the result is congruent with kapoor’s (2023) suggestion that the adjective 'busy' fronts a noun and governs its attributive quality or state. nevertheless, 18% of the respondents revealed poor competence in the use of english attributive adjectival phrases since they selected the answer ‘*the child was busy sleeping’ without knowing that the ‘-ing’ ending suggests a continuous action of falling asleep. however, it is generally believed that people fall asleep once. hence, the ungrammaticality of the sentence in this regard. https://lambdageeks.com/author/vriddhi-kapoor/ p a g e | 42 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 question 5 indicates that the majority (77%) of the respondents were experienced in the use of the english attributive adjectival phrases because they selected the correct sentence 'the serious, tall and black criminal’. they were aware of the order of english attributive adjectival phrases starting from the one that has a greater information gain than the one that has not. the finding is in line with dyer et al. (2021) who suggest that attributive adjectives contributing greater information gain appear earlier than adjectives with less information gain. nevertheless, it is concerning that 23% of the respondents were challenged in the use of english attributive adjectives because they were unable to select a well-organised sentence. instead, they chose ‘the tall, black and serious criminal’ which does not comply with the rule of information gain. these respondents might have been confused by the language transfer rule. the finding supports lado’s (1957) suggestion that learners transfer their ideas from l1 to l2 when learning their target language. further, it is in line with ahmed al-hassaani’s et al. (2017) who suggest that l2 learners are challenged using english attributive adjectival phrases. having observed the respondents' responses to the given questionnaire, it has become evident that strategies for mitigating and avoiding the effects of export blind spot development are indispensable in teaching and learning. all the given multiple-choice questions revealed learners’ remarkable competence although there were some areas where the learners did not perform as anticipated. nevertheless, under normal circumstances, such performance is an eye-opener to teachers of english as a subject that the development of expert blind spot cannot be alleviated completely but dealt with minimally. hence, the need to identify suitable strategies for mitigating and avoiding the development of expert blind spot in the teaching of english attributive adjectival phrases. qualitative data qualitatively, data collected using semi-structured interviews from two selected grade 11 teachers at khwevha secondary school were analysed to establish suitable strategies for mitigating and avoiding expert blind spot in the teaching of english attributive adjectival phrases. interview results guarantee the p a g e | 43 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 feasibility of strategies for mitigating the development of the spot. four transcripts from semi-structured interviews explored the effectiveness of the identified strategies for encountering error development. they assisted in determining teachers' reasons for using those strategies to enhance english proficiency in the use of english attributive adjectival phrases. transcription, analysis and evaluation of teachers’ perceptions of using the identified strategies were applied. themes emerging from the semi-structured interviews assisted in the arrangement of ideas from data analysis. the guidelines from the university of venda’s ethical standards for research writing including the absence of remuneration, the purpose of the research, the learners’ safety and non-disclosure of their identity were followed. to ensure compliance with guidelines, respondents were denoted as teacher a and teacher b. the following themes were examined to obtain teachers' perceptions on the strategies for mitigating and avoiding expert blind spot development in the teaching of english attributive adjectival phrases. export blind spot usually occurs in teaching and learning although some teachers are adequately trained in the rudiments of a particular course module or subject, chances of an expert blind spot are inevitable in teaching and learning. this is one area that brings challenges to teachers if they do not always guard against the development of expert blind spot. in this regard, learners suffer the consequences of teachers’ ignorance regardless of the qualifications they might have. in this situation, teacher a made the following comment: “when i teach my learners, i attempt to be sure that new learners are taken on board in the learning of english attributive adjectival phrases. nonetheless, it is not always easy to detect the development of an expert blind spot in the subject that i teach” from teacher a's comment, it is evident that the inevitability of an expert blind spot is possible and always calls for teachers to try to be vigilant for its development. p a g e | 44 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 teaching english attributive adjectival phrases is difficult for english fal teachers the teaching of english attributive adjectival phrases is difficult for english fal learners because of numerous areas that require specific strategies for teaching them. the blame is always apportioned to improper teaching of english grammar as an area where common errors occur all the time. most of these errors are committed in the use of english attributive adjectival phrases due to teachers' ignorance of the expert blind spot development. based on this discussion, teacher b elucidated that “english attributive adjectival phrases pose challenges to me. i did not have an idea concerning strategies for teaching them before this insightful awareness. henceforth, i will endeavour to use the identified strategies to make a rightful mitigation” looking at teacher b’s comments, the teaching of english attributive adjectives to grade 11 english fal learners calls for suitable strategies for mitigating and avoiding expert blind spot development in teaching and learning. learners commit errors in the use of english attributive adjectival phrases errors developing when learners are confronted with a task requiring elucidation of their knowledge regarding the use of english attributive adjectival phrases are unavoidable without the use of proper strategies for dealing with them. these errors include using the wrong adjective, overusing adjectives, placing adjectives in the wrong order, using multiple adjectives unnecessarily, stringing numerous adjectives, using words that are not real attributive adjectives, and abusing words requiring clear attention including 'late' and 'busy'. in this theme, both teacher a and teacher b stated their perceptions in the following way: “common errors in the use of english attributive adjectival phrases annoy us. learners are unable to use them accordingly. we always prepare our subject matter in advance so that we can teach our learners easily. nonetheless, after a particular task is given to them, we still find some errors committed” p a g e | 45 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 this comment makes us aware of the errors committed by grade 11 english fal learners and that if appropriate strategies for alleviating them are not put in place, the expert blind spot may develop timeously. innovative strategic interventions mitigate and avoid expert blind spot development expert blind spot development is often a challenge in teaching and learning english attributive adjectival phrases. various strategies for addressing the issues of the expert blind spot are available. however, not all the strategies are worthwhile for mitigating and avoiding the development of expert blind spot. hence, the need to use innovative strategic interventions for addressing challenges caused by the presence of expert blind spot in teaching and learning. both teacher a and teacher b confirmed that “when teaching english attributive adjectival phrases, learners’ response is not always positive. we read more english language books to obtain strategies for counteracting the development of expert blind spot” it is, therefore, obvious that without innovative strategic interventions for dealing with the development of an expert blind spot, it can be difficult for learners to understand the use of english attributive adjectival phrases. the results from teachers’ semi-structured interviews show that strategies for mitigating and avoiding the development of expert blind spot are indispensable in the use of english attributive adjectival phrases. during the semi-structured interviews, the researcher found that expert blind spot disorganised learners’ mastery of the use of english attributive adjectival phrases. the results support colmenare (2021) who suggests that building responsiveness with learners assists in mitigating expert blind spot development. the findings were in line with cusimano and lombrozo’s (2023) suggestion that the experts may unconsciously forget to present certain necessary steps and progressions. on the other hand, for the few incompetent individuals, the finding is congruent with ajaj (2022) who suggests that the use of english attributive adjectival phrases poses challenges in teaching and learning. also, it supports p a g e | 46 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 lado’s (1957) suggestion that language transfer occurs during the learning of an l2 language because they tend to transfer knowledge from their mother tongue to the target language. therefore, it supports maunganidze (2020) who suggests that the development of expert blind spot is morose for both scholarship and practice. nevertheless, the finding is congruent with (sharkey, 2020) who argues that allowing learners to show their area of expertise is a rewarding strategy in the teaching of english attributive adjectival phrases. also, it is in line with colmenare’s (2021) claim that strategies for teaching english attributive adjectival phrases build positive responsiveness and mitigates expert blind spot development. conclusions and suggestions this paper attempted to investigate strategies for mitigating and avoiding export blind spot development in the teaching of english attributive adjectival phrases to grade 11 english fal learners at khwevha high school in limpopo province, south africa. the paper presented both questionnaire and semi-structured interview results concerning strategies for mitigating and avoiding the development of expert blind spot in the teaching of english attributive adjectival phrases. this paper serves as an eye-opener to alleviate errors that are committed by learners in this regard. evidence-based results from this paper accentuate and sanction other authors' suggestions regarding the importance of strategies for mitigating and avoiding the development of this ‘spot’ in teaching and learning. the findings reveal that although teachers can be affected by the development of an expert blind spot when teaching attributive adjectival phrases to their grade 11 english fal learners, there is always room for improvement if they use the identified strategies such as ‘points of entry’, offering ‘explanations’, presenting ‘structures’ and checking ‘comprehension’ strategies as evidenced by both quantitative and qualitative research findings. results from the questionnaire endorsed the use of identified strategies to avoid the development of an expert blind spot in teaching and learning. also, qualitative findings from semi-structured interviews conducted with teachers a and b brought similar deliberations in this regard as they felt that the identified p a g e | 47 farisani thomas nephawe let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 strategies are indispensable in teaching english attributive adjectival phrases as learners are tactfully engaged in the classroom environment. the current paper brought the implications that the findings of this study can serve as informative paraphernalia or insights by which both teachers and their learners derive mutual benefit. lastly, data obtained from this paper can bring awareness not only to english language teachers but also to teachers of other subjects as well, since the expert blind spot knows no border and is likely to develop in 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(2023). probability and non-probability samples: improving regression modeling by using data from different sources. information sciences, 621, pp.424-436. https://unacademy.com/content/nda/study-material/english/the-top-five-errors-in-adjective-usage/%5baccessed https://unacademy.com/content/nda/study-material/english/the-top-five-errors-in-adjective-usage/%5baccessed https://www.researchgate.net/publication/352055750_6_type_of_research_and_type_research_design?enrichid=rgreq-023689ae69408dd3e44aa6f3af701dc9-xxx&enrichsource=y292zxjqywdlozm1mja1ntc1mdtbuzoxmdmwmtqzodk2mtkwotg0qde2mji2mty4nti2odk%3d&el=1_x_3&_esc=publicationcoverpdf https://denison.edu/academics/teaching-center/feature/140286 nonetheless, it is concerning that expert blind spot (jansen, vögelin, machts, keller, köller & möller, 2021), and problem-solving skills develop regardless of a common cognitive architectural phenomenon. although teachers’ knowledge includes blending... although many academic works have been attached to acclimatisation knowledge, little attention has been given to strategies for mitigating and avoiding the development of expert blind spot in the teaching of english attributive adjectival phrases. the... availability of language input, conducive environment in learning language and motivation and its relation to language acquisition daristya lyan rian dalu., heny setyawati., muhammad affandi arianto., nurul azizaturrohmah affandia@rocketmail.com state university of malang, malang -mail: abstract there are several factors affecting learners’ language proficiency. those are availability of language input, conducive social environment, availability authentic materials, and motivation. this case study aims to investigate the way how the learner’s language proficiency in speaking english is, how the availability of language input affects the learner’s language acquisition, what the roles of the environmental factors in helping the learner mastering english are, and how the learner motivates himself in learning english. in-depth interview is used to collect the data and the subject of this study was the eleventh grade student from a science class at sman 3 malang. the results show that he answered all of the questions briefly and clearly as if he got all of the ideas from each of the question. in terms of his fluency, it is in scale 4 because he spoke with near-native fluency and any hesitation did not interfere the communication. besides, his pronunciation and intonation is in scale 3. it was concluded that there were only few mistakes in his pronunciation although he used indonesian accent. in using grammar and vocabulary, the subject of this study is in scale 3 because he mostly used grammar and vocabulary choice or diction correctly. the subject shows that he does intentional learning. he takes english course instead of just learn english at school. besides, the kinds of motivation found are integrated and instrumental motivation. keyterms : language proficiency, conducive environments and motivation introduction acquiring a second language is never simple as it seems. learners must face several new terms related to language like new vocabularies, structure or grammar, idioms, pronunciation and others. some individuals, however, achieve better than others in acquiring a second language. according to several researches, there are several aspects behind these differences and have formed theories that may be helpful to english as second language learners in developing language skills in both academic achievement and social interaction. learners’ characteristics, such as introvert and extrovert, seem to play a role in how well they can acquire a language. introvert can be defined as a learner who is more interested in his own thoughts and feelings than in things outside himself, and is often shy and unwilling to speak or join in activities with others (zhang, 2008). in other words, learner who is introvert tends solve problems by him or herself such as opening a book or pace back and forth to come for solution. however, there are some examples mailto:affandia@rocketmail.com of introvert efl learners becoming proficient regardless of their timidity in language classes (anthony, 1963; entwistle, 1972; morris, 1979 in mohammadian). it can be noticed that introvert cannot be an indicator for someone to consider the language proficiency level. another characteristic is extrovert. learner who is more interested in what is happening around him than in his own thoughts and emotions can be called as extrovert learner. if the extrovert learner has problems, he or she would more than just likely find someone to help. in other word, he or she overcomes the problems by sharing ideas, feeling, arguments, and opinion during interaction with others. besides that, extrovert learner who is confident and outgoing finds it easier to learn a second language. they have less fear of making mistake, and making mistakes is an integral part of learning a new skill, especially language skills. naimanand todesco(1975) also argued that extroverts will be willing to try to communicate even if they are not sure they will succeed. in conclusion, extroverts likely achieve better in language acquisition. the situational and environmental factor also plays significant impacts in acquiring language. according to wang (2009) said that most of us know or know of learners who have learnt to speak a foreign language quite fluently because of their situational and environmental. acquiring language is not only based on teaching and learning process. they who travel and work abroad a lot, stay in their own country but who mix with speakers of another language can acquire language. besides that, learners whose families and communities support the process language acquisition will have better result in language mastery. the higher amount of language exposure will be essential. learners do better when they try to learn new language more because it is where the shaping process happens. besides, language learners also need more exposure to native english speakers, both written and spoken form. if learners are provided with more native-like language, the level of competence will improve faster. further, motivation is considered significant in its role in acquiring language. along this line of thoughts, learners’ motivation in learning english can influence their learning results. motivation is one of some factors affecting second language learning. harmer (2007) defines motivation as “the dynamically changing cumulative arousal or internal drive in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalized, and successfully or unsuccessfully acted out”. those can be concluded that motivation is simply as an interest, curiosity, or a desire to achieve. so, in order to understand why language learners were motivated, it is essential to understand the learners’ ultimate goal or purpose for learning the language. there are some kinds of motivation according to some experts. gardner (1985) stated in his theory that motivation is identified in two distinct orientations; namely, integrative motivation and instrumental motivation. both of them affect foreign language learners in one way or another. from those preceding aspects affecting the language acquisition, a case study was conducted in order to know what the effective ways of acquiring a language are. therefore, this study will formulate research problems as follows: 1. how is the learner’s language proficiency in speaking english? 2. how does the availability of language input affect the learner’s language acquisition? 3. what are the roles of the environmental factors in helping the learner mastering english? 4. how is the learner’s motivation in learning english? research design since the study is a case study, in collecting the data the researchers conducted an indepth interview. the subject of this study was the eleventh grade student from a science class at sman 3 malang. the initial name is vs. the researchers chose him because he is cosidered as the most proficient learners at his school. the detailed analysis of how proficient he is in speaking engish can be seen in the research findings. the instruments used in this study were tape recorder, interview guide, and notes. besides, the researchers used scoring rubric which was adapted from cohen and brown (2001) in scale 1-4. (see appendix 1) findings and discussions the subject’s english proficiency the accuracy and fluency of language use can be seen from the speaking ability someone has. before going further into the analysis, it is also important to measure the subject’s proficiency in speaking english. speaking is needed in learning language because it functions as the vehicle of communication. thus, in investigating the subject’s speaking ability, the subject was interviewed using several questions related to his interest, hobbies, and families. the subject’s level of english acquisition will be measured based on the following aspects: communicative, fluency, the use of grammar and vocabulary, and pronunciation. seen from scale 1-4, the subject’s communicative aspect was 3. it was concluded because he showed his doubts in answering the questions and he asked for the repetitions. however, he answered all of the questions briefly and clearly as if he got all of the ideas from each of the question. in terms of his fluency, it is in scale 4 because he spoke with near-native fluency and any hesitation did not interfere the communication. besides, his pronunciation and intonation is in scale 3. it was concluded because the researchers found that there were only few mistakes in his pronunciation although he used indonesian accent. in using grammar and vocabulary, the subject of this study is in scale 3 because he mostly used grammar and vocabulary choice or diction correctly. however, the number of his diction was limited. in sum, the score of the subject’s speaking skill is 89 as measured based on the accumulation score on the speaking rubric used.(see appendix 1) the score of the subject’s speaking showed that he acquired the language well because he could answer the questions by not only saying yes or no but he mentioned the reasons as well. he could express his opinion and shared his thoughts when the researchers asked his opinion in the interview sessions. it was concluded that the subject’ level of acquisition has reached the intermediate level. as synthesized from krashen (1983), there are five stages to predict learners’ ability. there are silent period, early production, speech emergence, intermediate fluency, and advanced fluency. based on these stages, the subject of this study belongs to intermediate fluency because of several aspects were present in this stage. in the intermediate level, learners tend to use more complex sentences when speaking. they are willing to express opinions and share their ideas. they clarify what they have learned in the class. the learners are also able to comprehend english literature and social content. they also use strategies from their native language to learn content in english. some of those aspects were shown during the first session of the interview. the subject has a friend from thailand who speaks native-like to practice his english. besides, he also uses several books, magazines, and video to improve his english. thus, the english of proficiency of the subject of the study is considered as good. there are many factors influencing the level of proficiency of the subject. these factors are availability of language input, conducive environment for learning english, and motivation. the availability of language input based on the interview, the subject tconfessed that he has already learnt english since he was in first grade of elementary school. it is about 9 years until now. it shows that it has been long enough for him to learn english. zhao and morgan (2004) concluded that there are potential advantages in an early start to second language acquisition. in this early age, learners learn their second language unconsciously. they show natural desire to participate in their social life which can also help them in learning language. related to this study, the subject has great willingness to learn english seen from when he starts to learn that language. the subject shows that he does intentional learning. he takes english course instead of just learn english at school. he goes to the course once a week. in his course, he usually speaks english with his friend from thailand. his friend speaks english every time they meet so the subject can practice his english. transcription convention i : interviewer vs : the subject’s initial name episode 1 i : what about speaking? vs : aaa… and then because i’m in a group in my course with my english friends who speak english everytime i meet them i : ok, so you take english course? vs : yes i : how often was that in a week? based on the transcription above, we can see that the subject try to learn english not only at school but also at the english course. he practices his speaking skills by interacting with his friends and because one of them is from thailand, so they communicate by using english. alsayed (2003) in his research found that by doing early exposure to the second language, learners could have high achievement in oral skills. related to the subject in this research, it is seen from the scoring rubric above that the subject’s speaking skills is good. it is likely as the result of learning through exposure. in learning english, he never interacts with the native speaker of english because he does not have english native speaker teacher. however, few of his teachers in english course, which is from indonesia, had been stayed in united states for few years so the teachers speak like the native speaker. besides, the subject also learns english by practicing his english with his parents even though it is not quite often. he said that he uses english almost everyday in written or spoken. he usually speaks english with his parents, friends, and teachers. following is the transcription of interview about this issue. transcription convention i : interviewer vs : the subject’s initial name referring to dulay, et. al. (1982) about frequency as one of the micro-environmental factors, it is known that the more learners hear the second language they would acquire that language sooner. in other word, by doing communication, speakers can express their ideas, opinion, arguments, and feeling by speaking to their hearers. automatically, hearers without forcing to give feedback to their interlocutors indirectly get positive impact to their second language acquisition. the subject in this research hears english quite often because he hears in his school, in his course, and also in his house. besides, one of macro-environmental factors, target language models, also influences the availability of the learners’ language input. parents are the closest environment to the subject. thus, it could help him in acquiring english. muho and kurani (2001) also concluded that interaction gives positive effect on learner’s development of second language acquisition. interaction may provide challenging situation for the learners to episode 2 vs : yes, my friends and then my parents and then my teachers, and then umm yes from native speakers from aaa… i : with your parents, how often do you use english? vs : not really often i : not really often but once in a while use english vs : yes understand the process of acquisition. by having interaction, they may engage in discussion and since it happens in conversation, the language learning process is meaningful. regarding to the incidental learning, sometimes he reads books, watches some english programs on tv and also in the internet to help him learn english. in improving his vocabulary, he reads english written novel entitled “the hunger games”. in that novel, he likes a character named peeta. based on yamashita (2013) in his investigation, reading a text which student chooses by him/ herself will increase the positive feeling towards reading attitude. it also may increase learner’s intrinsic motivation more than their extrinsic motivation. moreover, by watching some english programs or videos, he indirectly learns about the pronunciation from the native speaker like the accent. it could help him in learning english since he does not have any native speaker teacher. conducive environment for language learning one of the important factors to support learners learning english is to provide them with the conducive and accommodating environment. several effective ways can be addressed to achieve a perfect environment in learning english. based on the interview conducted to the subject of the study, it was found that the availability of the authentic reading materials is helpful to improve learners’ english skills. the subject said that in his house, national geographic magazine is provided. it is also said that the subject has some favorite pages from the magazine. one of his favorite pages from the magazine is about anything related to wild animals. it is likely that he enjoys reading the part and he also finds it interesting. in short, he does reading as an enjoyment. transcription convention i : interviewer vs : the subject’s initial name episode 3 i : you already mentioned about some magazines that you read including national geographic. do you have other source of reading materials like books that help you learning english? vs : i only read the magazine and some other articles on the internet. the availability of other kinds of books as accommodating materials has also played a role in providing the subject with a conducive environment in learning. however, as stated by the subject during the third session of the interview, it was known that the subject does not have any more books to read but internet articles and magazines. it seems that the subject does not have any interest to read other kinds references except from magazines and online articles. it was then noted that the subject is only motivated to read when the reading materials is in the form of articles taken from magazine or online articles. that is quite reasonable knowing that those two reading sources are interesting. moreover, the subject does not seem to enjoy reading a bit serious topic. he is likely interested only in reading enjoyable materials. this might be a basic dilemma for language learners who still reach the intermediate level. transcription convention i : interviewer vs : the subject’s initial name episode 4 i : how about the role of your friends in learning english? do you believe that their role is also important? vs : i think their role is not big because sometimes they do not speak english much and if i speak english they will say that i am “keminggris”, just like that. friends and colleagues will be the last mentioned factors needed to build a conducive environment in learning english. having more friends to learn english will be better. friends and colleagues will be of a benefit as an individual will have someone to communicate with in english. however, the subject noted that his friends, specifically his classmates, do not really motivate him to learn english. when he speaks english in class, not during the english class, he said that his friends just ignore him and even emphasize that he should not speak english when it is not the english lesson. although his friends often show him that negative attitude, thing from the subject never feels unmotivated by his friends’ attitude toward speaking in english. from the finding taken from the interview, it can be concluded that there are several aspects that support a conducive environment in learning english. the aspects are the availability of authentic reading materials like online articles and magazines and the role of friends or colleagues. since the last two aspects mentioned are related to motivation, it will be explained further in the next sub chapter. hence, be the focus of the discussion here is the availability of authentic materials since it is considered as the key aspect. according to jordan (1997:113), authentic materials are texts that are not written or designed for language teaching purposes. the purpose of using the authentic materials is to allow learners to enjoy reading or watching it. guariento& morley (2001: 347) stated that authentic materials is important for learners since it increases learners' motivation for learning, makes the learner be exposed to the contextual and meaningful language. the main advantages of using authentic materials are: a. they have a positive effect on learner motivation b. they provide authentic cultural information c. they provide exposure to real language d. they relate more closely to learners ' needs e. they support a more creative approach to teaching. in teaching discourse, or preferably in learning it, authentic materials are suggested to be used. the reason is that authentic materials will result on a meaningful learning. learners will not only read for understanding, but they will also read to make themselves familiar to the culture and context a text possesses. besides, authentic materials have a positive effect on learner motivation. learners will be motivated more if they learn something that is also useful to their life and environment. authentic materials might also be able to fulfill the learners’ needs and interests. not all learners like to read textbooks. rather, it will be better if the english language teachers provide varied reading materials so that learners can choose which text suits to their interest. motivation as we know that factors that influence the level of learners’ proficiency in learning english especially learners especially in speaking are language aptitude, learning, intelligence, and personality. another factor which is frequently cited to explain why some learners are more successful than others is individual motivation. according to troike (2006:20), motivation can be defined as need and desire to learn. in other word, motivation is simply as an interest, curiosity, or a desire to achieve. motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an l2.troike (2006:86) also explained about the distinction between integrative and instrumental motivation. in this study, researchers analyzed kinds of motivation found in the subject who have being studied english at sma 3 malang. integrative motivation according to mohammadian (2013: 2037), learners who have integrative motivation generally identify with the people in the target language group, have the curiosity to understand its culture, and may even want to be accepted as a member by the language community. troike(86) also define motivation as the interest in learning l2because of a desire to learn about or associate with the people who use it(e.g. for romantic reasons), or because of an intention to participate or integrate in the l2-using speech community. in other word, integrative motivation deals with language learning for personal growth and cultural enrichment. based on the interview with the subject, he has integrative motivation. the fragment of conversation between the interviewer and the subject can be seen below: transcription convention i : interviewer vs : the subject’s initial name episode 5 i : next..do you have anything to say about english? what english means to you? vs : i think english means a lot for me because it helps me to communicate with some foreigners..and then to improve my skill in leaning language..and then because english helps me to learn other languages because english relates with languages like french and german.. based on the conversation above, it was found that learner is motivated to learn english because he thinks that english means everything for him. he also said that english helps him to communicate with foreigners. in addition, he is motivated by his parents, teachers, and his friends. because he wants to be able to communicate with foreigners, it was noticed that the learner has integrative motivation because he wants to be accepted as a member of english community. madsa (2012:2) noticed that learners who have integrative motivation want to learn a language in order to communicate with people of another culture who speak. instrumental motivation according to gardner (1983:203), instrumental motivation is "learning a language because of someone or less clearly perceived utility it might have for the learner. troike (2006:86) added that instrumental motivation involves perception of purely practical value in learning the l2, such as increasing occupational or business opportunities, enhancing prestige and power, accessing scientific and technical information, or just passing a course in school. in other word, learners who have instrumental motivation want to learn language just for more immediate or practical goals such as to pass examination. based on the interview with the learners, he has instrumental motivation. the fragment of conversation between the interviewer and the student can be seen below: transcription convention episode 7 i : okay..so you interested in debate..what about the role of english regarding to reaching your future goals…do you think english will has a big impact in reaching your future goal..dreams..thinks like that..? vs : ???? i : like finding job episode 6 i : ok..that is quite commitment right..then..is there anything to say that why you are interested in learning english? vs : ooo..because i was motivated by my father to learn english and then i was motivated by my teacher in school..and then my english course teacher to learn english because i will get some good experiences by learning english just like speaking with foreigners, and then..ooo.. i can understand more articles fromthe outside world from the europe and united state of america..their articles i think are better than indonesian articles…so i can learn more. i : interviewer vs : the subject’s initial name based on the analysis of the fragments of conversation above, it was found that the subject does not have only integrative motivation but also instrumental motivation. he learns english because he think that people who master in english have more opportunities to get good jobs than people who does not. besides, to make the answer reliable, the interviewer replied the similar question regarding to the instrumental motivation and the subject said again that he learns english because he wants to get a good job. so, it indicates that subject has another kind of motivation called instrumental motivation. according to tahaineh and daana (2013: 163), with instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work achieving higher social status. conclusions there are several factors affecting learners’ language proficiency. those are availability of language input, conducive social environment, availability authentic materials, and motivation. from the interview conducted to the subject of the study, it is believed that he belongs to intermediate fluency. the subject has reached the aspects episode 8 i : okay..good.. the last question..give me brief reason why since now you keep studying english vs : yes..as i have told you before…because i want to travel around the world…then i want to get a good job..and then i think quitting from something is not good especially quitting from learning english because it is really important and…. i : it is an international language vs : yeah..it is an international language required as explained previously. in reaching the aspects, the factors of language proficiency have played a role. firstly, various language inputs affect the subject in improving his language skills. as explained, he learns english from his native friend, course teacher, school teacher, and his classmates. the more language input an individual has, the more advantageous it is in his language improvement. secondly, referring to the conducive of the social environment, the subject of the study is provided with several authentic materials such as magazine and online articles. authentic materials seem to help the subject learn language enjoyably and it also motivates him to learn english. finally, there are two kinds of motivation that the subject emphasized. he has integrative and instrumental motivation. related to integrative motivation, the subject is motivated to learn english because he is eager to communicate with foreigners. seen from the instrumental motivation, the subject learns english because later in the future, he wants to get a good job. based on the previous discussion, it is suggested for the teachers that they should provide authentic materials for learners. it will be helpful for the learners since the learning activities will be incidental learning. in addition, teachers should not implemented learning activities which include instrumental motivation. learners will not effectively learn if after learning, they just expect something in return. for parents, it is important to note that they should always support their children’s learning by providing them with some materials like english magazine and tv cable to improve the language exposure. finally, it is also the role of the parents who guide and motivate their children to learn. parents are the ones having the most of the time being with children. therefore, the parents’ role to give guidance and motivation to the children is irreplaceable. references alsayed, m. (2003). factors that contribute to success in learning english as a foreign language. damascus university journal, 19(1):21-44. dulay, h., burt, m., &krashen, s. (1982). language two. new york: oxford university press. guariento, w. & morley, j. (2001).text and task authenticity in the efl classroom. elt journal, 55(4):347-353. harmer, j. 2007. the practice of english language teaching. london: longman elt. jordan, r. r (1997). english for academic purposes: a guide and resource for teachers. camxbridge. cambridge university press. krashen, s. d. (1982). principles and practices in second language acquisition. oxford:pergamon press. madsa, t. (2012). motivating students’ speaking skill through simulation in english for specific purposes. paper presented at international conference, mae fahluang university, 1stmay. mohammadian, t. 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(2008). the role of personality in second language acquisition. asian social science, 4 (5): 58-59 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||10||issue||1||pages||107-130||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php analysis of human struggle of main characters in indian drama film “black” (2005) fitri nur fitria tiranurfitria@gmail.com institut teknologi bisnis aas, indonesia article history: received: 21 april 2022 accepted: 12 june 2022 this study describes the struggle of the main characters in the black movie. this study is descriptive qualitative. the analysis shows that 1) sahai convinces michelle's parents, especially her father to help michelle. 2) sahai controls michelle's emotional disturbance by ignoring her anger and refusing to speak through fingerspelling. 3) sahai teaches fingerspelling by touching and forming letters on michelle's hand. 4) sahai teaches michelle good manners in eating with a spoon. the impact of sahai's struggle on michelle's life is 1) michelle can spell letters and words. 2) michelle gets a college education and can graduate. 3) she can become fully human is physically limited. the film shows human struggle trapped in the darkness that surrounds michelle's life makes her behave like an animal because she can't catch and understand the teachings and attention of her parents. michelle as a disabled child since birth, can't see and hear, which makes her mother look for a teacher to educate her. sahai teaches her how to communicate through hand and mouth gestures. so, we can understand the struggles of the parents, teacher, and michelle's struggle to find light in her life. keywords: black film; human struggle; indian film; http://jurnal.uin-antasari.ac.id/index.php mailto:tiranurfitria@gmail.com p a g e | 108 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction as a human expression, literature can be classified into poetry, films, dramas, and novels. they are called literary works. the product of the development of drama is called a movie or film. according to mukhlisah (2014), the film shares the ability to structure grammar and use storytelling styles. humans can learn many things from movies because movies contain many valuable lessons, messages, and fun (riyanti, 2014). according to lee (2021), the film is a literary work or is a collection of various indications and possibly themes, creeds, or dogmas, the objective of which is to guide the audience beyond the work's language and scenes. a film is a communication tool in the form of audio-visual which has the function to convey a message in it. film as mass communication is a combination of various technologies such as photography and sound recording, art, both fine arts and theatrical arts, literature and architecture as well as music. character, characterization, storyline, setting, point of view, as well as theme, moral message, and symbol all contribute to the story's structure (santoso, 2020). one of the important points in the film is the theme. nuriadi (2016) defines a theme as a general idea that underlines the whole story. the theme is the main meaning or idea that is used as the basis in making literary works. so through the theme, we as readers or viewers can find out a broad picture of the story raised in the literary work. the theme is the spirit or soul of each short story or film itself. this theme will determine the conflict and become the basic idea for the development of the entire content of a short story or film. so, every story always inserts a theme, message, and moral values in it, and indian films are no exception. the term "bollywood" is sometimes used incorrectly to refer to all indian films, which have many centers in the film industry. 'bollywood' is the dominant global word used to refer to bombay's thriving hindi language film industry (renamed mumbai in 199s). music, dance routines, melodrama, and an emphasis on stars and spectacle define this style (ganti, 2004; rishi, 2012). bollywood is the largest film producer in india as well as one of the largest film producers in the p a g e | 109 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 world. one that is quite synonymous with scenes in bollywood films is dance and singing. usually, there is one scene, where film actors sing and dance. it is like eating vegetables without salt, it is less satisfying if we don't see music and dances in bollywood movies (ali et al., 2021). the impression that has already been attached to the image of indian films as described above is nowhere to be found in the most film. the hallmark of the bollywood film storyline is that it provokes the emotions of the audience, which is like riding a rollercoaster, going up and down very quickly. even though the audience knew that at the end of the story, sometimes there would be a "happy ending" scene, they were still amazed. the diversity of genres in indian films always attracts attention. one of them is an indian film that raises stories that are considered to inspire many people. bollywood films are 2.5-3.5 hours long, divided in half by an interval (anjaria, 2021). having a long duration turns out to make it easier for indian films to present emotionally draining scenes. bollywood is referred to thematically within the films themselves (desai, 2004). moreover, coupled with the interlude of songs that represent the feelings of the main character. some of the stories in this inspiring indian film are taken from true stories. there are also stories adapted from famous novels. in addition, the inspirational stories in this film also emphasize the element of 'closeness' to everyday life, such as showing great parents, people with disabilities, and many more. several previous studies are related to this research. first, fitriana (2008) reveals that how the struggle for life in zack snyder’s 300 movies. the principal character's difficulty is his struggle to overcome his condition, which forces him to adopt an individual psychological perspective. second, bahagiawati (2009) reveals a struggle for equality of career in jonathan demme's philadelphia film, the battle for equality is depicted. andrew beckett prevails in his court battle against his boss as a result of his fight for equality. third, wardani (2010) reveals that the struggle for the love of isabella swan is reflected in catherine hardwicke’s twilight movie. bella's struggle and inadequacy make her a good girl with many friends. bella is also frightened that if she loses her love edward, she would have to live with him p a g e | 110 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 until she decides to become a vampire. fourth, hadi (2011) reveals the class struggle in the movie titanic. the analysis shows that class conflict occurs due to class differences and rights in society. in this film, cal, a bourgeois who thinks money can buy everything. while, jack, who represents the proletariat, is a poor artist who has no money and no power. but he can still live happily and win his love for rose from cal. fifth, saputri & rindu (2013) reveal the struggle of a mother for social justice and resistance to the patriarchal system is shown in the film changeling. sixth, rato et al. (2013) reveal the struggle of the children of the interior of papua in the film senandung di atas awan in their pursuit of education. besides trying to get the audience excited, about kids' school, this film also implies a strong meaning that papua is part of the territory of indonesia that cannot be separated. seventh, rahmawan (2016) reveals a father's struggle for son in guntur soeharjanto's tampan tailor movie. the meaning of the father's struggle for the child is represented in 4 figures, namely: the head of the household, an educator, a protector, and a substitute for the mother. eighth, aziz (2019) reveals sutomo’s struggle in the film "tempa warisan majapahit ". he tries to preserve the keris by educating students and tourists. ninth, (hamdan, 2021) reveals the woman's economic struggle in the film enola holmes. both female characters in the accomplishment film worked and earned money for their own needs, including eudora, who funded the quest for suffrage. based on the previous studies above, it shows that the studies have similarities and differences from this research. all studies focus on the struggle, but the research object is different. there is a struggle for life, struggle for equality of career, a struggle for love, struggle for class (social structure), struggle of a mother for social justice and resistance, struggle of the children in education, struggle for father to son, struggle in defending art and heritage, and woman's economic struggle. this research is interested to analyze the struggle, but this research focuses on the struggle of the main character (as a teacher) to teach his students (a blind and deaf girl) in the indian film black. p a g e | 111 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 black is a 2005 indian drama film directed by sanjay leela bhansali and starring rani mukerji and amitabh bachchan. this film entitled black is well packaged and feels quality. in time magazine, this black film is considered to be included in the ranks of the best films of 2005, on the same caste as other quality films. black is here to steal the hearts of the audience with no colors, no singing, and no distinctive dance that makes us forget for a moment that this film is a bollywood film. black is a story full of melodrama but not boring and very inspiring adapted from the true story of the struggle of the legendary helen keller the deaf, blind, and speech impaired born in alabama, the usa in 1880. therefore, the purpose of this study is to describe the struggle of the main character (debraj sahai) to teach michelle mcnally to be accepted by family and society. method this study uses qualitative description. qualitative research must be devoid of numbers; it is not permissible to distill numbers and, most emphatically, it is not appropriate to employ statistical techniques (coolican, 2013). in this research, the researcher tries to analyze the film with a focus on the main character's struggle to teach michelle mcnally. in analyzing this film as the object of this research, the researcher uses a descriptive approach. the data was collected by using a document. thus document analysis also is valuable when used in concert with the other qualitative data collection methods (grady, 1998). altheide & schneider 92012) state that a document can be defined as any symbolic representation that can be recorded or retrieved for analysis. the type of document use an indian film entitled black completed with english subtitle. the data is analyzed qualitatively about the dialogue, subtitles, and scenes related to the struggle of debraj sahai (teacher) to teach michelle mcnally (mute and deaf child) in the film "black". the researcher viewing the film entitled "black" several times, focusing on the dialogue and subtitle, and scenes. then, the researcher notes the important points of data related to the research purpose. p a g e | 112 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 findings and discussion findings the purpose of this study is to describe the struggle of the parents, debraj sahai to help michelle mcnally to be accepted as a fully human in physically limited. there are several findings found in this research as described below in the table or figures. source: google (wikipedia – imdb) picture 1. cover film black (2005) in describing the struggle of the parents, debraj sahai to help michelle mcnally to be accepted as a fully human in physically limited, there are several dialogues on the subtitle movie “black” can be seen below: recognizing the michelle’s condition example 1. scene time: 0:10:13 00:12:19 mr. mcnally : for eight years, every day a new accident, hurting someone with a knife, or breaking her head! she could have burnt the whole house down. with michelle, we can never be happy. p a g e | 113 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 mrs. mcnally : what are you trying to say? mr. mcnally : we will send her to an institution. mrs. mcnally : do you mean a mental asylum? how can you think that? mr. mcnally : i love her just as much. i still want to send her away. she could cause irreparable damage. mrs. mcnally : no. i'm sorry. i don't agree. mr. mcnally : there is no other solution. i have no more patience left. mrs. mcnally : sara! oh my god! paul, leave her! mr. mcnally : she will not stay here another moment. she almost killed sara. mrs. mcnally : let her go! it's not her fault. for god's sake! try and understand her. you, l, everyone can see, listen and speak! she is suffocating in her darkness. there's this school in dehradun where children like michelle are given special training. if you let me, i can write to a teacher. mr. mcnally : we do not need a teacher. we need a magician. i don't want to hear anymore that there is no cure for our michelle. mrs. mcnally : one last time paul. maybe this is the teacher who is the magician, who will bring light into michelle's life. p a g e | 114 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 based on the example of the subtitle in the dialogue above, shows michelle’s condition. michelle mcnally is described as a deaf-blind girl. michelle is a girl who lost her sight and hearing after recovering from an illness at the age of two. he grew up with limited ability to see, hear, and communicate, so he became an abusive childhood and couldn't control himself. when she was 8 years old, her parents who were almost desperate to face michelle met a “magician” teacher who eventually, through hard work, was able to help michelle find a way to learn and communicate despite her limitations. educating how to behave example 2. 00:19:48 00:20:43 mr. sahai : what is this bell for? mr. mcnally : this is her identity. if she is lost, we find her through its sound. mr. sahai : take it off! when you think, that your child is an animal. what do you expect of others? mr. mcnally : it's your job to make her human. mrs. mcnally how do you plan to do this? mr. sahai : these fingers, mr. mcnally. they're eyes of the blind, voice of the mute, poetry of the deaf. raise it to a sword, clench it for strength. they can feed you and slap you. they can point you towards god and even the door. it isn't as easy as you make it seem. p a g e | 115 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 example 3. 00:21:35 00:25:42 mr. mcnally : leave her, mr. sahai. mr. sahai : no. she has to learn how to behave. mr. mcnally : leave her hand, mr. sahai! mr. sahai : this is the only reason, she hasn't learned anything. i will not tolerate this in front of me. mr. mcnally : michelle eats like this. either she eats from her plate or stays hungry. mr. sahai : am i understood? mr. mcnally : let her eat, you will get another plate. mr. sahai : i don't have a problem with the plate, mr. mcnally. the plate is fine. mr. mcnally : let her go. mr. sahai : this is no way to teach. don't you feel pity for this handicapped child? so, she can do as she pleases? no, mr. mcnally, i pity you, and don't you dare call her handicapped. mr. mcnally : mr. sahai, handling michelle like this! p a g e | 116 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 mr. sahai : mrs. mcnally, you had said that you'd cooperate. all right, there's no point in going on like this. mr. mcnally : let's give him a chance. let him do his job, paul. mr. sahai : no. you will not use your hands to eat your food. open it, open it, open, and open your hands. leave, leave it. leave it. sit. sit down. you will not touch the food with your hands. sit down... sit. stop it... stop it. just stop it, just stop it. stop it. just stop it. stop it. mr. mcnally : spoon. spoon. mr. sahai : your mother's not here. just your teacher. your teacher... just me. where are you going? where do you think you are going, you are not going to,.. don't...wait... where do you think you are running from? you are not going out...come along... with me...come on. come here... sit. you are going to eat your food with a spoon. come on. you are going to eat your food with a spoon, come on. open your mouth... open it. open your mouth. open, open it. yes. yes very good. based on the example of the subtitle in the dialogues above, we can see what happened. debraj sahai arrived at the residence mcnailly family to provide special training to michelle. when while eating, mr. sahai tries to teach michelle how to eat well although he had to try hard to deal with michelle's behavior. for ordinary people who watch this film, they will know that the teaching pattern given by the parents is very inhumane. an 8-year-old child is given a rough teaching pattern because of his attitude that tends to be rebellious like an animal, even on his body a bell is intentionally attached as identification like a dog or cat. mr. sahai just wants michelle to be like a normal human being, ethical and knows manners, for example in eating. slowly but surely michelle began to understand the little things that p a g e | 117 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 became a habit. slow down and make a little change to michelle by teaching her how to use a spoon. mr. sahai accustomed michelle to eating using plates, spoons, and forks so that she became accustomed to doing this (conditioning), and was repeated until michelle was able to do it. educating to recognize words example 3. 00:27:09 00:33:04 mr. mcnally : i need to talk to you, mr. sahai. are you busy? mr. sahai no. not at all. i was just writing to my friend, about michelle. she has learned her first lesson today, etiquette, and behavior. that you do not possess. anyway, i'll skip the pleasantries. i want you to leave this house. i will not leave without completing my job. i've only just started. still, a long way to go. you know. mr. mcnally : i don't like the way you teach. we don't need you anymore. you're taking the first train tomorrow. mr. sahai : and michelle takes the next to the mental asylum? now she's deaf-blind and also mentally retarded. mr. mcnally my daughter... is my responsibility. mr. sahai : and mine too, mr. mcnally. you do understand that this will destroy her completely. michelle is deaf and blind. she is not mentally retarded! she needs to recognize words. everything that she touches, and that she eats has a name, which has a meaning. i will teach her to speak through signs. till she is secure in her house. p a g e | 118 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 mr. mcnally : this can't happen. mr. sahai that's why! firstly, i will have to change this part of the house. everything should be new for her. no papers, no books, only empty walls. i'll even change the smell of this room. secondly, only i will have a right over michelle. she will rely only on me! third thing, no one including you will be allowed here. no, no no, don't shake your head! look at me... look! mr. mcnally : it's difficult but it will have to be done for michelle. mr. sahai : fourth thing, all i want is time and trust. based on the example of the subtitle in the dialogues above, we can see debraj fixed at its establishment will continue to provide training to michelle so that she can be normal. paul went on duty for 20 days and debraj asked mrs. mcnally gave him 20 days. during those 20 days, debraj continued to teach michelle to recognize the objects around her even if she has to deal with michelle's uncontrollable behavior. in black, the teacher struggles to enable his student to realize her hidden potential by arousing her differently functioning senses. example 4. 00:50:02 00:58:01 mr. sahai : you brat... you want to throw water at me! let me teach you what water is! come here! what water is, come on! this is water... water... water... give me your hand.. this is woah... water... water... understand? water! water... it's water...w.a.t.e.r. mrs. mcnally! yes... this is 'grass'. g.r.a.s.s. spell it. very good... very good. mrs. mcnally! that's 'flower' flower, p a g e | 119 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 flower... f.l.o.w.e.r... flower. mrs. mcnally! mr. mcnally! mr. mcnally! mr. mcnally! mr. mcnally : what's wrong mr. sahai? is michelle all right? michelle she...mrs. mcnally. she knows. she knows, she knows the meaning of words. she actually. actually knows the meaning of words. look! yes, michelle... mother. mother... michelle : maa.. mr. sahai : once more. mother michelle : maa.. pa... pa...pa... mr. sahai : this is 'teacher' . 'tea..cher' michelle : tee... mr. mcnally : yes...yes, he's your tee : dear ms. nair, you'll be happy to know. that i have...i have. that day you had won your first battle over my darkness. but today you don't remember anything. now i will fight against her darkness. i'll teach her everything i taught her “water”. the first word that i taught her...and after that, i typed every little detail on her hand like a maestro playing a symphony. based on the example of the subtitle in the dialogues above, for 20 days michelle was under mr. sahai, without any intervention from his mother. until finally on the twentieth day, michelle managed to say her first word, water. we can mr. sahai got used to michelle using hand codes to understand everything around her, even taking her around to find out and understand everything. finally p a g e | 120 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 michelle can understand what mr. debraj sahai does through conditioning, such as teaching michelle to spell the first-word "water" and so on. in addition, this is also done repeatedly. higher education example 5. 00:58:15 01:05:33 mr. mcnally : coming, mr. sahai. just a moment i'd like you to meet mr. fernandez, principal of the king edward university. mr. sahai : i want michelle to study in their college mr. mcnally : it's an honor to meet you, mr. fernandez. mr. sahai : look at that girl. she can't hear or see, and still just look at her, it's wonderful. that's michelle mcnally. the girl i was talking about. mr. fernandez : that's impossible mr. sahai. mr. sahai : impossible is a word that i have never taught her mr. fernandez. there are special schools for such children where they are taught many things. to make baskets, weave carpets. have you heard of a girl like michelle getting admission to a normal college? mr. fernandez : no. mr. sahai : but i would love to. p a g e | 121 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 mr. fernandez : how will she understand the lectures? mr. sahai i will sit with her in the classroom. she will learn everything through signs. every word, every letter. michelle, meet your principal. i've told him. you want admission in arts, not science mr. fernandez : mr. sahai, i will have to consult the trustees on this. you get few chances for good deeds. and i hope that you will not lose this opportunity. the principal : mr. sahai, you know this university is for normal students. but because of your faith in michelle and because we believe you are a good teacher, we will interview michelle. mr. sahai thank you. the principal : but today, you cannot interpret for michelle. we have called a special teacher, who doesn't know either of you. she will interpret. mr. sahai : michelle, they will interview you. the principal bravo! excellent. congratulations, mr. sahai. your student is now a part of our university. based on the example of the subtitle in the dialogues above, mr. sahai believes that there are general schools for such children with disability. through his eager involvement, michelle blossoms grow, gives up her violence, and even gets admitted to a school with 'normal' children like others. in college, he makes sure the principal that he will sit with michelle during learning in the classroom, so michelle will learn everything about a word, letter, and sentences through signs. here, mr. sahai struggles to get equal education for michelle who has a deaf-blind ability. p a g e | 122 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 discussion black (2005) is an indian film of the melodrama-filled and very inspiring story adapted from the true story of the struggle of the legendary helen keller, the deaf, blind and speech-impaired born in alabama usa. it tells the story of a young woman who cannot see, hear, or speak, and a teacher who brings a ray of light to her dark world. “black” is an eccentric film is once again born by sanjay leela bhansali. unlike the previous films which were full of colorful fabrics, classical songs, and dances, black is here to steal the hearts of the audience with no color and no sound. the cinematography is really beautiful and seems to take us to a european nuanced film setting. filming was only done indoors at a film studio in mumbai and outdoors in the shimla area. black is a story full of melodrama but not boring and very inspiring. a touching story like when michelle begins to understand the meaning after the various violence she has experienced is very touching. the european nuance, without dancing and singing for a moment makes us forget that this film is a bollywood film that is synonymous with it all. the film, which adapts the true story of hellen keller, is well done highlighting a human struggle. how someone who is trapped in darkness when a connector that connects him to the outside world is lost, and he tries to find a speck of light. michelle mcnally (rani mukherjee) who is described as a deaf-mute woman meets her former teacher, debraj sahai (amitabh bachan) who has forgotten her due to alzheimer's disease which is now suffering. the film then flashes back to little michelle who is in a black world where she is isolated in darkness, trapped by her inability to see, hear, and express herself. he grew up to be a wild and uncontrollable child. his parents, paul and catherine, were at their wits' end to control him. until a deaf-blind teacher who is 'weird', debraj sahai comes and begins to give little light to michelle. p a g e | 123 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 at first, michelle's parents made some mistakes while educating michelle. michelle's mother is too indulgent, so michelle doesn't want to study and tries to regulate herself. on the other hand, michelle's father is being too harsh, by giving punishment in the form of physical punishment that gives pain. in addition, they treated michelle in an inhumane way, by tying a bell around michelle's neck like an animal, to detect her whereabouts if michelle disappeared. they also almost put the little michelle into a mental hospital because she was desperate for michelle's strange behavior. perhaps the layman who watched this film would think that the teaching pattern given by the teacher was very inhumane. an 8-year-old child is given a rough teaching pattern because his attitude tends to be wild like an animal, even on his body a bell is intentionally attached as identification like a dog or cat. fortunately, michelle's mother is strong and doesn't give up easily in fighting for the best for michelle. the resilience of michelle's mother gave an example that the role of the family in forming a child with special needs is very large. her mother and sister were very supportive in helping michelle get an education. instead of feeling ashamed or seeing michelle as a disgrace, michelle's family is trying to support michelle to be successful. usually, people around children with special needs immediately feel hopeless to see the limitations of the child and then let them become independent and have bad attitudes. people also tend to feel sorry for children with special needs because they have limitations and are not like children in general. as a child growing up with the inability to see and hear, michelle's only senses that helped her learn were smell and touch (tactile). due to the limitations of his senses, the information he receives about the environment is very limited. his learning process becomes hampered, his behavior becomes strange, and he often gets frustrated because he cannot understand or understand the people and circumstances around him. even so, michelle still needs to learn to have dignity and independence. michelle's condition did not stop her from learning but made her have her way of learning. for example, to recognize someone, he kisses and feels his hand. p a g e | 124 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 to recognize objects around her, like babies in general, michelle learns vocabulary using the association method. but the association that michelle can do is to feel for sign language movements, feel for lip movements, or feel the alphabet shapes on her skin, then associate them with objects she recognizes through touch as well. he also learns from the rewards & punishments he gets to distinguish between good and bad. in addition, to teach emotional regulation, when michelle has a tantrum, she is left alone until she gets tired, so that later she can learn that tantrums can't get her to get what she wants. it is supported by (pratama, 2015) that the key factor in deaf-blind children's language acquisition is exposing them to sign language; if their parents are unfamiliar with sign languages, they may see an auditory/oral-only approach as the best method to educate and assist them in integrating into the hearing world. the teacher just wants michelle to behave like a normal human being, be ethical and know manners. mr. debraj sahai gets used to michelle using hand ciphers to understand everything around her, even taking her around to find out and understand everything. finally, michelle can understand what mr. debraj sahai through conditioning, such as teaching michelle to spell the word "water" and so on. in addition, this is also done repeatedly. mr. debraj sahai gets used to michelle eating using plates, spoons, and forks so that she becomes accustomed to doing it (conditioning), and is done repeatedly until michelle can do it. and other biases such as typing using a typewriter. in this part, michelle took a long time to learn until finally she got bored and gave up. mr. debraj sahai did not lose his mind, he continued to encourage michelle to keep trying and the results were amazing when boredom peaked, feelings of anger, rebellion, and began to humble herself. michelle considers herself to be a disabled woman who is unlikely to achieve success, that's when michelle vented her frustration by taking a typewriter and typing the word "black" and the result was that she was able to type 62 words in less than 2 minutes. the essence of learning is a transformation process. the transition from not knowing to know in the learning process is shown implicitly in this film. michelle, a girl who was born blind and deaf has become a symbol of people going through p a g e | 125 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 this transformation process. without the learning process, humans are nothing more than blind and deaf people like michelle. all external stimuli cannot be captured and in the end, only confine himself to his world. because it is not understood what happens outside the body, all external stimuli are considered threats. michelle's efforts to avoid threats and try to maintain herself in her world make viewers think michelle is crazy. this happened because other people did not understand what happened to michelle. the learning process seems to give people eyes and ears so that it becomes a bridge that can lead people to be sensitive to the recipient and respond well to external stimuli. by learning, michelle experienced a process of complete change. he felt transcended far beyond what he imagined based on his various weaknesses. he can finally become fully human and is not considered crazy anymore. things that were just a dream, such as going to college and graduating like other normal humans, can be realized by michelle thanks to her hard work even though she is physically limited. in the learning process, michelle was accompanied by a teacher. mr. sahai is the image of an ideal teacher that this film provides. the ideal teacher is a teacher who always tries to explore their potential. what is in their students even though they have to sacrifice many things. as a teacher, he teaches not because of the lure of welfare but because of his awareness of the meaning of devotion. the teacher is a lamp to his students. he gave enlightenment and new hope even though he had to suffer. even though it's difficult, mr. sahai fights with all his might to make michelle more human so that she is not treated as a lunatic or an animal anymore. he believes in this world nothing is impossible. all things can happen even in hopeless moments because he knows everything is within his grasp. he believes that miracles will always exist and are formed from a combination of hope and hard work. michelle, who wanted to study, was determined to apply to university and was finally accepted after going through a heartwarming interview. michelle is p a g e | 126 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 lucky because she comes from a high socioeconomic background. his family and friends did not stigmatize him, instead of encouraging him to study. the chancellor at a university is willing to provide michelle with access to higher education. the campus provides michelle with equal learning opportunities while accommodating her special needs, for example by providing a braille typewriter and literature in braille. michelle is also lucky to meet a teacher who is ready to work hard to accompany her to study. even so, it took him a dozen years to pass, because he was not fast at typing answers in exams. failure is not considered an obstacle to learning. even though michelle failed many times to pass her university exams, mr. sahai never thought michelle was stupid. on the contrary, he continues to encourage his students to fight even harder. he realized that michelle's experience of falling was a valuable and empowering experience. this will allow michelle to fly higher. the real learning outcome is how a person makes what he learns a capital for his life. he hopes that michelle will not always depend on him but can be independent because that is the real purpose of learning. this film inspires us that in life, everyone is both a student and a teacher. life is a process of mutual knowledge transfer. on the one hand, we are required to be a teacher who always shares our knowledge. on the other hand, they are also required to be students who will never be hungry to learn. at first, it was debraj who taught michelle many things. the situation changed when debraj suffered from alzheimer's disease which made him lose all memory. now, that things have turned 180 degrees, michelle becomes debraj's teacher in restoring her memories. this film has strength in the storyline. although the story shown is simple, this film can give a deep impression to the people who watch it. another plus, this film is successful in placing the right camera angle to produce visual effects that seem dramatic and enchanting, making people feel at home for about two hours enjoying the course of this film. p a g e | 127 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 enjoying this film is like watching a real smart treat in dialogue. one of the smart impressions can be seen from michelle's answer when she was tested to enter the university, "if the united states was in the north, where would india be?, michelle answered in sign language, "the earth is round, therefore, india can be located everywhere" this answer seemed to jolt and realize that we should not only be fixated on the standard answers. precisely by thinking differently, this world continues to grow. another conversation that felt touching was when michelle said that the black she had always seen as a blind person was not a symbol of darkness and gloom, but rather a symbol of hope. that hope radiates like a burning candle and illuminates every human heart that feels limited by weaknesses. we are invited to see everything more deeply through this film. “black” means endless darkness, a world of shadows, a ray of light that finds its way, a teacher's dream, a student miracle, a valiant journey, from ignorance of knowledge, from darkness to light, and an extraordinary story from ordinary life. conclusion and suggestion conclusion black (2005) tells the story of michelle mcnally (rani mukerji), a deafblind girl, and her relationship with her teacher debraj sahai (amitabh bachchan) who later suffers from alzheimer's disease. michelle is a girl who lost her sight and hearing after recovering from an illness at the age of two. he grew up with limited ability to see, hear, and communicate, so he became an abusive childhood and couldn't control himself. when she was 8 years old, her parents who were almost desperate to face michelle met an "eccentric" teacher who eventually, through hard work, was able to help michelle find a way to learn and communicate despite her limitations. it shows that everyone has the same rights and opportunities, both in education and in everyday life. children with special needs must be given support and the people around them must be able to increase collective awareness that it is possible for someone with a disability, even multiple, to be independent. they just p a g e | 128 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 need to learn in their way. this film teaches us about the struggle of life, not to give up, and accept failure as a process to true success. suggestion that nothing is impossible in this world. if we are willing to accept the shortcomings that we have, then we can find other beautiful things that god has given us. the hard work that we have done, one day will give extraordinary results. like when michelle was finally able to graduate from college as she and her teacher wanted. with deep reflection, this film leads people who watch it to find various meanings of life, especially the true meaning of learning as a part of the human struggle in life. learn from the habits that will make us normal, so that the effort made becomes valuable. at least the contents of this film will make us realize that there are still many people out there who are far less fortunate than us. references ali, m., khan, m., & hussain, a. 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(2021). awakening through literature and film: into the dancing light. cambridge scholars publishing. mukhlisah, a. q. j. (2014). a study of annie sullivan’s motivations to teach helen keller in william gibson’s film ‘the miracle worker’ [undergraduate paper, university of muhammadiyah malang]. https://eprints.umm.ac.id/24817/ nuriadi. (2016). theory of literature: an introduction. arga puji press. pratama, a. (2015). a psycholinguistic analysis on sign language used by helen keller in the miracle worker movie [tesis, universitas mataram]. http://eprints.unram.ac.id/2155/ rahmawan, d. (2016). perjuangan ayah untuk anak dalam film nasional (analisis semiotik film tampan tailor karya guntur soeharjanto) [other, university of muhammadiyah malang]. https://eprints.umm.ac.id/23878/ rato, d. l. m., lukmantoro, t., & hasfi, n. (2013). representasi sosok anak-anak pedalaman papua dalam film denias, senandung di atas awan. interaksi online, 1(3), article 3. https://ejournal3.undip.ac.id/index.php/interaksionline/article/view/2961 rishi, t. (2012). bless you, bollywood!: a tribute to hindi cinema on completing 100 years. trafford publishing. riyanti, m. (2014). an analysis on annie sullivan’s struggle to teach hellen keller (as a disabled child) in the movie ‘the miracle worker’ [other, university of muhammadiyah malang]. https://eprints.umm.ac.id/24720/ p a g e | 130 tira nur fitria let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 santoso, h. d. (2020). buku ajar literary review. unimus press. saputri, a., & rindu, r. (2013). the struggle of a mother for social justice to against patriarchal system reflected in changeling the movie (issue 5) [journal:earticle, brawijaya university]. https://www.neliti.com/publications/187662/ wardani, l. h. (2010). a struggle for love of isabella swan in catherine hardwicke’s twilight movie: an individual psychological approach [s1, universitas muhammadiyah surakarta]. http://eprints.ums.ac.id/8235/ the effective technique in teaching listening 1 english proficiency and metacognitive strategies used by english department students at iain antasari banjarmasin drs. saadillah, m.pd lecturer of english education department at faculty of tarbiyah and teachers training iain antasari, banjarmasin hidayah nor, m.pd lecturer of english education department at faculty of tarbiyah and teachers training iain antasari, banjarmasin abstract metacognitive strategies play important roles to develop skills in the process of learning a target language. this study investigated the metacognitive strategies and the frequency used by english department students at iain antasari banjarmasin and determined how those metacognitive strategies were influenced by the learners’ proficiency. 105 respondents who participated in this study were the first semester students in english department. the subjects learned english as a foreign language and were at beginning level. the strategy use was assessed through a modified indonesian translation version of the strategy inventory of language learning (oxford, 1990), and the proficiency was determined by the toefl test. the data were distributed and analyzed using descriptive statistics. it can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by students’ middle category group with the mean = 4.031, followed by students’ high category group with the mean = 3.765, and the least metacognitive strategies used by students’ low category group mean = 3.091. the types of meta-cognitive strategies that used by the students, including paying attention when someone is speaking english (88%), trying to find out how to be a better learner of english (85%), having clear goals for improving english skills (82%), noticing the mistakes (82%), thinking about their progress in learning english (67%) , trying to find as many ways as they can use their english (59 %), planning their schedule so they will have enough time to study english (57 %), looking for people whom they can talk to in english (52 %), and looking for opportunities to read as much as possible in english (35 %). key words: metacognitive strategies, english proficiency, toefl test, english department students strategy as the representative of technique and method in teaching and learning process that has to be implemented toward the instructional objectives. strategy can determine the success of language teaching and learning. an effective strategy can improve the classroom atmosphere and also make the teaching and learning process interesting and enjoyable (gebhard, 2000: 39). 2 the term 'learning strategies' covers three aspects: first, learning strategies refer to language learning behaviors that the learners employ to regulate their learning. second, refers to what the learners should know about the strategies used (strategies knowledge) and to be aware of the importance and to recognize what strategies are suitable to gain certain skills/knowledge. they need to pay attention to new ways of learning or learning methods which they are not accustomed to yet. third, also refer to what the learners know about aspects of language learning other than the strategies they use. such aspects are personal factors that facilitate second language learning and general principles of how to learn a second language successfully (wenden, 1987:6) as cited in suharmanto (2003:4). o'malley et al., (1985:285) clearly highlighted the importance of learning strategies by defining them as “any set of operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information.” language learning strategies are used to refer to a combination of learning and use strategies that can be further differentiated depending on whether they are metacognitive, cognitive, or socio/ affective strategies (o'malley & chamot, 1990: 43). there are various ways learners use to develop their skills in a second or foreign language. they apply different kinds of metacognitive strategies or specific actions and behavior to help them learn. according to wenden and rubin (1987), students who are good at languages might deal with second or foreign language learning in different ways from those who are less good. to understand the processes and the potential strategies, the research on language learning strategies has increasingly attracted educators. numerous studies have investigated and explored language learning strategies use since the mid seventies (oxford & nyikos, 1989; oxford, 1990; green & oxford, 1995; goh & foong, 1996; kaylani 1996; lee, 2003; lee & oxford, 2008). these studies have been conducted primarily to find out what metacognitive strategies learners use, as well as what factors (such as nationality, age, gender, motivation) affect these choices. the investigation of metacognitive strategies is very essential since it has improved our understanding of the processes students use to develop their skills in a second or foreign language. fogarty (1994) as cited in vandergrift (2003:420) suggested that when students become aware of their own behavior, they become self-regulatory. students’ conscious awareness of planning, monitoring, and evaluation can ensure their successful completion of various listening tasks. when learners reflect upon their learning strategies, they become better prepared to make conscious decisions about what they can do to improve their learning while making use of interaction. this study is conducted at english education department of faculty of tarbiyah and teachers training. it aims to identify the type and frequency of metacognitive strategies used by english education department students faculty of tarbiyah and teachers training and to determine how the strategies are influenced by the learners’ proficiency. through this study, it is hoped that teachers might acquire better understanding of how students learn a second or foreign language, so that they can assist their students in the 3 language learning process by promoting awareness of the strategies and encourage the students to use the strategies effectively. statements of the problem this study aims to identify the types and the frequency of metacognitive strategies used by english education department students faculty of tarbiyah and teachers training in banjarmasin and to determine how they are influenced by the learners’ proficiency. the research questions are determined as follows: 1. what metacognitive strategies are used by english education department students faculty of tarbiyah and teachers training, and how often do students use these strategies? 2. is there any correlation between english proficiency with metacognitive strategies used by students? theoretical review learning strategies the concept of learning strategies has become quite familiar to most professionals in teaching english as a second or foreign language. they have classified and defined learning strategies in some ways. wenden and rubin (1987:19) define learning strategies as “... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information”. oxford (1990:1) states that learning strategies are “steps taken by students to enhance their own learning”, while griffith (2007:91) describes learning strategies as “activities consciously chosen by learners for the purpose of regulating their own language learning”. according to oxford (2004), language learning strategies is defined as operations employed by the learner to aid the language acquisition, storage, retrieval and use the information, specific actions taken by the learner to make language learning more transfable to new situationsl. these learning strategies are applied by students to improve their progress in comprehending, internalizing and using the target language. in oxford’s view, strategies are especially important for language learning because they are tools for active self-directed involvement, which is essential for developing communicative competence. learning strategies make learning easier, faster, more enjoyable, more self-directed, and more effective. in other words, learning strategies are essential to understanding how and how well the students learn a second or foreign language. types of learning strategies in terms of the classification of language learning strategies, wenden and rubin (1987) identify three kinds of strategies which contribute directly or indirectly to language learning: learning strategies, communication strategies, and social strategies. first, learning strategies consist of cognitive strategies (the steps used in learning that require direct analysis, transformation, or synthesis of learning materials, such as verification, inductive inference, deductive reasoning, practice, memorization and monitoring) and meta-cognitive strategies (these strategies are used to manage self-direct language learning such as planning, prioritizing, and self management). second, communication strategies focus on the process of participating in a conversation and getting meaning 4 across or clarifying what the speaker intend. next, social strategies provide exposure to the target language by creating opportunity to practice the language. furthermore, oxford (1990) in her book language learning strategies has developed a more comprehensive system of language learning strategies which are the basics of the strategy inventory for language learning (sill). she has classified learning strategies into two main categories; direct and indirect strategies. direct strategies are languagelearning strategies that directly involve target language. they are divided into three groups: memory strategies (these strategies relate to how students remember the target language concept without necessarily involving deep understanding), cognitive strategies (the mental strategies which relate to how students think about their learning), and compensation strategies (these strategies help learners to overcome knowledge gaps to continue the communication). each group processes the language differently for different purposes. conversely, indirect strategies are used to support and manage language learning without directly involving the target language. there are three groups of indirect strategies: meta-cognitive strategies (these strategies help learners to manage their own learning), affective strategies (these strategies help learners to gain better control over their emotions, motivations, and attitudes toward language learning), and social strategies (they lead to increase interaction with the target language). metacognitive strategies metacognitive strategies help learners to regulate their learning. these strategies help learners manage themselves as learners, the general learning process and specific learning tasks. metacognitive strategies helps individuals know themselves better as language learners since these include identifying one's own interest, needs and learning styles preference. among the main metacognitive strategies are centering the learning (over viewing comprehensively a principle and a concept, paying attention), arranging and planning the learning (setting goals, identifying the purpose of a task, seeking practice opportunities), and evaluating the learning (self monitoring, and selfevaluating). o’malley et al. (1985:287) state that metacognitive is an expression to indicate an executive function, strategies which involve planning for learning, thinking about the learning process as it is taking place, observing of one’s production or comprehension, correcting own mistakes, and evaluating learning after an activity is completed. it refers to the activities learners use to plan, to monitor, and to evaluate their own learning. administer a strategy inventory t h e m o s t c o m p r e h e n s i v e i n s t r u m e n t i s l e a r n i n g s t r a t e g y i n v e n t o r y f o r l a n g u a g e l e a r n e r s ( s i l l ) was designed by professor rebecca oxford, now director of the program for teaching english to speakers of other languages at teachers' college, columbia university, new york. sill questionnaire covers fifty separate strategies in six major categories. the sill can be used in class for developing 5 awareness of strategies in the same way suggested earlier for the self-checklist on styles. it can also be an instrument that enlightens teacher about fifty different ways that the learners could become a little more successful in their language learning endeavor. l e a r n i n g s t r a t e g y i n v e n t o r y f o r l a n g u a g e l e a r n e r s ( s i l l ) 1. i think of relationships between what i already know and new things i learn in english. 2. i use new english words in a sentence so i can remember them. 3. i connect the sound of a new english word and an image or picture of the word to help me remember the word. 4. i remember a new english word by making a mental picture of a situation in which the word might be used. 5. i use rhymes to remember new english words. 6. i use flashcards to remember new english words. 7. i physically act out new english words. 8. i review english lessons often. 9. i remember new english words or phrases by remembering their location on the page, on the board, or on a street sign. 10. i say or write new english words several times. 11. i try to talk like native english speakers. 12. i practice the sounds of english. 13. i use the english words i know in different ways. 14. i start conversations in english. 15. i watch english language tv shows spoken in english or go to movies spoken in english. 16. i read for pleasure in english. 17. i write notes, messages, letters, or reports in english. 18. i first skim an english passage (read over the passage quickly) then go back and read carefully. 19. i look for words in my own language that are similar to new words in english. 20. i try to find patterns in english. 21. i find the meaning of an english word by dividing it into parts that i understand. 22. i try not to translate word for word. 23. i make summaries of information that i hear or read in english. 24. to understand unfamiliar english words, i make guesses. 25. when i can't think of a word during a conversation in english, i use gestures. 26. i make up new words if i do not know the right ones in english. 27. i read english without looking up every new word. 28. i try to guess what the other person will say next in english. 29. if i can't think of an english word, i use a word or phrase that means the same thing. 30. i try to find as many ways as i can to use my english. 31. i notice my english mistakes and use that information to help me do better. 32. i pay attention when someone is speaking english. 33. i try to find out how to be a better learner of english. 34. i plan my schedule so i will have enough time to study english. 35. i look for people i can talk to in english. 36. i look for opportunities to read as much as possible in english. 6 37. i have clear goals for improving my english skills. 38. i think about my progress in learning english. 39. i try to relax whenever i feel afraid of using english. 40. i encourage myself to speak english even when i am afraid of making a mistake. 41. i give myself a reward or treat when i do well in english. 42. i notice if i am tense or nervous when i am studying or using english. 43. i write down my feelings in a language learning dairy. 44. i talk to someone else about how i feel when i am learning english. 45. if i do not understand something in english, i ask the other person to slow down or say it again. 46. i ask english speakers to correct me when i talk. 47. i practice english with other students. 48. i ask for help from english speakers. 49. i ask questions in english. 50. i try to learn about the culture of english speakers. previous researches about metacognitive strategies many education studies have investigated metacognitive strategies since the 1970’s, and this has also been a trend in second and foreign language education. since the studies have been based on the distinction between good and poor learners, there are a number of studies about the relationship between strategy use and l2 proficiency. (oxford & nyikos, 1989; kaylani, 1996; goh & foong, 1997; lee, 2003; and yang, 2007). these studies were conducted using sill questionnaires as the main instrument in esl/efl contexts in different countries, such as usa (oxford & nyikos, 1989), jordan (kaylani, 1996), china (goh & foong, 1997), korea (lee, 2003) and taiwan (yang, 2007). oxford and nyikos (1989) conducted a study about variables affecting choice of language learning strategies in a major university in the midwestern usa. they distributed sill questionnaires to 1200 foreign language students and found that the greater strategy use was associated with learners’ higher perceptions of proficiency in reading, listening and speaking. using the same questionnaires kaylani (1996) analysed 255 high school students in efl context in jordan. different from oxford and nyikos who determined students’ proficiency based on the learners’ self-perceived proficiency, kaylani used extensive language learning assessment to measure students’ proficiency. the results of the study revealed that the use of memory, cognitive and meta-cognitive strategies was significantly higher for successful students than less successful ones. she also noticed that the successful strategy users had the ability to choose the strategy or complex of strategies that is suitable to the task. the finding of oxford and nyikos (1989) and kaylani (1996) were supported by goh & foong (1997) who carried out research in china. based on the results of a standardised test, they divided 175 esl students into three proficiency levels. they found that learners’ proficiency influenced the strategy use, especially cognitive and compensation strategies. lee (2003) in a study of 325 korean secondary students also discovered a significant relationship between strategy use and students’ proficiency. in her study, she 7 developed a close test to determine students’ proficiency specifically in prepositions. another study which attempts to investigate students’ proficiency and learning strategies was conducted by yang (2007) in taiwan. she used the results of reading and listening mid-term exam of 451 junior college students to measure their proficiency. based on the exam results, she divided them into high, intermediate and low english proficiency groups in the same way as goh and foong (1997). she found that more proficient students reported using strategies more often than less proficient students, and there were significant difference in cognitive, compensation, meta-cognitive and social learning strategies used by students of different levels of language proficiency. a research by wenxia zhang and meihua liu in 2008 entitled investigating cognitive and metacognitive strategy use during an english proficiency test reports on the results of a study of cognitive and metacognitive strategy use and its effect on the students’ test performance at the tertiary level in a chinese efl context. 18item survey involving 526 undergraduate non-english majors revealed that: (1) the students had a medium use of both cognitive and metacognitive strategies during the test; (2) cognitive and metacognitive strategy use was closely related to each other, but neither was a predictor for the other; and (3) though cognitive and metacognitive strategy use significantly correlated with the students’ performance in certain parts of the proficiency test, only the metacognitive strategy of evaluating one’s performance proved to be a positive predictor of the students’ performance in listening and reading comprehension and the overall written test. a research by jorge e. pineda in 2010 entitled identifying language learning strategies: an exploratory study which is a small scale, inductive, ethnographic study whose objective is to explore the language learning strategies used by the students of different languages at a language program at the university level. students of english, french, portuguese, mandarin chinese, japanese, italian, and german participate in the study. three instruments are used to gather data: an open-ended questionnaire, a series of lesson observations, and a semi-structured interview. the students report the use of several strategies for the learning of grammar, reading, speaking, writing, and listening. the results of these studies seem to have agreement that successful l2 learners, compared with their less successful classmates, used more learning strategies and applied them more frequently. also, the researchers from these studies agreed that more proficient learners employ a wider range of strategies more efficiently than less proficient learners. however, there are dissimilarities in terms of the ways they determined students’ proficiency, for instance oxford and nikes (1989) was only based on the learners’ self-perceived proficiency, while lee (2003) assessed the students based on a close test in grammar. from their findings, the most frequent types of strategies use were diverse as well. kaylani (1996) for example, found that more successful learners used memory, cognitive and meta-cognitive strategies frequently; on the other hand yang (2007) mentioned compensation and social learning strategies as significant strategies used by more proficient students. based on these studies, the writer investigated english proficiency and metacognitive strategies used by english education department students faculty of tarbiyah and teachers training. 8 method of the research research design this is a qualitative research. qualitative research aims to gather an in-depth understanding of human behavior and the reasons that govern such behavior. the qualitative method investigates the why and how of decision making, not just what, where, when. qualitative methods produce information only on the particular cases studied, and any more general conclusions are only propositions (informed assertions) research location this research is conducted at english education department faculty of tarbiyah and teachers training iain antasari banjarmasin. subject the subjects of this study are a group of education department students who are in the first semester faculty of tarbiyah and teachers training iain antasari banjarmasin. data the data needed are the types and the frequency of metacognitive strategies used by english education department students faculty of tarbiyah and teachers training in banjarmasin. technique of data collection the techniques of data collection will be used in this study are test, questionaire, interview, and documentation. a. test this is used to obtain the data about students’ english proficiency. the test used is a toefl prediction test. b. questionaire this is used to gain the data about the types and the frequency of language learning strategies used by english education department students faculty of tarbiyah and teachers training in banjarmasin. to collect the data for this study, the strategy inventory of language learning (sill, version 7.0) for speakers of other languages learning english designed by oxford (1990) is used. in this case, short explanations and examples to particular statements in the questionnaire are given in order to make the participants easier to understand. c. interview basically, this technique is used to cross check the data gained from questionaire and to dig more detail information about the strategies used by the students d. documentation this is used to get the information about students’ english proficiency based on toefl prediction test data analysis after the data are collected, the researchers classified them based on the problem statement and then analyse them qualitately so that all data can be used to answer the probing questions systematically. oxford’s criteria (1990) used for evaluating the degree of strategy use frequency are: low frequency use (1.0-2.49), moderate frequency http://en.wikipedia.org/wiki/human_behavior http://en.wikipedia.org/wiki/reason http://en.wikipedia.org/wiki/decision_making 9 use (2.5-3.49), and high frequency use (3.5-5.0). sill data are analyzed to report the types and the frequency of strategies used by the subjects through descriptive statistics such as means, standard deviations and t-test. findings and discussions this part deals with the result of the study based on some facts found in the data. it covers the metacognitive strategy and its frequncy used by the first semester students of english department and the correlation between english proficiency with metacognitive strategies used by students. the metacognitive strategies and its frequency used. the first research problem posed in this paper is the metacognitive strategy and its frequency used by the first semester students of english department. there are 105 students involved in this research. the sill questionnaire was distributed to find out the answer of the research question. table 1. mean score and standard deviation of low category students in using metacognitive strategies from the table above, we can see that the overall mean of students learning strategies of low category is 3.193 which indicate the use of language learning strategies is relative fair. the frequency of meta-cognitive strategies used by the students is mean = 3.091 with standard deviation 0.913. table 2. means score and standard deviation of middle category students in using metacognitive strategies from the table above, we can see that the overall mean of students learning strategies of middle category is 3.465 which indicate the use of language learning strategies is relative fair. meta-cognitive strategies are the most frequent strategies used by the students with the mean = 4.031 and standard deviation 0.888. strategy mean sd meta-cognitive 3.091 0.913 affective 3.285 1.095 cognitive 3.261 0.895 memory 3.063 0.942 compensation 3.138 1.009 social 3.323 0.968 overall 3.193 0.970 strategy mean sd meta-cognitive 4.031 0.888 affective 3.623 1.164 cognitive 3.302 0.967 memory 3.196 1.024 compensation 3.247 1.147 social 3.395 1.072 overall 3.465 1.043 10 table 3. means score and standard deviation of high category students in using metacognitive strategies from the table above, we can see that the overall mean of students learning strategies of high category is 3.225 which indicate the use of language learning strategies is relative fair. meta-cognitive strategies are the most frequent strategies used by the students with the mean = 3.765 and standard deviation 1.065. the researcher can conclude that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by students’ middle category group with the mean = 4.031, followed by students’ high category group with the mean = 3.765, and the least metacognitive strategies used by students’ low category group mean = 3.091. table 4. the frequent of metacognitive strategies used by students no metacognitive strategies used by students the frequency % (out of 105) 1. paying attention when someone is speaking english 88 % 2 trying to find out how to be a better learner of english 85% 3 having clear goals for improving english skills 82 % 4 noticing the mistakes 82 % 5 thinking about their progress in learning english 67% 6 trying to find as many ways as they can use their english 59% 7 planning their schedule so they will have enough time to study english 57 % 8 looking for people whom they can talk to in english 52% 9 looking for opportunities to read as much as possible in english 35% as can be seen from table 2, the students had high frequencies of using learning strategies in developing their language skills. the result is taken from the total respondents who selected ‘often’ and ‘very often”. among the types of language learning strategies, meta-cognitive strategies were the most frequent strategies since strategy mean sd meta-cognitive 3.765 1.065 affective 3.180 1.155 cognitive 3.122 1.051 memory 3.022 1.041 compensation 3.157 1.185 social 3.104 1.034 overall 3.225 1.088 11 there were nine strategies used by the students where the questions from sill are from number 30 to number 38, including paying attention when someone is speaking english (88%), trying to find out how to be a better learner of english (85%), having clear goals for improving english skills (82%), noticing the mistakes (82%), thinking about their progress in learning english (67%) , trying to find as many ways as they can use their english (59 %), planning their schedule so they will have enough time to study english (57 %), looking for people whom they can talk to in english (52 %), and looking for opportunities to read as much as possible in english (35 %). the employment of the three metacognitive strategies (planning, monitoring and evaluation) in learning is referred to learner autonomy in language learning. metacognitive strategies are intended to give students better access to learning process, to help students activate and actualize the learning process by examining it on personal individual learners. correlation between the metacognitive strategy and the language proficiency this research also try to find out whether or not metacognitive strategy has correlation with language proficiency. to get the students’ language profiency score, toefl prediction test was administered. the score of the students range from 226 -470. the mean score of students’ toefl prediction was 355 (fair category) with 34 of standar deviation. after doing correlation study between language learning strategy and language proficiency, it was found out that the level of correlation is -0,10. this showed that the correlation between metacognitive strategy and language proficiency is negative. the more varied the strategy used, the score of language proficiency is lower. the results of this study do not support previous studies (oxford & nyikos, 1989; kaylani, 1996; goh & foong, 1997; lee, 2003; and yang, 2007) that successful second language learners used more learning strategies and applied the strategies more frequently compared with their less successful classmates. the results might be due to several reasons. first, the subjects in this study learned english as a foreign language with very limited exposure to the target language. they studied english in restricted number of contact hours. they also had very minimal opportunities with a variety of interactive practices in the target language. conclusion this study examined the types and the frequency of metacognitive strategies used english department students in banjarmasin and determined how the strategies were influenced by the learners’ proficiency. it can be concluded that the use of metacognitive strategies among the three categories (low, middle, and high) is quite different which is the most frequent metacognitive strategies used by students’ middle category group with the mean = 4.031, followed by students’ high category group with the mean = 3.765, and the least metacognitive strategies used by students’ low category group mean = 3.091. the types of meta-cognitive strategies that used by the students, including paying attention when someone is speaking english (88%), trying to find out how to be a better learner of english (85%), having clear goals for improving english skills (82%), 12 noticing the mistakes (82%), thinking about their progress in learning english (67%) , trying to find as many ways as they can use their english (59 %), planning their schedule so they will have enough time to study english (57 %), looking for people whom they can talk to in english (52 %), and looking for opportunities to read as much as possible in english (35 %). this research also found out that the level of correlation is -0,10. this showed that the correlation between metacognitive strategy and language proficiency is negative. the more varied the metacognitive strategy used, 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(2008). investigating cognitive and metacognitive strategy use during an english proficiency test. indonesian journal of english language teaching. 4(2). 122-139 the effective technique in teaching listening improving literal and inferential comprehension using know-what to learn-learned (kwl) strategy santi erliana the institute for islamic studies of palangka raya abstract this paper highlights the findings of a study which was undertaken at the institute for islamic studies (hencefort stain) of palangka raya. the aim of the study was to describe how the teaching of reading using reading strategy know-what to learn-learned (henceforth k-w-l) strategy can improve reading comprehension for the fifth semester students of the english education study program in stain palangka raya in academic year 2013/2014. 26 fifth semester students from english education study program were taken as the subject of the study. the data were taken from observation, field notes, questionnaire, and achievement test. the result reveals that the k-w-l not only improves comprehension but also increase motivation in learning. key words: k-w-l, reading comprehension, literal, inferential. among other language skills the importance of reading makes reading receive a special focus in many second or foreign-language situations (richards and renandya, 2002:273). in most tertiary institutions reading is given a first priority (armahedi, 2003: 1; nur, 2003: 167) due to some reasons. first, the success of academic life for college sttudents largely depends on reading (adyawardhani, 2003: 2; hedgcock & ferris, 2009: 2). second, reading becomes more important than other skills in a country where generally the students have very small opportunity to converse with native speakers, but have access to written language, (river in sutarsyah, 2008: 128). third, there is a connection between reading and other language skills, particularly writing (smith, 2004: 178; cox, 1996: 354355; braunger & lewis, 2001: 64-65). reading provides a model for writing and background knowledge important in generating ideas for a wide range of topics. reading is the input, while writing is the output (nation, 2009: 1). the fifth semester students at the english education study program in stain are obliged to take extensive reading course which is designed to provide the students with the opportunity to improve their english reading proficiency based on the six levels of thinking: remembering, understanding, applying, analyzing, evaluating, and creating (kurikulum dan silabus tarbiyah stain palangkaraya, 2006). at the extensive reading course, the students need to comprehend the literal, inferential, and applied comprehension of expository and argumentative types of texts from popular, scientific and literary materials at the post advanced level (more than 7, 000 words). in spite of the demand of the syllabus, the result of preliminary test revealed that the students still encounter problems to identify main ideas (particularly the implied ones), to differentiate major supporting details from the minor ones, to understand writer’s ideas organization, to cope with difficult vocabularies, to get the gist of the text, to recall what 2 they read, and to state their comprehension of the text using their own words. moreover, the result of questionnaire also revealed that the students have a very limited knowledge of reading strategies and automatically lack of reading strategies use during the process of reading. on the basis of students’ response, the first factor contributes to their problems is from the reader (the students’ themselves). the lack of vocabularies, lack of background knowledge (of topics discussed, of text-structure, and of text organization), lack of knowledge of strategies in reading, and lack of use of reading strategies are the identified causes. besides the reader, another factor donates to problems in reading is the text. from the 12 students, only 8,3% of the students (1) consider expository text to be easy among narrative and descriptive. apparently there is a discrespancy between the demand of syllabus and the students’ ability. in addition, in order to comprehend a text reader needs to recognize words and to compare what is written in the text with when it is used in conversation (to decode), to activate and build what a reader already knows (schemata), to integrate the schemata with what is understood from the discourse, to utilize reading strategies in tackling reading problems, and to be aware of their reading process. these requirements should be established within every process of teaching reading. apparently it takes greater will, plan and determination of teachers to meet this goal. regarding the problems and the requirements of comprehension, consequently english teachers; particularly the reading teachers, needs to provide appropriate teaching and learning process of expository texts by selecting and adapting appropriate teaching strategy that meets the requirement of comprehension and is effective in solving problems in reading expository materials. the focus of this article is in providing the answer to question “how can k-w-l improve students’ literal and inferential comprehension?” it is aimed at describing the implementation of k-w-l strategy in improving the reading comprehension of the fifth semester students at the english department of stain palangka raya in academic year 2013/2014. theoretical framework reading comprehension and reading strategy instruction experts in reading agree that it is not easy to comprehend a text since reading is a complex process. according to birch (2002:2), the process of reading seems simple—just like other mental activities—but in fact it is complex and complicated because it involves a great deal of precise knowledge which must be acquired or learned and many processing strategies which must be practiced until they are automatic. carnine, et al. (1990:3) state that “reading is a complex process—complex to learn and complex to teach.” experts in reading agree that it is not easy to comprehend a text since reading is a complex process. grabe & stoller (2002:19) describe the way how reading comprehension processes to work for skilled readers text by dividing the processes into lower-level processes—represent the more automatic linguistic processes and are typically as more 3 skills orientated, and high-level processes—represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills. apparently, it takes more than just reading aloud or read word by word to achieve the comprehension level. as a consequence of its complex process reading is not a passive activity. anderson (1999) states that reading is an active, fluent process which involves the reading material in building meaning, which combines the words on the printed page which the reader’s background knowledge and experiences; in where readers move through the printed text with specific purposes in mind to accomplish specific goal. similarly, smith (1971) states that reading is not a passive mechanical activity but purposeful and rational, dependent on the prior knowledge and expectations of the reader (or learner). therefore, reading takes the occurrence of interaction between knowledge existing in a learner’s mind (prior knowledge) and the new knowledge from the information being read in the text. nunan (1991: 68) believes that we use our schemata to organize our knowledge carried around in our head into interrelated patterns those constructed our previous experience of the experiential world and guide us as we make sense of new experiences using schemata. in relation to this, anderson (1994: 469) finds out that it is a reader’s schemata that affect the recall of information in a text and explains that “a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message”. so, one will be able to comprehend a text when he is able to connect what he has known about the text with the new knowledge he finds in the text. besides schemata, comprehension also takes the use of strategies in reading. reading strategies range from simple fix-up strategies such as simply rereading difficult segments and guessing the meaning of an unknown word from context, to more comprehensive strategies such as summarizing and relating what is being read to the reader's background knowledge (janzen, in richard, et al. 2002). in many studies, the use of various strategies has been found to be effective in improving students’ reading comprehension (baker & brown 1984; brown 1981; palinnscar & brown, 1984). stahl (2004) states that strategies can be tools in the assimilation, refinement, and use of content, and it is believed as the reader is actively engage in particular cognitive strategies (activating prior knowledge, predicting, organizing, questioning, summarizing, and creating a mental image), he/she will be likely to understand and recall more of what they read. meanwhile, alderson (1984) believes that “the use of reading strategies is regarded as being conducive to successful reading comprehension despite the complex nature of the reading process, which invokes both the l2 reader’s language ability and reading ability”. similarly, blachowicz & ogle (2002) state that using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. hence, using reading strategies indicates how readers conceive a task, what they do to make meaning from texts, and what they do when comprehension breaks down (zhang, 2001). these mean that as a student or reader, she/he has to be able to create a certain strategy to comprehend texts. however, researchers such as cohen (2003, 2007), grabe (2004), hadwin, winne, stockley, nesbit, and woszczyna (2001), paris (2002), and zhang (2003) pointed out that strategies themselves are not inherently good or bad, but they have the potential to be used effectively or ineffectively in different contexts. readers’ use of reading strategies is 4 informed by their metacognitive awareness of the strategies and how these strategies can be maximized for optimal effects in solving comprehension problems (carrell, 1998; carrell et al., 1998; cohen, 2007; hudson, 2007; wenden, 1998; white, 1999; zhang, 2008). so, without the students’ awareness in monitoring their comprehension and using appropriate strategies to deal with their problems in comprehending texts, they will not be able to achieve the maximum benefits of using strategies. from this, we can conclude that the readers themselves must be active and be aware in reading. besides schemata, reading strategies, and students’ awareness in reading, it is the teachers’ duty to facilitate the use of the strategies, and to build students’ awareness in using strategies in reading, as well as monitoring their comprehension during reading in order to maximize the effect and enhance the use of strategies in reading for better achievement. regarding the complexity of comprehension process, teachers should provide effective teaching and learning process in the teaching of reading in order to facilitate students in reading and comprehending what they are reading using comprehension strategies in reading. the teacher should provide a place where the strategies can grow and where they can teach the students about the ‘what’, ‘how’, ‘when’, and ‘which’ of strategies in reading: strategy instruction. researchers have found that teaching reading strategies is important to developing increased student comprehension. at the same time, they have found many teachers lack a solid foundation for teaching these reading comprehension strategies (national reading panel, 2005). therefore, teachers need to be prepared, through professional development, on how to design effective comprehension strategies and how to teach these strategies to their students. improving reading skills is a top priority for all educators (mckown & barnett, 2007:4). regarding the problems and the requirements of comprehension, consequently english teachers; particularly the reading teachers, needs to provide appropriate teaching and learning process of expository texts by selecting and adapting appropriate teaching strategy that meets the requirement of comprehension and is effective in solving problems in reading expository materials. from the many strategies of teaching reading, ogle’s (1986) know-what to learn-learned (k-w-l) is the most appropriate strategy that meets the requirement of comprehension (build schemata, provide opportunities in using reading strategy, and enable the students to plan, monitor, and evaluate their reading process). it also provides the teacher’s opportunity to model and guide active involvement during the reading process (blachowicz and ogle, 2008). the k-w-l is a group process using the knowledge and information students bring to help each other build a better starting place for learning and to share the results of their reading. through k-w-l, the readers interpret text based on their own background which is the integration of new information with prior knowledge showed the comprehension (duchnowsky, et al., 2005:39). the teacher and students begin the process of reading and learning by brainstorming together what they know (the k in k-w-l) about a topic. the teacher guides students to probe their knowledge statements and to find conflicting or partial statements of what they know. the teacher then writes on the blackboard, overhead projector, or computer what the students think they know, writing down their ideas just as they volunteer them. the teacher’s role is not to correct or evaluate but to encourage and stimulate students to think broadly about what they bring to the study. through this brainstorming–discussion 5 process, some questions or uncertainties generally surface. these the teacher writes in the center column, “what we want to know.” the teacher’s role is to help students activate their knowledge and develop interest in the topic. as ideas are voiced and written down, they may seem random and unconnected. at this point the teacher needs to make a decision. with a variety of ideas being shared, the teacher can easily ask what the students want to know (the w in k-w-l). again, it is the students’ role to think of real questions, and the teacher’s to write down what they say. these questions form the second column on the worksheet or blackboard. the goal is to get as many different ideas out as possible in the time allotted. once the students have discussed the topic, they are more ready to begin their own reading. it may be useful to have students write down on their own worksheets or learning logs those pieces of information they individually think they know and the questions they want to know more about. in this way, both the group and the individual are respected. some teachers have students work in pairs to do both the writing and reading, as this is more stimulating and supportive for some children who may lack confidence in writing and taking risks. teachers can diagnose from this discussion what texts will be most useful to the students. it may be that what was anticipated as adequate turns out to be inappropriate. finally, the students showed their comprehension by writing down the information they have got from the text on the third column on the worksheet—the learned—column. further discussion is provided as the students state the result of their reading activity. know-what to learn-learned (kwl) strategy since the study focuses on the implementation of know-what to learn-learned strategy, then the discussions this strategy are divided into the nature of the strategies, the procedure in using the strategies, the strength and approach of the strategy, and previous studies. nature of know-what to know-learned (k-w-l) this approach is developed by ogle (1986) based on the idea that teachers should begin expository comprehension lessons by honoring what students already know about the topic, and by helping them decide what else they would like to learn about it. the letters k, w, and l stand for the three basic steps in the procedure: assessing what i know, determining what i want to know, and recalling what i learned through reading. each student uses a worksheet to record ides as the lesson progress. the following is the kwl worksheet 6 figure 1. kwl worksheet procedure of know-what to know-learned (k-w-l) as the nature of instructional strategies, the kwl strategy consists of three phases: prereading, whilst-reading, and post-reading activities. the first procedure of kwl to state here is from the inventor of the kwl, ogle. first of all, the teacher explains the strategy to use as he/she initiate a new topic or prepare students to read an article or chapter. after a brief explanation the teacher and students identify what they think they know about the topic; the teacher writes student-brainstormed ideas on the board or overhead transparency. all ideas should be recorded—it is not the teacher’s role at this time to clarify misconceptions, simply to let students first articulate the associations they have with the topic, right or wrong. as students engage in this brainstorming some questions should begin to emerge. not everyone should have the same ideas; some disagreements and misconceptions begin to surface. the teacher notes these differences and helps students frame them into questions. these then becoming of the second column: what we want to know. as the teacher facilitates the brainstorming of ideas and elicits questions that will guide the reading, she is modeling the writing of ideas and framing of questions for students who have difficult time taking risks and composing their own questions. as soon as the teacher feels the students are ready, she suggests that each now write on their own sheet what they individually think they know in the “know” column and the 2-3 questions that are most interest to them in the second column. with less motivated students, selecting questions from those modeled by the teacher may provide a basic level of commitment to the learning. some secondary students have learned that not engaging in class activities protects them; such students may need more structure and familiarity with the process before they will be willing to ask their own questions they think are more likely to be answered from those the teacher has modeled. 7 after students have accessed their ideas about content and structure and have identified key questions they then read and make notes in the third, learned, column of their worksheet. they will write answers to their questions and note new and interesting information. this note-making can occur as an ongoing reading-note making recursive activity. other students may wait until they have read through a whole section of text before stopping to check what they have learned and make notes. teachers can model making notes and then checking questions against the text information; this can provide a good opportunity to demonstrate the need for multiple sources of information if some basic questions are overlooked or not answered adequately. often students are confronted with a great deal of information they are expected to internalize in short periods of time. when it is important to retain the information the two post-reading components of the strategy, mapping and summarizing, are valuable. these were added after the original kwl was developed because teachers found that students still needed help rehearsing new information in ways that would make it memorable (carr & ogle, 1987). once students have completed their reading and note-making, they go back and create a graphic map or diagram of the ideas. this map should include both what the student knew prior to reading and the important information that has been gained. some teachers suggest students use two colors of pen or pencil to make even clearer the weaving together of new and old information. as students create a map of their ideas they should be using some of the basic structures or frames inherent to the content presentation. when the map is completed it is easy for students to write summaries; they simply use the category labels on their maps as main ideas and the subsumed information as details or illustrations. the strength and weaknesses of kwl despite of its importance, the kwl strategy also have shortcomings. the following table summarizes the strength and weaknesses of kwl strategy as proposed by abubakar (2011) as follows table 1. strength and weaknesses of kwl no strength weakness 1 elicits students’ prior knowledge. students have to brainstorm their ideas and try to listing everything they know about the topic. difficult for students with no prior knowledge students have a problem to listing in ‘k’ column and hard for them to have general idea of the topic. 2 easy to use and organize • students could divide the important and not so important points by dividing them into appropriate column • they could see clearly the points in order to answer the comprehension questions. take time to complete. • students have to draw the framework and use a lot of time to think about what to list in each column • not appropriate to use in exams because the time is limited. 3 sets a purpose for reading. • readers have the idea about the text before reading the whole text. • readers be more focus to find the important points while reading. not effective for reading fiction materials. readers do not have any idea about the story or novel. so, this strategy is not suitable. 8 4 encourage students to make a critical thinking • students have to think hardly about what they want to know more about the topic by formulating questions to fill the ‘w’ column • students need to fill in the ‘l’ column by thinking what they had learnt after reading the text. not proper for readers without active thinking this strategy serves as a model for active thinking during the reading process. therefore, it is not suitable for readers with low thinking level and poor memory skill because they will not be able to expand their ideas beyond the text. 5 helps students to monitor their comprehension and knowledge • students know their vocabulary level and understanding ability • students learn new topic and put an effort to study more about the topic in order to update their knowledge students will give up and get bored easily when students fail to make a critical thinking by filling in the three column, they would give up and refuse to complete the framework previous studies the following section presents the important results of kwl technique on reading comprehension from the prior studies. in thailand, there were at least ten studies investigate the technique and have proved that kwl was significant in improving the students’ ability in recalling expository information ( drew (1995), norasing (1997), sawetamalya (2000), sangsonfa (2002), siluang (2005), jangpiboonpong (2007), kasemsuk (2008), salah (2008), pongsuk (2009), fengjuan (2010), and samaikongsun (2012). besides that, the kwl technique also increased the students’ motivation in reading. boonde’s study (2011) proved the kwl to be significant in motivating the students to read more. moreover, the kwl technique also enable the students in evaluating their own language process. this conclusion is drawn by rahim (2007) and pujiono, et al. (2009). besides improving reading ability, the kwl-plus technique also useful for improving other skills like writing and speaking as in maulani’s study (2008) who investigate the use of kwl-plus in improving the students writing ability, and in jafrizal (2011) who tried to improved the students speaking ability through kwl-plus technique and language games. regarding the effectiveness of kwl technique, the present study aims at improving the students’ reading achievement using the technique. research method the study employed collaborative classroom action research (car) designs under the procedure of (a) identifying classroom problem(s), (b) planning, (c) implementing, (d) observing, and (e) evaluating. the subjects of the study were twenty six fifth semester of the english education study program of stain palangka raya in 2013/2014 academic year. the data were both qualitative and quantitative. the qualitative data derived from the students’ active participation during the implementation of the strategy, while the quantitative data were taken from the result of reading achievement test conducted at the end of each cycle. the instruments used in collecting the data were achievement test, observation, field notes and questionnaire. 9 the result of preliminary study conducted by the researcher in the first meeting of the class showed that the students had problems in identifying topic and main ideas, distinguishing major and minor details, drawing inference, and identifying literal information from the text. the identified causes were because of the lack of vocabulary, the lack of background knowledge activation, the lack of knowledge of reading strategies, the lack of use of reading strategies, the lack of students’ active involvement during the teaching and learning process, and the lack of students’ awareness of the reading process. in order to solve the classroom’s problem, the researcher designed the lesson plan and the criteria of success of the study at the planning phase; implemented the k-w-l strategy in two cycles with four meetings for cycle 1 and four meetings for cycle 2; recorded and collected data dealing with the teaching and learning activities of islamic extensive reading subject in the classroom and data about any aspect or event that occurs in the teaching and learning process at the observing phase; and evaluates the strength and the weakness of the strategy implemented in the class at the reflecting phase. there were three phases of activity in each meeting: pre-reading stage, whilst reading stage, and post reading stage. students’ participation in each stage was reflected through their responses and interests toward step by step activity in the three phases of the k-w-l strategy itself: pre-reading stage, guided silent-reading stage and post-reading stage. the better the technique implemented the more active the students participate in the activities. by the end of each cycle, students’ reflection on the implemented technique was captured through questionnaire. finding and discussion the findings presented in this section comprised the steps in conducting islamic extensive reading subject using k-w-l strategy and the students’ active participation during the class. based on the results of the achievement test, overall progress of observation results, reflections from questionnaire, results of the field notes and results of students’ worksheet, it was concluded that the students had successfully improved their achievement in term of reading comprehension and their learning participation in term of active and positive engagement in learning process. based on the results of the achievement test, overall progress of observation results, reflections from questionnaire, results of the field notes and results of students’ worksheet, it is concluded that the students had successfully improved their achievement in term of reading comprehension and their learning participation in term of active and positive engagement in learning process. by the end of the cycle 2, the students gained significant improvement in the achievement, reflecting that the process of learning had effectively touched the main causes of their reading difficulties. the increased ability to recognize structure used by writer in organizing expository text in the text mapping activity has relevancy to the increase of their reading comprehension. the following is the improvement of students’ scores from pre-test, cycle-1 and cycle-2. 10 figure 2 students’ scores in pre-test, cycle-1, and cycle-2 as in the figure above, there were decreases in the number of students whose score at the poor and fair category. in the pre-test, there were 11 students whose score are at the poor category. however, in cycle-1, these numbers decreased into 2. moreover, there were 6 students whose score improved from the poor category to the fair category (sq, dd, nf, hw, nt, and sm). in addition, there were also 6 students whose score improved from the fair to the good category (ahr, mhd, ry, mw, wdj, and ea). there was also a slight increase in students whose score achieved the very good category (from zero to one student). the improvement continues as there were ten (10) students whose score improved from fair to good category in the second cycle (sq, dd, nf, hl, rs, ss, and sm). meanwhile, there were two students whose scores improved from the poor into fair category. they are mrs and nh. in addition, the teacher-researcher believes that students showed improvement in their reading skills. the reason is because 75% (even more) of the students showed significance improvement in identifying the topic, main idea, writer’s organization, text structure, literal information, and drawing inference. the improvement of the students from the pre-test, cycle 1 and cycle-2 is presented in table 3 table 2 students’ reading skill in pre-test, cycle-1 and cycle-2 no reading skills improvement pre-test cycle-1 cycle-2 number % number % number % 1 topic a. item 1 26 100% 26 100% 26 100% b. item 11 26 100% 26 100% 26 100% 2 main idea (item 6) 18 69% 24 93% 24 93% 3 writer’s organization (item 8) 5 21% 8 30% 26 100% 4 text structure a. item 9 7 27% 8 45% 22 87% b. item 19 5 21% 6 24% 26 100% 5 literal information a. item 2 19 72% 26 100% 26 100% b. item 3 26 100% 26 100% 26 100% c. item 4 24 93% 26 100% 21 84% d. item 5 25 96% 25 96% 21 84% e. item 7 26 100% 26 100% 26 100% 11 f. item 12 22 87% 26 100% 29 87% g. item 13 25 96% 26 100% 24 93% h. item 14 25 96% 26 100% 24 93% i. item 15 26 100% 26 100% 26 100% j. item 16 24 93% 26 100% 19 75% k. item 17 26 100% 21 84% 26 100% l. item 18 26 100% 13 60% 21 84% m. item 20 22 87% 26 100% 26 100% 6 drawing inference (item 8) 5 21% 13 60% 26 100% in regard with the students’ participation in the teaching and learning process of each cycle, the data obtained from observation showed positive results. the low proficient students’ involvement in cycle 2 gradually improved much better than in the previous cycle. the changes on the procedures in cycle 2 display good impacts to the group. the students enthusiastically formulated and verified prediction orally. here it can be seen that the role of the teacher to be directly involved in guiding the students through the three phases of the kwl in the learning process resulted in higher enthusiasm and motivation of the students to be actively involved. the following is the resume of students’ involvement during the learning process in cycle-1 and cycle-2. table 3 progress of students’ involvement in two cycles stages indicators progress percentages cycle 1 cycle 2 pre-reading responding to schemata building activity performed by the teacher 48% 76.5% whilstreading stating background knowledge 100% 100% filling in the know column 56% 76.5% discussing and stating further ideas 82% 85.5% writing down what they want to know about the topic in the what to learn column 94.3% 96.5% postreading reading the text purposefully (to identify information related to their questions) 52% 70.5% writing answers to their questions and note new and interesting information in the learned column 35% 69.5% going back and create a graphic map or diagram including both what the student knew prior to reading and the important information that has been gained 0 (*) 100 answering comprehension questions 52% 70.5% overall results 64.03 % 83.00% *) this activity only occurs in cycle-2 12 from the table above, the students realized the importance of restructuring activity (item e and f) as they effectively raised hand in identifying the use of particular structure in expository text in facilitating their comprehension and in completing the graphic organizers. discussion this study was investigating the effectiveness of discussion process-based activities in kwl strategy to improve students’ reading comprehension and their involvement during the learning process. here, the researcher will discuss how the utilization of kwl can enhance students’ performance. the kwl (ogle, 1986) is a useful instructional strategies to enable teachers to access the prior knowledge of students and to help students develop their own purposes for reading expository text.it comprises the three stages in reading (pre-, whilstand post) with three phases particularly at the whilst-reading stage: pre-reading phase, reading phase, and postreading (prove) phase. in this study, the kwl was utilized in combination with mapping of ideas. the findings indicate that the procedure of kwl with mapping solves students’ problems in comprehending expository text and provides opportunity for the students to think like good readers do: activate and build schemata, utilize effective strategies during reading. moreover, it improves students self confidence and produces independent readers. first of all, the procedure of teaching reading using kwl with mapping was able to solve students’ problems in comprehending expository text. the utilization of single kwl without mapping activity in the first cycle improved students’ ability in identifying the topic, main idea, and literal information within the text. however, it is failed to improve students’ ability in identifying writer’s organization and text structure which is the underlying requirement of comprehending expository text. after the procedure of the teaching was revised, by adding mapping of students’ ideas, it made students’ reading ability improved. the students utilized the text structure strategy by reading in chunk and being aware of how the text organized by constructing the map. this is in line with meyer et al.’s (1980) belief that “good readers employed a text structure strategy”. from this, we can conclude as the students utilize the text structure strategy, the students begin to achieve the ‘good readers’ status. moreover, students’ response to questionnaire reflected positive perception for the effectiveness of kwl with mapping in solving their problem in reading expository text by 65% in the first cycle’s questionnaire and 100% in the second cycle. besides solving student’ problems, the procedure of kwl using mapping was proven to be effective in providing opportunity for the students to think like good readers do: activate and build schemata, and utilize effective strategies during reading. in the first place, the kwl was effective in activating and building students’ schemata. under the teacher’s direct instruction students’ schemata are built by pictures and key words vocabularies given at the pre-reading activities. this procedure is in line with anderson’s (1999:12) theory that before asking the students to read reading teacher needs to establish background so that they have sufficient information to understand the text. within the process of learning using kwl, the students utilize what they have known about the text and try to find its relation with the existing information the text provides as they verify the preciseness of their prediction. this schemata building activity gained positive response from the students—particularly the low proficient readers—as the number of students 13 raised hands to state what they expect to learn increase during the implementation of the kwl (from 56% to 76.5%). with the teacher’s encouragement, the students were motivated to state their previous knowledge (activate their schemata) and making pre assessment of what information to be delivered by the writer in the text. besides activating schemata, good readers utilize strategies during reading. the procedure of learning reading using kwl provides opportunity for the students to utilize reading strategies. first of all, the materials are arranged in order to make the students aware of the main component of essays. intentionally, the teacher provides/marks the introductory sentences, thesis statement, controlling ideas, major and minor details, and concluding sentences. during reading, the students learned to move their eyes effectively only the important information. along with time, the students are gradually able to read in chunk. this procedure is given on the basis of brown et al.’s (1995:256) statement that “able readers with the most reading abilities coordinate the use of multiple reading strategies to improve their understanding and memory of the text, and this is not done without guidance.” in other words the students do not automatically utilize effective strategies during reading. moreover, meyer et al.’s (1980) believe “good readers employed a text structure strategy, which is a strategy entailed searching for the primary thesis of or text structure that subsumed or bound large chunks of information into clusters of related details corresponding to the macrostructures in reading. another reading in chunk activity occurs when the students create mapping of their ideas. they have determined of what they need to know in the text (use of structure) and create the mapping. this activity enables students remember the important information in the text. the students actively involved during this activity by 94.3% in the first cycle and 96.5% in the second cycle. then, along with the three phases of kwl, the students automatically utilize reading strategies such as anticipating, predicting, confirming and modifying their ideas with the text. they anticipate what information to be encounter in the text using their prior knowledge through predicting, confirming their pre-comprehension with the information provided by the text, and modifying their ideas as they find their prediction different from the existing information found in the text. the usage of the reading strategies enables them to be efficient readers. this effectiveness of the procedure of kwl supported by the students 96% in the first questionnaire in cycle 1 and 100% in the questionnaire in the second cycle. another effectiveness of the procedure of kwl in enabling the students to do what other good readers do is in enabling the students monitor their comprehension. by being constantly aware of the connections they make between text knowledge and world knowledge, the students monitor their comprehension by comparing the stated background knowledge with the existing information used in the text. morrison (2004) believes that language learners need to be taught comprehension monitoring techniques and then he recommends kwl as one of the technique in helping the students to monitor their comprehension. during the teaching and learning process, the teacher’s involvement during the teaching and learning process was very important to provide help for the students in achieving the goal of the learning: to comprehend the content of expository text. however, the ‘help’ provided by the teacher here does not merely test students’ memory of the text read. 14 instead, the procedure leads the students to process the text by providing guidance and at the same time gradually release the responsibility to the students. the finding recommends that the procedure of kwl improves students’ self confidence and produces independent readers. students’ self confidence improved as they given opportunity to practice interacting with the text and identifying key components of the text. under the teacher’s direct instruction through modeling and guidance in the forms of leading questions, the students were able to scrutinize the text efficiently and effectively as they have determined and achievable goal and clear steps in the effort to accomplish the goal. the improvement in self confidence reflected in the increase of number of students who raised their hands to formulate prediction orally, to verify the preciseness of their prediction orally, and to confirm their comprehension. the students admitted this effectiveness by 89% in the first cycle and 100% in the second cycle. furthermore, they recommend this strategy to be used in reading any kinds of reading material by other students. besides their self confidence, the students’ motivation to learn was also improved during the implementation of the kwl strategy. through the teacher’s active involvement by giving direct instruction, students were motivated to be actively involved in all the stages of the reading process. this is reflected in the increase of percentage of their involvement in the learning process which increased significantly from 58.14% to 79.2%. this finding supports abi samra’s (2006) statement that the kwl is an effective strategy for teaching reading comprehension because it helps students set reading purposes by listing their background kanowledge, read more actively and enthusiastically, and remember more information from what they read. finally, the procedure of teaching reading using kwl and graphic organizer produces independent readers. the teacher gradually released the responsibility to the students as the procedure of kwl can be independently utilized by the students themselves. this is supporting richardson and morgan’s (1997) finding that the kwl engages students in higher order thinking skills and that these skills include making connections between interrelated elements of the text, justifying thought processes and drawing logical conclusions. they maintain that these skills can set the pathway toward independent reading, foster learner responsibility and improve reading comprehension. this finding is in line with the principle of teaching reading stated by blachowicz and ogle (2008) that “good teachers know their students and provide the needed guidance and support as they consciously move from direct instruction to a release of responsibility to their students”. conclusion and suggestion the conclusion arrives at the description of how know-what to learn-learned (kwl) strategy can improve reading skill of the fifth semester english study program students of islamic state college of palangka raya. the research findings showed that affirmative development of the students’ reading comprehension was rendered from the increase of language proficiency in relation to expository writer’s organization they recognized through sequential activities of the kwl. the achievement gain showed encouraging result as indicated by the increasing mean score which was 65,34 in preliminary study and slightly increased to 69,15 in cycle 1 and 15 reached 71,61 in cycle 2, revealing that twenty (76,92%) of the twenty six students scored above average of 70 out 100 points. six (15%) of the students scored below minimum target of 75 points which to some extent raised better than their previous results. in regard with the students’ participation in the teaching and learning process in the two cycles (six meetings), the analysis of observation, field notes, and questionnaire data demonstrated positive results in that the students actively engaged in the learning process. the improvement of the achievement tests and learning participation were encompassed through three stages of kwl strategy namely: pre-reading, whilst-reading, and postreading stages. in the pre-reading stage the students were introduced to promote their language proficiency in the schemata building activity by the display of pictures and introduction of new/contextual vocabularies on the whiteboard. before asking the students to state their prior knowledge, the teacher models the way to state background knowledge. then the teacher asks the students to state what they think they know and to write them down in the know column. along with the students, the teacher displays all the students’ ideas on the whiteboard. after the brainstorming activity, the teacher then ask the students to state their expectation from the text by asking them to fill the what to learn column with questions related to what they want to know from the text. in the whilst-reading stage, the teacher asks the students to actively monitor their comprehension during the reading process. activities at the whilst-reading activity are: (1) asking ss to read the text purposefully (to identify information related to their questions), (2) modeling how to write answers to their questions and note new and interesting information, and (3) asking ss to write answers to their questions and note new and interesting information the learned column. following the kwl, text mapping and comprehension questions were added at the postreading activity. the activity is done by ordering the students to go back and to create a graphic map or diagram including both what the student knew prior to reading and the important information that has been gained. finally, students’ comprehension toward the text was evaluated through oral comprehension questions. to follow up the conclusion, some suggestions are proposed to the english students, teachers/lecturers and other researchers. the know-what to learn-learned (kwl) was effective and suitable to improve reading comprehension in terms of providing the students opportunity to utilize reading strategies, to enhance students’ self confidence, and to produce independent learners. however, since the kwl is effective for reading all informational text, the students are suggested applying the strategy independently not only in the classroom but also outside wherever they are reading any type of information text. for english teacher/lecturer, regarding the effectiveness of kwl they are recommended to teach reading using kwl and also in improving reading comprehension or other skills (e.g. listening, speaking, and writing). however, there was a shortcoming of this study to be considered in terms of the authenticity of the reading material. the researcher mostly took the reading selection from books for the teaching of writing, simplified the essay by providing the components of the essay itself, and did not measure the level of difficulties of the texts. in other words, the reading materials used in this study was not authentic which may contribute to students’ improvement. therefore, the teachers are suggested to 16 use authentic reading materials for more real improvement, and in applying the kwl teachers are suggested to take this shortcoming into account for better preparation and implementation for better students’ reading achievement. finally, for other researchers, the development of appropriate procedure of kwl strategy in another action research can be conducted with different reading micro-skills and different level of proficiency. reference alderson, j. c. 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(2009). chinese senior high school efl students’ metacognitive awareness and reading-strategy use. reading in a foreign language, 21 (1), 37-59. 19 20 21 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||307-326||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php scrutinizing grammatical challenges within indonesian-developed mobile game: ‘code atma’ erina andriani erinaelisabet@gmail.com sanata dharma university of yogyakarta, indonesia article history: received: 6 june 2022 accepted: 2 december 2022 the use of another language can cause barriers to transferring ideas from one language to another, such as grammatical challenges. it happens when the structures for delivering information are different within languages. grammatical challenges can also occur for indonesian efl users. to combat this, various media are continuously developed to assist with language learning and give exposure to the english language in use. games are an example of excellent learning sources that provide texts, descriptions, and stories. however, games might not be developed by natives and could potentially contain errors. yet, previous research rarely conducted grammatical error analysis on games. therefore, this study aimed to investigate the grammatical challenges within the code atma game. this study used document analysis to evaluate the grammatical accuracy of the passages in code atma. the findings showed that there were 630 grammatical errors, with verb errors accounting for the highest percentage and incomplete sentences for the lowest. is-selection was the type with the highest number of errors, while blends were the lowest. the implications of this study are the improvement of the game’s grammatical aspect, the use of games as efl learning sources, and the identification of grammatical errors using error analysis. keywords: code atma game; error analysis; grammatical challenges; mobile game http://jurnal.uin-antasari.ac.id/index.php mailto:erinaelisabet@gmail.com page | 308 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 introduction grammar is essential in a language as it regulates the components of language to achieve effectiveness in communication. different language possesses different grammar. some grammar rules from different languages can be very similar in certain aspects, but very different in the others (rana, owaidh, & harbi, 2019). this may lead to confusions and challenges in transferring the message from one language to another (catford, 1965). non-native speakers sometimes do literal translation to the target language, which may cause grammatical errors (aini, 2018; heryanti, sucipto, & makmur, 2017). previous studies have revealed the influence of l1 grammatical rules on the grammatical errors in l2 through grammatical error analysis (khumphee & yodkamlue, 2017; heryanti et al., 2017; rana et al., 2019). the study on linguistics also often covers the study on grammar use, including grammatical challenges. khumphee and yodkamlue (2017) argue that grammatical challenges in form of errors cannot be avoided, at least at the early stages of target language use. in indonesian context, this case of grammatical error towards english language may be more common than other countries with english as their second language, as english is not often as often. as the indonesian people are not used to using english, their grammatical accuracy in english may be lower than in indonesian. it is even more challenging as the root of english language and indonesian language are different (aini, 2018), leading to significant grammatical differences. the english as foreign language (efl) users may face difficulties and make more grammatical errors as they lack the grammatical fluency, which lets the language users to adjust their grammatical knowledge based on the context of use (sakaguchi, napoles, post, & tetreault, 2016). therefore, transferring information to the target language can still be difficult, that even a big platform that relies heavily on the texts in english such as games can make grammatical errors. many types of games provide stories, whether in form of plots of the game or character introduction, to engage the players. some game types, such as visual novels, even rely mainly on the playable stories. these types of game can be learning page | 309 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 sources for language learners (hidayat, imani, & ma'arif, 2021), as they provide engagement and entertainment for the students. in addition, they are great sources of actual use of language examples for the students but in an attractive form (jabali, supriyono, & nugraheni, 2020; kurniawan, jamaludin, & heryana, 2020). as a platform that relies heavily on texts, it is crucial for the games to reduce grammatical errors in the stories and descriptions. even if those games are not intended for language learning, reducing grammatical errors can help avoiding possible confusions for the players (heryanti et al., 2017). though previous studies have revealed the use of game as the source of target language and investigated the grammatical errors in texts (amalo, agusalim, & murdaningtyas, 2017; atashian & al-bahri, 2018; hidayat et al., 2021; kumala, aimah, & ifadah, 2018; kusumawati, 2020; qamariah, sri wahyuni, & meliana, 2020), to the best of the researchers’ knowledge, they rarely conducted grammatical error analysis on games, especially those made by non-native developers. therefore, this study intended to conduct grammatical error analysis on an indonesian-developed game, code atma. the research question for this study is “what are the common types of grammatical errors in the texts from code atma game?” this study may promote the improvement of english language usages within games, whether for entertainment or language learning media and the use of games to provide actual examples of english language in use. languages have sets of rules to govern their use and delivery. different languages often have different grammatical rules, and they sometimes are affected by different roots of the languages (aini, 2018). therefore, the grammar of one language may be different from the grammar for another language. the grammatical rules are the framework of a language that rule the form, meaning, and usage (hsu, 2013). they also regulate the structures, punctuations, word choices, and spellings, among other aspects (din & ghani, 2019). they are important for communication, especially in order to avoid ambiguity and misunderstanding. people use grammar in spoken and writing contexts to communicate with others and it helps the users to adjust based on the messages and occasions (erlina et al., 2019). the use of grammar in spoken language may not be as emphasized as in writing, as in writing, people page | 310 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 need to carefully mind the grammar use and syntactic accuracy (fithriani, 2020; marzulina et al., 2019; mukminin et al., 2019). the differences in grammatical rules from one language to another may contribute to the challenges in mastering the grammar of the target language. for example, bahasa indonesia and english have different sets of sounds and spelling rules. this difference causes the users from each language to have the difficulties in pronouncing and spelling the words (fadda, 2012). another example, in bahasa indonesia, the plurality of words does not influence the forms of the verbs or predicates, unlike in english. this concord or subject-verb agreement may be another challenge for efl learners, especially if they do not have this type of rule in their native language (fadda, 2012). aside from the plurality and verb form, another example related to the verb form is tenses. some languages may not change the verb from due to the temporal influence, like bahasa indonesia. this may be a challenge, as the absence of temporal influence may cause confusions in distinguishing different tenses and therefore cause grammatical inaccuracy (atashian & al-bahri, 2018). not only the form and structure, the grammatical changes also influence the meaning of sounds or words, so target language users need to be wary of the word choices and use the proper vocabulary (olsen, 1994). indeed, their native language may influence the use efl users, and may be one of the factors (watcharapunyawong & usaha, 2013) that causes challenges in learning and applying a new language. the challenges in transferring the grammar to one language to another may lead to grammatical errors. the error in this case is the alteration from the proper grammar (najla & fatimah, 2020), that shows the efl learners’ language proficiencies. experts make distinctions between grammatical errors and mistakes, where mistakes refer to the ‘slips’ that are not systematic (brown, 2000). even native speakers can make grammatical mistakes. however, errors refer to the use of incorrect grammatical forms, meanings, and usages (hsu, 2013), which can be systematic or repeated. the differences in the grammar from the native language can make foreign language learner to make grammatical errors (derrick, paquot, & page | 311 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 plonsky, 2018; khumphee & yodkamlue, 2017), such as the forms of noun, omissions, or sentence structures. in addition to the interference of the native language, there are several other sources of grammatical errors. iamsiu (2014) shares four factors of grammatical errors, including overgeneralization, rule restriction ignorance, incomplete rule application, and false concepts. brown (2000) argues that there are two sources of errors, including interlingual the native language interference (interlingual error) and the lack of target language proficiencies as influenced by the difficulty of the grammar (intralingual transfer). to improve grammar use, language learners need to know the sources of their grammatical errors and evaluate their grammatical errors. one way to identify the errors in a written or spoken text is to conduct a grammatical error analysis. an error analysis (ea) is a way that helps students or researchers in identifying, grouping, and elaborating the errors within certain sources (corder, 1967; khumphee & yodkamlue, 2017; heryanti et al., 2017). in case of grammatical error analysis. in case of grammatical error analysis, it collects the improper use of language forms and classify them (crystal, 2018). this grammatical error analysis can be a helpful tool to show the language learners’ knowledge of their target language, so they can evaluate their language learning process (corder, 1967; fithriani, 2020; promsupa, varasarin, & brudhiprabha, 2017). for example, if the language learners have higher error in their verb use compared to their preposition use, the lesson can focus more in improving their verb use for a more effective learning process. the grammatical error analysis may focus on several language aspects, including in form of the wrong language forms, meanings, and uses (hsu, 2013; kumala et al., 2018; qamariah et al., 2020). there are several perspectives regarding the target aspects of grammatical error analysis. for instance, james (1998) shared five types of errors, including omission (the absence of certain needed items), over-inclusion (the addition of unnecessary items), misselection (the wrong used item), misordering (the wrong order of morphemes), and blends (the use of two grammatical forms which resulting in something ungrammatical). atashian and al-bahri (2018) shared seven page | 312 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 grammatical errors, including tenses, concords, apostrophes, adverbs, passive voice, pronouns, and punctuations. taşçi and aksu ataç (2018) shared the errors regarding the incorrect use of parts of speech. others argued more error components, including 11 (qamariah et al., 2020), 12 (heryanti et al., 2017), 26 (khumphee & yodkamlue, 2017), to 32 (promsupa et al., 2017) components of grammatical errors for english language. they revolve in similar categories, including the use of parts of speech, punctuations, proper words to convey certain meanings, tenses, inclusion or omission or certain morphemes or verbs, concord, and noun plurality among many other varieties. previous studies have conducted grammatical error analysis to reveal and evaluate the use or english as foreign language (efl). fithriani (2020) shared the grammatical error analysis conducted on social study and mathematics and natural science students’ writing, and showed that mns students created more errors than ss students, and that omission was the highest type of error done by the students. similarly, kumala et al. (2018) revealed the results of grammatical error analysis and found that omission was the highest type of grammatical error. khumphee and yodkamlue (2017) found 4.909 errors and shared 26 found types of grammatical errors, with punctuation as the overall highest type of error found and noun plurality as the highest type of grammatical error caused by l1 influence. similarly, promsupa et al. (2017) found 32 sub-types of grammatical errors under morphological and syntactical error types and found that noun plurality was the highest sub-type of grammatical error. to improve grammar accuracy, a game can be an engaging media to provide exposure for english grammar in use. amalo et al. (2017) shared that games, especially visual novel games can be used to enhance language knowledge and even developed the game for english learners. kusumawati (2020) shared that a game could help the students’ understanding on provided stories within the game, but found that subtitles were ineffective in improving their vocabulary. games can be an effective tool to introduce language use of the target language while engaging them; however, the grammatical error analysis on games had not been greatly explored yet, perhaps as they were expected page | 313 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 to minimize the grammatical errors. due to the possible prospective of games as one of learning media sources, the researcher intended the exploration of grammatical errors within an indonesian-developed game code atma. method this research employed qualitative research with document analysis. document analysis allowed the use texts as the data source (creswell, 2012; reger & kincaid, 2021). the data were gathered from the passages within code atma game. code atma is a turn-based rpg game that provides stories as the context while the players progressing in the game. in this research, the passages are limited to: the chapter stories, the compendium (atma/character) stories, the skill descriptions, the lore, and the announcements. therefore, this study used purposive sampling to gather the data (ary, jacobs, sorensen, & razavieh, 2010) to select the sources from those categories. there were seven chapters, two compendium stories, atma lore and skill descriptions from 27 atma, and 22 announcement and notice texts used in this study. the study was conducted on january to february 2022. this research used a structured observation sheet as the instrument to gather the data. the instrument was based on the theories by fithriani (2020), james (1998), taşçi and aksu ataç, (2018); promsupa et al. (2017), rana et al. (2019) resulting in 11 items, including: parts of speech, incomplete sentence, and punctuation, and 5 types of error, including omission, over inclusion, missselection, miss-ordering, and blends. to analyze the data, the researcher first read through the story chapters, compendiums, skill descriptions, and announcements. during reading the texts, the researcher reviewed the sentences to assess the grammatical accuracy for each sentence and the components based on the instrument. as the texts were still in form of digital corpus within the game, the researcher transcribed the passages and highlighted the found grammatical errors to code them and record the grammatical inaccuracies into the instrument. then, the researcher used the items in the instrument (rubric) to group the data into their respective grammatical error categories. to provide further validity, the researcher page | 314 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 used grammarly application and assigned a proof-reader. the results then were presented in groups based on the categories using percentages. findings and discussions this study tried to evaluate the grammatical challenges experienced by an indonesian-made rpg mobile game: code atma. the grammatical challenges might occur within its stories, instructions, descriptions, and announcements. previous studies have evaluated grammatical challenges by conducting grammatical error analysis (ea), resulting in errors in parts of speech, capitalizations, syntactic constructions, or punctuations (khumphee & yodkamlue, 2017; promsupa et al., 2017; rana et al., 2019). in addition, james (1998) grouped those errors into five categories, including omission, over-inclusion, blend, incorrect selection, and incorrect order. after conducting the study, the researcher found total 630 grammatical errors from the texts available in code atma game. the distribution of those errors is as follows: 38 errors in 27 atma’s lore texts, 35 errors in 22 announcement texts, 33 errors in 27 skill descriptions, 234 errors in compendium from three atmas, and 290 errors from seven story chapters (table 1). the number of errors might seem to be gradually larger, but the lengths of the text from each category also got longer. among those text sources, the verb form had the highest number of errors. the number of errors might seem to be gradually larger, but the lengths of the text from each category also got longer. though, it is worth to note that the errors in the main stories were significantly lower than in compendium stories, with exception in main story’s chapter 7. among those text sources, the verb form was the element with the highest number of errors, with more than half number of errors (>50%) from each text category. this is in line with fithriani (2020), heryanti et al. (2017), khumphee and yodkamlue (2017), and qamariah et al. (2020). the second highest number of errors belonged to punctuation for compendium (12.4%) and main story (29.3%) chapters, in line with heryanti et al. (2017) and khumphee and yodkamlue (2017), that punctuation errors often occur. other text categories had different elements with the second highest number of errors, including determiner page | 315 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 in skill descriptions (14.7%), noun in announcement (20%), and conjunction errors in atma lore (13.2%). this finding regarding the determiner is in line with fithriani (2020), heryanti et al. (2017), hikmah (2020), and rana et al. (2019). the findings regarding the noun is in accordance with fithriani (2020), khumphee and yodkamlue (2017), and promsupa et al. (2017), that noun errors occur quite several times. the results regarding conjunction errors are in line with fithriani (2020), but in contrast to khumphee and yodkamlue (2017). other elements had very low errors (<10%) and some elements, such as pronoun, preposition, adjective, adverb, word choice, and dependent clause, did not even have any error in several text sources. the dependent clause category (incomplete sentence) even only occurred once. the results regarding the low occurrences of preposition and word choice are in contrast to heryanti et al. (2017), promsupa et al. (2017), and rana et al. (2019), while the findings regarding the low occurrences of pronoun and adverb are in contrast to (atashian and al-bahri (2018). the low adjective and incomplete sentence errors are in line with khumphee and yodkamlue (2017). table 1. errors within code atma game errors atma lore announcemen t skill descriptio n compendiu m chapters main story chapters n % n % n % n % n % noun 3 7.9 7 20 3 8,8 6 2.6 5 1.7 verb 2 5 65. 8 20 57 23 67.6 160 68.4 15 7 54. 1 pronoun 1 2.6 1 2.9 2 6 6 2.6 5 1.7 determiner 1 2.9 5 14.7 2 0.8 conjunctio n 5 13. 2 1 2.9 17 7.3 21 7.2 preposition 1 2.6 5 2.1 10 3.5 adjective 4 1.7 3 1 adverb 1 2.9 2 0.8 2 0.7 page | 316 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 punctuation 2 5.3 2 5.7 29 12.4 85 29. 3 word choice 1 2.6 3 8.6 3 13 1 0.4 dependent clause 1 0.4 total 3 8 100 35 100 34 100 234 100 29 0 100 the results in table 1 show the grammatical challenges within the passages found in code atma game. the errors within the found eleven elements could be categorized into five types of errors, in accordance to hikmah (2020), james (1998), and kumala et al. (2018). those types are: omission, over-inclusion, blend, incorrect selection, and inaccurate placement. the 630 errors were categorized into those five categories, as presented in table 2. table 2. types of errors within code atma game errors atma lore announcement skill description compendium chapters main story chapters n % n % n % n % n % omission 13 34.2 21 60.1 26 76.5 54 23.1 84 29 overinclusion 1 2.6 6 17.1 2 5.9 14 6 15 5.2 misselection 18 47.4 6 17.1 5 14.7 155 66.2 186 64.1 misordering 6 15.8 2 5.7 1 2.9 11 4.7 4 1.4 blends 1 0.3 total 38 100 35 100 34 100 234 100 290 100 page | 317 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 when the researcher identified the errors in the text, the researcher also recorded in what way the grammatical errors were considered inaccurate. the errors then were grouped into five categories, as presented in table 2. the categories with the highest number of errors are mis-selection for main story (64.1%), compendium (66.2%), and atma lore (47.4%) text sources and omission for announcements (60.1%) and skill descriptions (76.5%). the high occurrences of omission are in line with kumala et al. (2018), while the high occurrences of mis-selection category are in line with fithriani (2020). the categories with the second highest number of errors are omission for atma lore (34.2%), compendium (23.1%), and main story (29%)) texts; mis-selection for announcements (17.1%) and skill descriptions (14.7%); and over-inclusion for announcements (17.1%). mis-ordering type of error got especially high in atma lore texts (15.8%). other than those, over-inclusion and mis-ordering had low occurrences (<10%), while blends only appeared once, in the main story. the low occurrences of over-inclusion category contradict the results from fithriani (2020) and kumala et al. (2018) that share over-inclusion appeared quite often. however, the low appearances of mis-ordering and blends are in line with fithriani (2020). figure 1. noun and verb errors (announcement) in most cases, the errors occurred within one sentence. in figure 1, the errors regarding the concord in one sentence occurred, and it included the errors for verb and noun elements. the determiner every is followed by a singular form of noun (azar & hagen, 2016), so the floors that follows it is wrong. the error occurred from the extra ‘s’ that indicated plural, so the error was categorized into overinclusion of the suffix -s. as for the verb, it should be a singular verb because the subject is singular (azar & hagen, 2016; khumphee & yodkamlue, 2017; rana et al., 2019), with added -s in the end, so the verb form have is incorrect. the verb was page | 318 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 mis-selected, so the error got into mis-selection category, in line with fithriani (2020). figure 2. pronoun error (compendium-drona) figure 2 is an example for pronoun errors found in code atma game. there are several categories of pronoun; one of them is possessive pronoun (azar & hagen, 2016; khumphee & yodkamlue, 2017). to indicate possessive, one can alter the pronoun forms or add ‘s after the subject (khumphee & yodkamlue, 2017). however, in figure 2., in the noun phrase drona heart, it lacks possessive pronoun (‘s) that indicates the heart belongs to drona. as the error is caused by the lack of pronoun, it is categorized into omission (kumala et al., 2018). figure 3. determiner error (skill description) all determiner errors in code atma game fell into omission category. an example for determiner error is presented in figure 3. to indicate singular noun, article a/an is often precedes the phrase (heryanti et al., 2017; qamariah et al., 2020; rana et al., 2019). in this case, the first phrase extra turn lacks the article an, as it is an indefinite noun phrase, and the second extra turn phrase in the parentheses lacks the article the as the readers know now what extra turn is being talked about, based on azar & hagen (2016), hikmah (2020), and khumphee and yodkamlue (2017). this sentence lacks determiners, thus the type of error is omission, in line with fithriani (2020). page | 319 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure 4. conjunction and punctuation errors (main story-chapter 1) figure 4. shows an example of conjunction and punctuation errors. this sentence has an error due to the lack of conjunction and to connect the noun phrases (fithriani, 2020). there should be a conjunction after the comma and before the pitch black eyes phrase. in addition, the pre-modifier for eyes, pitch black needs a hyphen to connect ‘pitch’ and ‘black’ (azar & hagen, 2016). as this sentence lacks conjunction and and a hyphen, the errors are included in omission category, in accordance to kumala et al. (2018). figure 5. preposition error (main story-chapter 7) the occurrences of preposition error were rather low in all text sources. figure 5 shows an example of preposition error from the main story. the chunk they’re still prison does not make sense, as it lacks a preposition in to indicate location (azar & hagen, 2016), so it becomes ‘they’re still in prison’. as the sentence lacks the preposition, the error is categorized as omission (james, 1998). figure 6. adjective error (skill description) figure 6 shows another error found in code atma game, specifically the adjective element. the phrase the foe targeted is supposed to be a noun phrase, in accordance to wright and hope (1996). however, the placement of the adjective targeted is mis-located, as it needs to precede the noun foe (andriani, noviani, & page | 320 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 bram, 2021). therefore, that phrase is considered as an error and the type of error is mis-location (fithriani, 2020) due to the misplacement of the adjective. figure 7. adverb error (main story-chapter 6) over-inclusion was one of the types of error with low appearances in most of the text sources, along with mis-location. one example of over-inclusion is an adverb error, as shown in figure 7. in this case, the adverb back followed the verb come, and it was a proper placement (azar & hagen, 2016). however, the adverb back was repeated, which was abundant (heryanti et al., 2017). therefore, it was classified as an error, and it went to over-inclusion category (james, 1998), as the adverb was repeated. figure 8. word choice error (main story-chapter 0) the next error is regarding the word choices. this error only occurred less than ten times in the observed text sources. figure 8 is an example of word choice error. in this case, the word yonders is an error, as its placement and meaning in the sentence do not link with the rest of the words in the sentence. according to oxford learner’s dictionaries, the word yonder is defined as ‘over there’ (www.oxfordlearnersdictionaries.com, accessed in february 2022). it is grammatically and semantically inaccurate to be placed in this sentence after the subject to replace the predicate. the writer might want to use the word wanders, which could make sense. therefore, this sentence has a word choice error (heryanti et al., 2017), and the error belongs to the mis-selection category (fithriani, 2020), as the writer incorrectly choose the word yonder in place of something else. http://www.oxfordlearnersdictionaries.com/ page | 321 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure 9. dependent clause error (main story-chapter 3) the last error is dependent clause or incomplete sentence error. this type of error occurred once in the game. as presented in figure 9, the clause ‘just when she was finally feeling free and happy’ is not a complete sentence, yet, because the conjunction just when is a subordinating conjunction that requires an independent clause to complete it, in line with khumphee and yodkamlue (2017). as this sentence lacks an independent clause, the error is categorized as omission error, as stated by james (1998). the researcher evaluated the grammatical challenges within an indonesiandeveloped game, code atma. this game is an excellent example for promoting indonesian culture and folklore into an entertaining format using english language, which allows broader target users. the researcher found 630 grammatical errors within the game text sources, including the announcements, lore, skill descriptions, compendium, and main stories. the errors mostly were in form of verb errors, along with other errors in a smaller number of occurrences regarding the noun, conjunction, adverb, punctuation, determiner, pronoun, preposition, adjective, word choice, and dependent clause (heryanti et al., 2017; khumphee & yodkamlue, 2017; promsupa et al., 2017; rana et al., 2019). those errors were categorized into omission and mis-selection, as the types with the most errors, along with misodering, over-inclusion, and blend (fithriani, 2020; james, 1998; kumala et al., 2018). though the game might have quite some errors, it is a good start to take revolutionize indonesian tales and stories into an entertaining platform with english language, which can be enjoyed by international users. in addition, it can also be a fun learning media for english as foreign language (efl) learners to be exposed with english language from which they can learn (amalo et al., 2017; hidayat et al., 2021; kusumawati, 2020). page | 322 erina andriani let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 conclusions and suggestions this study investigated the grammatical challenges within an indonesiandeveloped idle game, code atma. 630 grammatical errors were found within the text sources in the game, including in the announcement, lore, skill description, compendium, and main story texts. the verb errors occurred the most, more than half of the number of errors, and followed by the errors regarding the noun, conjunction, adverb, punctuation, determiner, pronoun, preposition, adjective, word choice, and incomplete sentence. those errors were categorized into five types of errors, with omission and mis-selection as the types with the most errors, along with mis-odering, over-inclusion, and blend with the least number of errors. this game is an excellent example for promoting indonesian culture into an entertaining game using english language, which can be enjoyed by international users. the implications of this study are for the improvements of the game’s grammatical aspect in their texts, for the efl students and teachers to utilize games, such as code atma, as a learning media to get english language in use exposure from which they can learn, and for them to observe and identify the grammatical errors using error analysis. this study is still limited from the data source and validity perspectives. further researchers are suggested to find more convincing ways to validate the results and expand the data sources. references aini, n. 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(1996). stylistics: a practical coursebook. routledge. retrieved from https://books.google.co.id/books?id=0ap2hf5w2dmc ieee paper template in a4 (v1) aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||352-369||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php language ambiguity in efl learners’ narrative texts: a semantic discourse analysis aldha williyan alwilliyan@gmail.com invada language and education institute, indonesia article history: received: 11 october 2022 accepted: 14 november 2022 this qualitative study investigates the ambiguity in five efl learners’ narrative texts. this study reveals that narrative texts contain lexical and syntactic ambiguities. lexical ambiguity can happen because of polysemy and homonymy. in terms of syntactic ambiguity, ambiguous languages occur in the surface and deep structure of the sentences for various reasons, such as coordinator, gerund, and adjectives followed by an infinitive. luckily, the lexical and syntactic ambiguities do not give the readers much trouble comprehending the texts if the context is clear. the context, particularly the preceding and following sentences, helps the readers understand the text. sentences with ambiguous words or ambiguous structures can be clearly delivered as long as the writers are able to provide a clear context. additionally, the writers in this present study tend to intentionally use ambiguous words in their sentences in order to use the words metaphorically and to tell the story in a more artistic way since the purpose of the narrative text is to entertain the readers. keywords: language ambiguity; lexical ambiguity; syntactic ambiguity introduction this research aims to investigate the ambiguity in efl learners’ narrative texts. writing clearly without ambiguity is very crucial for every writer. the reason is because the ambiguity can lead the readers into the wrong interpretation so that they cannot get the intended meaning of the text. clear text indeed is very important. http://jurnal.uin-antasari.ac.id/index.php mailto:alwilliyan@gmail.com p a g e | 353 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 moreover, according to thornburry (2005) text is in every aspect of the life, such as in home, streets, at work, and at school. no wonder, it is mandatory for the teachers to equip the learners with good ability to engage with the text. (thornburry, 2005) again points out that the learners as the language users need to comprehend the text and they need to create the text. through this study therefore, the common language ambiguity that can mislead the readers of the text are revealed so that they can learn how to avoid writing any kind of texts with ambiguity. the fact that ambiguous language is able to direct the readers to the wrong direction actually should encourage the teacher to be more aware about it. hopefully, this research can rise that awareness since ambiguity can be a serious issue. indeed, language, even a word, has a strong power in the society. according to harmon & wilson (2006) also words can encourage and discourage at the same time, such as uplifting, inspiring, inflicting pain, deepening insecurity, and so on. this is the reason why the learners have to be taught to choose the words, phrases, or expression for their writing correctly without ambiguous language so that the readers get the messages that are really intended by the writers. in addition, the fact that writing is used to grade the learners’ performance in universities strengthens the importance of it for learners (bailey, 2006). this circumstances inevitably encourage the teachers or lecturers to assist the learners enhancing their writing ability, including writing narrative text which is recognized as one of the popular genres (knapp & watkins, 2005). narrative text is recognized as the text type that has a purpose to entertain the readers by telling a story (anderson & anderson, 1997). however, narrative text is not that simple. besides entertaining the readers, it has another generic purpose which is actually more important for the readers, namely changing social opinions and attitudes (knapp & watkins, 2005). in more detail, narrative text consists of three common generic structures. in the first part of the text, the writers have to tell the readers about the story time and place (knapp & watkins, 2005). according to anderson & anderson (1997) this part is called as orientation where the information of who, where, and when, is introduced by the writers. in the second part of the text, the writers are required to bring one or more complexities or problems of the story. this is called as p a g e | 354 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 complication which contains a chain of events that is followed by a resolution (anderson & anderson, 1997). this resolution is an important part of the text as it indicates how successful the text is. according to knapp & watkins (2005) narrative text with those three generic structures explained above is read more by the readers. unfortunately, writing narrative text is difficult enough for most of the writers. the writers need to produce the correct language in their text in order to avoid the wrong interpretation from the readers because there is always ambiguous sentence (baker, 1995). it is when a sentence has two meanings (griffiths, 2006). although, ambiguity rarely gives issues in daily communication (kreidler, 1998), language written on a piece of paper is something different. in writing, there are many elements that must be noticed, such as language structure, text functions, content, genre, and so on (hyland, 2013). therefore, writing perfectly without ambiguity is difficult even impossible (o’grady et al.,1997). ambiguity generally is divided into two types, namely lexical and syntactic ambiguity (löbner, 2002). additionally, kess (1992) proposes one additional type of ambiguity called as deep or underlying structure ambiguity which is “on the deep structure level of logical relationships between underlying syntactic constituents”. the lexical ambiguity meanwhile refers to a form which has two or more meanings (o’grady et al., 1997). it means it occurs in the word level (hurford et al., 2007). no wonder, homonymy defined as a word that has two or more different senses or meanings and polysemy defined as a word that has some very closely related senses are the main causes of lexical ambiguity (hurford et al., 2007). table 1 adapted from (hurford et al., 2007) below presents some examples of ambiguity that occur in the level of words. table 1. lexical ambiguity no. sentences possible interpretations 1. the people run in panic because the earth was shaking / earth is one of the planets in the solar system. soil or our planet p a g e | 355 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 2. there are many guards in front of his house / face guard is needed when doing dangerous sport. person who guards, sentinel or solid protective shield, e.g. around machinery 3. he gave that person a punch / she provided punch for the party. blow with a fist or kind of fruity alcoholic drink 4. my captain steered me towards the river / john own that steer. to guide or young bull the first two examples are lexical ambiguities that are caused by polysemy represented by earth and guard. both words have some interrelated meanings (löbner, 2002). in the case of earth, it possibly means soil or planet. it means both refer to land at different levels of generality. similarly, the meanings of guard are interrelated by the person who protects or solid protective shield. they contain the concept of protection against danger (hurford et al., 2007). in contrast, the last two examples are homonymy defined as the words with the same sound and spelling, but different meaning (löbner, 2002). the homonymy in both sentences are represented by words that do not have the interrelated meanings (hirst, 1988). the meanings of punch can be blowing with a fist or kind of fruity alcoholic drink and steer can be to guide or young bull. however, it is difficult to deal with the differences between polysemy and homonymy (kreidler, 1998). the easiest way is by learning that homonymy is “words with different senses or meaning which are far apart from each other and not obviously related to each other” (hurford et al., 2007). in contrast, the syntactic ambiguity is caused by the sentence structures that have some possible interpretations (kreidler, 1998). there are two kinds of syntactic ambiguity proposed by kreidler (1998). the first is syntactic ambiguity caused by words that can cluster together in different possible constructions in the surface structure of the sentence. the second is syntactic ambiguity that occurs in the deep structure of the sentence. in more detail, cruse (2000) states that there are four ambiguities that can be found in the level of sentence. those are pure syntactic, quasi-syntactic, lexico syntactic and pure lexical ambiguity. table 2 adapted from p a g e | 356 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 kreidler (1998) and hurford et al (2007) below presents the example of syntactic ambiguity. table 2. syntactic ambiguity no. sentences possible interpretations 1. john and mary or pat will go ([john] and [mary or pat], [john and mary] or [pat]) 2. the only people left were old men and women. ([old men] and [women], old [men and women]) 3. the chicken is ready to eat (‘the chicken is ready to be eaten’ or ‘the chicken is ready to eat something’) 4. visiting relatives can be boring (‘visiting relatives is boring’ or ‘relatives visiting are boring’) the first example is the syntactic ambiguity that occurs in the surface structure of the sentence. it is caused by the use of the coordinators and and or (kreidler, 1998). it can mean that someone who surely will go is only john that will be accompanied by marry or pat. also, it can mean that john and mary will go or it is only pat who will go. similarly, the second example is also in the surface structure of the sentence caused by a coordinate head with one modifier (kreidler, 1998). it can mean that those who are old are only men or it can mean that both men and women are old. meanwhile the third and fourth are in the deep structure of the sentence (kreidler, 1998). the third example is caused by adjective and infinitive tied to subject or to complement. it can mean the chicken is ready to be eaten or the chicken is ready to eat something. the fourth example is caused by gerund and object or participle modifying a noun. it can means visiting relatives is boring or relatives visiting are boring. furthermore, ambiguity has been researched by many researchers before. those are the work of ramadani (2015) entitled “lexical ambiguity in the headlines of the jakarta post newspaper”, the work of charina (2017) entitled “lexical and syntactic ambiguity in humor”, the work of bucaria (2004) entitled p a g e | 357 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 “lexical and syntactic ambiguity as a source of humor: the case of newspaper headlines”, and the work of khawalda & al-saidat (2012) entitled “structural ambiguity interpretation: a case study of arab learners of english”. however, the research that focuses on lexical and syntactic ambiguity in efl learners’ text, including narrative texts, has received less attention. this problem leads the writer to conduct this semantics study. through it, the teachers hopefully are able to assist the learners to write in better ways without any ambiguity as learning semantics means learning how to deliver meanings in more accurate ways without ambiguity (hurford et al, 2007). method research design this study is qualitative study defined by creswell & creswell (2018) as a methodology whose researcher is interested in the meaning, process, and comprehension that can be obtained from written or visual information. also, the data are taken from the actual words of the respondents (fraenkel et al., 2012). this study additionally employs semantic discourse analysis proposed by van dijk (2014). the reason is because this study aims to analyse written documents, namely the efl learners’ narrative texts, using semantic theories. the primary data of this study are five pieces of efl learners’ narrative texts under the various theme that the lecturer has decided before. the learners have to create imaginative stories in their texts on certain topic with the purpose to entertain the readers. five efl learners are selected as the research subjects for the current study. they were selected to take part in this study because researchers favor intensive qualitative research with fewer participants rather than more participants (mackey & gass, 2022). with only a few groups of research participants, it should be possible to support the data collection process and ensure proper data collection. fraenkel et al (2012) mention five procedures of analyzing data. those are identification of the phenomenon to be studied, identification of the participants in the study, data collection, data analysis, interpretations and conclusions. p a g e | 358 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 instrument it must be highlighted that the effectiveness of various procedures depends on the researcher's expertise. this is because the main means of acquiring data in research is the researchers themselves (creswell & creswell, 2018). they independently collect data through participant interviews, behaviour observation, and document analysis. the researchers are the ones who actually collect the data, even though they may use a tool. in the context of the current study, data were gathered manually and analysed them using the theories of kreidler (1998) and hurford et al (2007). data analysis procedures once the data are gathered, the researcher conducts several steps. all the five narrative texts are analysed by using the semantics theories to reveal the common ambiguity produced by the writers and how those ambiguities affect those five narrative texts. then, in analysing the data, the writers conduct some steps. firstly, the narrative texts are broken up into sentences. second, the writer analyses those data based on the theories that have been explained previously. then, dealing with homonymy and polysemy, online cambridge dictionary is used since it is easy to access and recognized as the recommended online dictionary. finally, the data are categorized into lexical and syntactic ambiguity and explained deeply in paragraphs. finding and discussion findings the results reveal that the narrative texts contain some ambiguities. in the first narrative text, there are seven lexical and five syntactic ambiguities found. in the second narrative text, the analysis found five lexical and four syntactic ambiguities. then, in the third narrative text, there are eight lexical and four syntactic ambiguities. differently, the analysis found three lexical and ten syntactical ambiguities in the fourth narrative text. lastly, there are six lexical and one syntactical ambiguities in the fifth narrative text. some excerpts of the finding are elaborated more below. (1) once upon a time, there are man. p a g e | 359 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the sentence above is the example of lexical ambiguity as the ambiguous meaning is caused by the word man that has interrelated meanings. that is why polysemy is the main cause of this ambiguity. based on online cambridge dictionary the word man can mean an adult male human being, or the human race. both meanings are interrelated because both of them refer to the human who are creatures on earth. however, the ambiguity in the sentence above does not give a significant issue to the readers as the readers can take a look the context of the text, particularly the following sentences. based on the context, the readers can easily interpret that the real intention of the writer by writing the word man is telling an adult male human being as story tells about three friends who were going to the forest. this first meaning is acceptable while the second does not seem suitable because the readers will never think that the story is about the human race. therefore, it can be said that the sentence is not ambiguous even though there is one ambiguous word inside it because the meaning is still clear. (2) they must meet the old man and woman in the forest. syntactic ambiguity occurs in this sentence. this is caused by words that can cluster together in different possible constructions in the surface structure of the sentence. the coordinators and in this sentence triggers this ambiguity. the readers possibly interpret that old only describes man, excluding woman. they also likely interpret that old refers to both man and woman. both of the interpretations are acceptable in this sentence. however, based on the context of the text, the researcher infers that the intention of the writer in this first narrative text is saying old man and old woman. (3) he likes challenging animals. this second finding is also categorized as the syntactic ambiguity. however, it does not occur in the surface structure. it occurs in the deep structure of the sentence because the ambiguity is caused by gerund that is followed by the object or participle modifying a noun. in the case of this sentence, the gerund challenging followed by the object animals is the cause of the ambiguous language since it can make the readers to have more than one interpretation. the first possible meaning https://dictionary.cambridge.org/dictionary/english/adult https://dictionary.cambridge.org/dictionary/english/male https://dictionary.cambridge.org/dictionary/english/human https://dictionary.cambridge.org/dictionary/english/human https://dictionary.cambridge.org/dictionary/english/race https://dictionary.cambridge.org/dictionary/english/adult https://dictionary.cambridge.org/dictionary/english/male https://dictionary.cambridge.org/dictionary/english/human p a g e | 360 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 is that the readers likely to interpret the sentence as the subject he likes to challenge the other animals. then, the second possible interpretation is that the readers likely to interpret the sentence as the subject he likes animals which challenge. fortunately, the real intention of the writer by writing that sentence is easy to interpret since the context of the text, particularly the preceding and following sentences, give so many clues for the readers to interpret the real intention of the writer. it is clearly that the real intention of the writer is the first meaning, namely subject he likes to challenge the other animals. (4) so a course was fixed and a start was made. this sentence is ambiguous because it is represented by words that do not have the interrelated meanings, but the word that have the same sound and spelling with different meaning. it contains ambiguity that is caused by homonymy of the word course. based on the online cambridge dictionary, course can means differently. it can mean a set of classes or a plan of study on a particular subject, usually leading to an exam or qualification. it also can mean an area of land or water used for a sports event. it means both words have the same sound and spelling, but different meaning, which is the characteristic of homonymy. like the lexical ambiguities explained previously, the context, particularly the preceding and following sentences, actually helps the readers to interpret the intended meaning of the sentence. the meaning of this sentence seems clear that the writer intends to say that the word course represent an area of land or water used for a sports event since the story is about competition between the tortoise and the rabbit. however, the writer of the story still have to arrange the sentence carefully so that the intended meaning is clear and the readers can interpret the meaning correctly. (5) they must go to england and italy or spain. syntactic ambiguity occurs in this sentence. this is caused by words that can cluster together in different possible constructions in the surface structure of the sentence. the coordinators and and or in this sentence triggers this ambiguity. it means it occurs in the surface structure of the texts. the readers possibly interpret https://dictionary.cambridge.org/dictionary/english/area https://dictionary.cambridge.org/dictionary/english/land https://dictionary.cambridge.org/dictionary/english/water https://dictionary.cambridge.org/dictionary/english/sports https://dictionary.cambridge.org/dictionary/english/event https://dictionary.cambridge.org/dictionary/english/area https://dictionary.cambridge.org/dictionary/english/land https://dictionary.cambridge.org/dictionary/english/water https://dictionary.cambridge.org/dictionary/english/sports https://dictionary.cambridge.org/dictionary/english/event p a g e | 361 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 that the writer of the text intends to say that the subject they must go to england and italy or only spain. furthermore, the readers possibly interpret that the writer of the text intends to say that the subject they must go to england and the subject they has another one additional country, italy or spain. this circumstance makes the sentence ambiguous. moreover, the context of the text, particularly the preceding and following sentences, does not give any clues for the readers. therefore, the readers likely cannot interpret the real intention of the writer clearly. it is because the readers do not get the point of where exactly the characters of the story go. it is to england and italy, england and spain, or only spain. this is why the writers of any text are suggested to write the sentences clearly and they have to arrange the sentences clearly in order to avoid the ambiguous language so that the readers are not confuse to get the real intention of the writers. (6) on the middle of their way, one ant said, “that is mine”. the sentence above is the example of lexical ambiguity as the ambiguous meaning is caused by the word mine that has multiple meanings. that is why homonymy is the main cause of the ambiguity because the word mine has the same sound and spelling with different meaning. based on online cambridge dictionary the word mine can mean the one(s) belonging to or connected with me or a hole or system of holes in the ground where substances such as coal, metal, and salt are removed. both meanings make the sentences ambiguous as both of them are acceptable in term of the story. like the lexical ambiguities explained previously, the context, particularly the preceding and following sentences, actually helps the readers to interpret the intended meaning of the sentence. however, in the case of this sentence, both meanings are acceptable and both of them make sense. it means the readers have to interpret the text well since the clue provided by the writer is limited. based on the context provided by the writer, the word mine in this sentence means the one(s) belonging to or connected with me. this is also the reason why the writer of the story still have to arrange the sentence carefully so that the intended meaning is clear and the readers can interpret the meaning correctly. (7) he always protect the animals with unique look. p a g e | 362 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the sentence taken from the fourth text above is the example of syntactic ambiguity. it occurs in the deep structure of the sentence. the ambiguity in this sentence is caused by the additional element of the sentence which is represented by with unique look. this makes the sentence ambiguous because the meaning is multiple. the readers possibly will interpret the sentence differently. some of them likely think that with unique look refers to the subject he. they interpret that the subject he uses a unique look when he protects the animals. furthermore, some readers possibly think that with unique look refers to the object the animals. they interpret that the subject he only protects the animals that have a unique look. animals without unique look are not protected. those are the two possible interpretation made by the readers. however, the context of the sentences represented by the preceding and following sentences gives the readers clues in order to interpret the sentences correctly following the writer’s real intention. as far as the readers are good readers, they likely will never interpret that with unique look refers to the object the animals. they will surely interpret that with unique look refers to the subject he. they interpret that the subject he uses a unique look when he protects the animals since the context mentions the clues. whatever it is, the readers are still suggested to read the text carefully and the writers are also suggested to write as clear as possible. (8) the farmer was mad, the sentence above is a lexical ambiguity caused by the polysemy. the word mad here has several interrelated meanings that possibly interfere the readers. based on the online cambridge dictionary, the word mad can mean very angry or annoyed or extremely silly or stupid, even it can mean mentally ill, or unable to behave in a reasonable way. all the possible meanings are interrelated as they similarly refer to the description of someone. however, the readers actually are not interfered too much by this lexical ambiguity as the preceding and following sentences help them to interpret the intended meaning of the writer. based on the context, the readers can easily interpret that the real intention of the writer by writing the word mad is telling very angry or annoyed as story tells about hunters that kill animals that are always protected by the farmers. https://dictionary.cambridge.org/dictionary/english/angry https://dictionary.cambridge.org/dictionary/english/annoyed https://dictionary.cambridge.org/dictionary/english/extremely https://dictionary.cambridge.org/dictionary/english/silly https://dictionary.cambridge.org/dictionary/english/stupid https://dictionary.cambridge.org/dictionary/english/mentally https://dictionary.cambridge.org/dictionary/english/ill https://dictionary.cambridge.org/dictionary/english/unable https://dictionary.cambridge.org/dictionary/english/behave https://dictionary.cambridge.org/dictionary/english/reasonable https://dictionary.cambridge.org/dictionary/english/angry https://dictionary.cambridge.org/dictionary/english/annoyed p a g e | 363 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 that is why the farmer mad or angry. this first meaning is acceptable while the second and thrid do not seem suitable because the readers will never think that the story is about someone who is extremely silly or stupid, mentally ill, or unable to behave in a reasonable way. therefore, it can be said that the sentence is not ambiguous even though there is one ambiguous word inside it because the meaning is still clear. whatever it is, the readers are still suggested to read the text carefully and the writers are also suggested to write as clear as possible. (9) the fox slept under the big tree and sky. syntactic ambiguity occurs in this sentence. this is caused by words that can cluster together in different possible constructions in the surface structure of the sentence. the coordinators and in this sentence triggers this ambiguity. the readers possibly interpret that big only describes tree, excluding sky. they also likely interpret that big refers to both tree and sky. both of the interpretations are acceptable in this sentence. however, based on the context of the text, the researcher infers that the intention of the writer in this second narrative text is saying big tree and sky. (10) the moon came and accompanied him. the ambiguity in the sentence above is caused by the word accompany. based on the online cambridge dictionary, it means move to the speakers or listeners. if the text is academic text, it is not really suitable because the moon that can accompany is something that does not make sense. since this text is narrative text which is imaginary story because it is a fantasy story (anderson and anderson, 1997), this meaning is acceptable. additionally, the word accompany in this circumstance can also refer to shine all night long. the reason of the writer to use the word accompany instead of shine possibly is to use action verb metaphorically to create effective image. the writer also possibly uses that word to create more attractive sentence as ambiguity functions that way. these two possible interpretations possibly interfere the readers to interpret the intended meaning of the writer even though the preceding and following sentences actually give them significant clues regarding the real intention of the writer. based on the context of https://dictionary.cambridge.org/dictionary/english/extremely https://dictionary.cambridge.org/dictionary/english/silly https://dictionary.cambridge.org/dictionary/english/stupid https://dictionary.cambridge.org/dictionary/english/mentally https://dictionary.cambridge.org/dictionary/english/ill https://dictionary.cambridge.org/dictionary/english/unable https://dictionary.cambridge.org/dictionary/english/behave https://dictionary.cambridge.org/dictionary/english/reasonable p a g e | 364 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the story, the real meaning of that sentence is that the writer want to tell that the moon shines all night long in a more artistic way. (11) hunting animal was dangerous from the respondent's narrative text in this study, the aforementioned sentence was taken. this finding falls under the category of syntactic ambiguity. it does not, though, happen in the surface structure. due to the ambiguity being brought on by the participle modifying a noun, it appears in the deep structure of the phrase. in this instance, the usage of the gerund hunting before the object animal results in confusing language since it allows for multiple interpretations by the reader. the reader's first probable interpretation of the text is that any animal that can hunt is dangerous. the second interpretation is that the readers are more likely to view the line as meaning that hunting animals is a risky pastime. fortunately, it is simple to determine what the author really intended when he or she wrote that statement because of how many hints the text's context, particularly the sentences that come before and after it, provides for the readers. it is obvious that the writer meant to convey the second sense, namely that hunting animals is a risky pastime. (12) the fox loved disturbing animals this discovery is additionally labeled as a syntactic ambiguity. it does not, though, happen in the surface structure. due to the ambiguity created by the gerund that is followed by an object or participle modifying a noun, it appears in the deep structure of the sentence. this sentence has ambiguous language since the gerund disturbing is followed by the object animals, which gives the reader room for interpretation. the reader's immediate interpretation of the line is that the subject, the fox, enjoys disturbing other animals. the second interpretation is that the readers will probably think that the subject of the line, the fox, loves animals, which is disturbing. fortunately, it is simple to determine what the author really intended when he or she wrote that statement because the context of the text, especially the sentences that come before and after it, provides a wealth of information for readers p a g e | 365 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 to do so. it is obvious that the writer's true objective, namely that the subject, the fox enjoys disturbing other creatures, is the first meaning. (13) the ants used the wood to hide the lexical ambiguity in the previous sentence was brought on by the polysemy. the word wood has a number of overlapping meanings that could confuse readers. the word wood can refer to a hard substance that forms the branches and trunks of trees and can be used as a building material, for creating things, or as a fuel, according to the online cambridge dictionary. it can also refer to a region of land covered in a dense growth of trees. all interpretations are connected to one another. however, this lexical ambiguity does not really cause the readers too much trouble because the sentences before and after it make it clear what the author meant to say. readers can easily infer from the context that the writer meant for the term "wood" to refer to "a hard substance that forms the branches and trunks of trees." the meaning is still evident, thus even if the statement contains one confusing word, it cannot be regarded to be truly ambiguous. whatever the case, it is nevertheless advised that readers attentively read the material and that writers write as simply as possible. (14) the sun was so alive the word alive is what gives the above sentence its ambiguity. it refers to someone or something which is living or not dead, according to the online cambridge dictionary. the word alive can be used to describe anything that is living but the sun is not, thus if the material is academic, it is not really appropriate. this usage is appropriate given that the text in question is a narrative that tells an imaginary story because it is a fantasy (anderson and anderson, 1997). furthermore, in this context, alive might also mean very hot. the writer may have chosen the word alive over hot because he or she wanted to employ an action verb to create a powerful image. given how ambiguity works, it is also possible that the author used that word to make a more appealing statement. even if the phrases that come before and after this one give readers important hints about the writer's true goal, these two interpretations may make it difficult for them to understand what p a g e | 366 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the writer really meant. given the context of the narrative, the underlying intent behind that statement is for the author to express how hot it is in a more creative manner. discussions ambiguity has a disadvantage because the diverse meanings interfere with one another (rodd et al, 2004). this looks simple but cannot be underestimated because many conflicts that occur in the community are triggered by misperceptions of language. conflict in the society is often caused by language contact (nelde, 1987). communication often leads to misunderstandings that lead to social conflict. humans as social beings interact with other people. it is undeniable since they cannot live alone. one of the most important parts of interacting is communicating. communicating is related very closely with the way of language. communicating, both spoken and written, is not only expressing the contents of the heart and feelings, but also by using good language rules, one of which is by minimizing language ambiguity. by minimizing language ambiguity, the possibility of misinterpretation will be reduced and the final line is conflict can be avoided. the discussion above shows how important it is to produce language, both spoken and written, clearly without ambiguous language. therefore, it is important for efl learners to understand the importance of avoiding language ambiguity. however, it has been noted that pupils find it challenging to interpret ambiguous structures and typically assume the broad meaning that follows the word order (khawalda & al-saidat, 2012). the difficulties on ambiguous languages also is experienced by the respondents of this present study even though the ambiguous language they produced do not fully disturb the meaning of their text. in many cases, the ambiguity in the text indicates the ability of the writer. the writers with lack of vocabulary knowledge have more possibilities to produce lexical ambiguity. similarly, those who are lack of grammar knowledge have more possibilities to produce syntactic ambiguity. kreidler (1998) states the same thing that lexical ambiguity is caused by limited vocabulary resources while syntactic ambiguity is caused by limited grammatical resources. however, the findings of this study show that the ambiguities in the level of lexical and syntactic are not p a g e | 367 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 necessarily caused by limited vocabulary resources and lack of grammar knowledge since the intended meaning of the sentence is actually clear if the readers also involve the context, particularly the preceding and following sentences. context is used to determine the interpretation of the sentence (charina, 2017). griffiths (2006) also says that contextual information clarifies the ambiguities. then, narrative text is different with other texts as it has a function to entertain the readers. through this study, it is found that some words, particularly ambiguous words, are written to fulfil that function, namely entertaining the readers. the example is in the fifth and seventh findings that have been presented above. also, the fact that the writers of narrative texts often use action verbs metaphorically affects their words choice (knapp & watkins, 2005). on the other words, it can be said that the writers often intentionally produce ambiguity to create an attractive sentence (charina, 2017). conclusions and suggestions it can be concluded that, in using language, ambiguity is not avoidable. ambiguity also has become popular issue in producing language (khawalda & alsaidat, 2012). luckily, ambiguity does not always give a significant problem when the contextual information is involved. the findings of this study is the example. even though there are some lexical and syntactical ambiguities, the intended meaning of the writers in their narrative texts is still clear when the readers also involve the contextual information, particularly the preceding and following sentences. furthermore, this present study gives three types of significances, namely theoretical, pedagogical and practical benefits. theoretically, the findings of this present study can give the knowledge about ambiguous language and later it can be used as the reference for the future research. pedagogically, the teachers or lecturers can use the findings to teach the learners. they need to teach and encourage the students to enrich their vocabularies in order they are able to choose the correct vocabulary in delivering messages through writing. the teachers also need to teach and encourage the students to develop their grammar knowledge in order to avoid ambiguity. both of these steps hopefully are able to develop the students’ writing p a g e | 368 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 ability. practically the knowledge of language ambiguity equips the learners to produce clear language when they communicate with others whether spoken or written. lastly, through this study, the writer encourages the other researchers to conduct the other studies dealing with ambiguity and efl learners to enrich the findings. first, the fact that this study only deal with one text type, namely narrative text, can be a reason to conduct other studies to deal with ambiguity in the other text types, such as exposition, explanation, or even academic text. secondly, the future studies can also deal with ambiguity in spoken language. last but not least, the future studies also can enter the efl classroom to deal with the teaching activity to figure out ambiguity produced by the teachers in explaining certain topic. all of the results from these suggested researches are surely beneficial for every party, particularly teachers and students. references anderson, m., & anderson, k. (1997). text types in english 2. malaysia: macmilan. bailey, s. (2006). academic writing: a handbook for international students. new york: routledge. baker, c. l. (1995). english syntax. cambridge: the mit press. bucaria, c. (2004). lexical and syntactic ambiguity as a source of humor: the case of newspaper headlines. humor, 17(3), 279–309. https://doi.org/10.1515/humr.2004.013 charina, i. n. (2017). lexical and syntactic ambiguity in humor. international journal of humanity studies, 1(1), 120–131. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative and mixed methods approaches. united kingdom: sage publication. cruse, a. (2000). meaning in language use. semantics. volume 1. oxford: oxford university press. https://doi.org/10.1515/9783110368505-005 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. new york: mcgraw-hill. griffiths, p. (2006). an introduction to english semantics and pragmatics. great britain: edinburgh university press ltd. harmon, m. r., & wilson, m. j. (2006). beyond grammar: langauge, power, and p a g e | 369 aldha williyan let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the classroom. new jersey: lawrence erlbaum associates. hirst, g. (1988). semantic interpretation and the resolution of ambiguity. artificial intelligence, 34(2), 131–177. https://doi.org/10.1016/00043702(88)90037-9 hurford, j. r., heasley, b., & smith, m. b. (2007). semantics: a course book. news.ge. cambridge: cambridge university press. hyland, k. (2013). second language writing: the manufacture of a social fact. journal of second language writing, 22(4), 426–427. https://doi.org/10.1016/j.jslw.2013.08.001 kess, j. f. (1992). psycholinguistics: psychology, linguistics and the study of natural language. amsterdam: john benjamins publishing company. khawalda, m. i., & al-saidat, e. m. (2012). structural ambiguity interpretation: a case study of arab learners of english. global journal of human social science, 12(6), 0–6. knapp, p., & watkins, m. (2005). genre, text, and grammar: technologies for teaching and assessing writing. sydney: a unsw press book. kreidler, c. w. (1998). introducing english semantics. new york: routledge. https://doi.org/10.4324/9781315886428 löbner, s. (2002). understanding semantics. understanding semantics, second edition. new york: routledge. https://doi.org/10.4324/9780203528334 mackey, a., & gass, s. m. (2022). second language research: methodology and design. new york: routledge. nelde, p. h. (1987). language contact means language conflict. journal of multilingual and multicultural development, 8(1–2), 33–42. https://doi.org/10.1080/01434632.1987.9994273 o’grady, w., dobrovolsky, m., & aronoff, m. (1997). contemporary linguistics: an introduction. new york: st. martin’s press. ramadani, n. (2015). lexical ambiguity in the headlines of the jakarta post newspaper. vivid jurnal, 4(1), 1–9. rodd, j. m., gaskell, m. g., & marslen-wilson, w. d. (2004). modelling the effects of semantic ambiguity in word recognition. cognitive science, 28(1), 89–104. https://doi.org/10.1016/j.cogsci.2003.08.002 thornburry, s. (2005). beyond the sentence: introducing discourse analysis. oxford: macmillan publisher. van dijk, t. a. (2014). discourse and knowledge: a sociocognitive approach. news.ge. cambridge: cambridge university press. gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||128-143||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php speech act use in jokowi political communication during the press conference of the state visit in moskow gabriel fredi daar freddydaar@gmail.com fransiskus jemadi ikinjemadi@gmail.com santu paulus catholic university of ruteng, indonesia article history: received: 05 april 2023 accepted: 15 june 2023 concern about global conditions due to war, famine, and disease prompted president jokowidodo to make a state visit to russia and ukraine, the two largest exporters of fertilizer and wheat in the world. this study aims to analyze the speech act of jokowidodo's press statement during a state visit to moscow on june 30, 2022. this research is a qualitative descriptive study. the data was obtained by observing the video of jokowi's press statement during a state visit to moscow. the transcribed data were then grouped according to the order in which the press conference was delivered. the data were analyzed using austin's speech act theory (1962) and searle's (1979). research shows that there are three types of speech acts in jokowi's press statement, expressive speech acts, assertive speech acts (affirming and informing), and directive speech acts (influence, invite and convince). although not explicitly stated, the speech act of jokowi's press statement has a noble purpose and goal: to encourage countries that are in conflict to resolve conflicts by peaceful resolution. corresponding author: ikinjemadi@gmail.com keywords: speech acts; press statement; political communication; president jokowi; state visit, moskow introduction global conditions are increasingly uncertain at this time, causing various problems in both developed and developing countries. the problem of the global disease covid-19 virus has not been completely resolved. new problems arose; http://jurnal.uin-antasari.ac.id/index.php mailto:freddydaar@gmail.com mailto:ikinjemadi@gmail.com mailto:ikinjemadi@gmail.com p a g e | 129 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 problems in food, industry, and economy, including the war between russia and ukraine. these problems cause massive difficulties in the collapse of the economies of certain countries. in the june 2022 edition of the global economic prospects report, the world bank cut its projection for world economic growth in 2022 to 2.9% from the previous projection of 4.1% (wordbank, 2022). the world bank assessed that russia's invasion of ukraine exacerbated the global economic slowdown, which incidentally has not yet fully recovered from the impact of the covid-19 pandemic. the world economy is now predicted to enter a prolonged period of weak growth with rising inflation. the increasingly difficult global conditions, of course, also impact indonesia's economic growth rate. it is marked by various realities, such as rising prices of necessities and increasingly difficult to find jobs. reading this situation, the president of the republic of indonesia and his staff made various efforts to suppress inflation, especially to encourage indonesia not to receive a significant impact due to global issues. one of the efforts is to build mutually beneficial cooperation and partnerships with various countries involved in the conflict. referring to the 1945 constitution, indonesia adheres to a free and active foreign policy. indonesia does not side with any country involved in certain conflicts. therefore, indonesia continues to build partnerships with the two countries without taking sides in the context of the conflict between russia and ukraine. by adhering to a free and active foreign policy, indonesia, as a sovereign country, should encourage the realization of a peaceful world society, including a peaceful resolution between russia and ukraine. president jokowidodo's arrival in russia on june 30, 2022, is a tangible manifestation of the president's efforts to solve specific domestic and global issues. during the visit, jokowi interacted directly with the russian president, ending with a joint press conference. in the press statement, jokowi delivered a speech with a specific purpose and intention. austin (1962) states that speech with a specific meaning and purpose is called a speech act. yule (1996) states that a speech act is an action performed through speech. searle (1979) confirmed the definition of speech act presented by austin (1962). according to searle (1979), speech acts are a form of verbal communication. however, searle (1979) uses p a g e | 130 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 different terminology to refer to the three types of speech acts that austin grouped. searle (1979) mentions the concept of speech acts, starting with the idea that when a person speaks, he or she performs utterance acts, propositional acts, and illocutionary acts. speech acts (utterance acts) only utter a series of words. illocutionary acts consist of pronouncing words in a sentence in a specific context, under certain conditions, and with a specific purpose. the study of political communication is an essential field in understanding the discourse of political leaders in conveying their messages to the public. in the indonesian political context, president joko widodo (jokowi) is well-known for his unique style of political communication, which emphasizes his connection with the people through a simple and straightforward approach. according to searle (1969), speech acts are essential components of language, and they are classified into three categories: locutionary acts, illocutionary acts, and perlocutionary acts. in political communication, speech acts are often used to persuade and influence the audience, which is particularly important for political leaders in achieving their policy goals (jowett & o'donnell, 1999). previous studies have also shown that the use of speech acts can influence the perception and attitudes of the audience towards the speaker (fraser & nolen, 1981; lakoff, 2004; dawson, 2015; lee, lee, & chun, 2018; brown & matusitz, 2019; abulof, 2020; gerstenberg, 2020; hanna & richards, 2019; chejnová, 2021; human & sabardila, 2016; oktavia, 2019; saputro, 2015; astiandani et al., 2022). in the indonesian context, research on political communication has primarily focused on analyzing the language and communication strategies used by political leaders (abdullah, 2015; budiawan, 2017; suyatno, 2018; mahfud, 2019). these studies have provided insights into the communication style of indonesian political leaders, particularly in terms of how they convey their messages to the public. meanwhile, studies on the speech acts of jokowi's speech have been carried out by several researchers, including; (saputro, 2015), the analysis of illocutionary acts in the president joko widodo's speech in presidential inauguration (2014) and second in 9th ktt east asia, in nay pyi taw , myanmar (2014), (sari & utomo, 2020), directive speech act in president joko widodo's speech related to handling corona virus (covid-19) in indonesia, p a g e | 131 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 (fitriani & pujiati, 2018), a pragmatics study of indirect speech acts in president joko widodo's state address, (sulistyaningsih, 2021), speech acts analysis on president joko widodo's cinematic reference speeches texts, (ismail, 2013), the study of illocutionary act: jokowi's campaign speech on “realizing a new jakarta”, (edward & hutahaean, 2018). analysis of speech acts of president jokowi at apec 2014 in china. despite the importance of studying political communication, there is a limited amount of research on speech act use in jokowi's political communication. specifically, there is a research gap in exploring how jokowi utilizes speech acts in his political communication during his state visit to moscow. this research gap needs to be addressed because jokowi's visit to moscow was a significant event, as it highlighted indonesia's efforts to strengthen its relations with russia. furthermore, this study can also contribute to the existing literature on speech act theory by examining its application in the context of political communication. while speech act theory has been widely used in various fields, including linguistics, philosophy, and sociology, its application in the context of political communication is still limited (sbisà, 2009; vanderveken, 2014). by analyzing jokowi's use of speech acts, this study can provide insights into how speech acts can be utilized in political communication, particularly in the context of international relations. the analysis of jokowi's speech acts during his state visit to moscow is crucial because it can provide insights into how jokowi conveys his messages to the public, particularly in the international context. moreover, this study can also contribute to the existing literature on political communication and speech acts by examining jokowi's unique style of political communication. moreover, this study will also contribute to the existing literature on indonesian-russian relations by examining the communication strategies used by jokowi during his state visit to moscow. indonesia and russia have a long history of diplomatic relations, which have been strengthened in recent years through various cooperation agreements, particularly in the economic and defense sectors (kamal, 2019; rizqo, 2019). by analyzing jokowi's communication strategies during his state visit to moscow, this study can provide insights into the dynamics p a g e | 132 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 of indonesian-russian relations and how they can be further strengthened through effective communication strategies. method to achieve the research objectives, this study adopted a qualitative research method, specifically discourse analysis, to analyze the speech acts used by jokowi during his state visit to moscow. discourse analysis is a widely used method in studying language in social contexts, particularly in examining how language is used to convey meaning and social action (fairclough, 1992; gee, 2005; wodak & meyer, 2017). by adopting a discourse analysis approach, this study can provide a detailed analysis of jokowi's use of speech acts, which can provide insights into his communication style and strategies. this study focuses on the press statement of president jokowidodo during a state visit to russia on june 30, 2022. the data were obtained by observing the video of the press conference. the video is accessed on youtube via the link https://www.youtube.com/watch?v=-t7qdawdjyw&t=527s. in order to understand jokowi's speech acts in his press statement, the researcher watched the video several times. the press statement was then transcribed to get a complete understanding of jokowi's speech acts in the press statement. the transcribed data were then grouped into five groups based on the sequence of speeches delivered by jokowi at the press conference. the researcher argues that the speech act theories of austin (1962) and searle (1979) can be used to analyze the types of speech acts and the intent and purpose of jokowi's statements in press conferences. the data that have been grouped is then analyzed using the interactive analysis model proposed by miles and haberman (1992), which consists of data collection, grouping, verification and conclusion drawing. finding and discussion this section describes the types of speech acts and the intent and purpose of president jokowi’s speech in a joint press statement with the russian president on june 30, 2022. president jokowi uses indonesian language in his press statement, which is then translated by the interpreter so that listeners can p a g e | 133 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 understand. based on the results of data analysis, the speech acts in jokowi’s press statement are as follows: expressive speech acts astiandani et al. (2022) stated that expressive refers to expressing the psychological state of a speaker’s or interlocutor’s action. referring to the definition of the expressive speech act, president jokowi expressed his gratitude for president putin’s willingness to accept jokowi’s visit to moscow. the statement was delivered at the beginning of the press statement as a form of appreciation for russia’s existence as a good and mutually beneficial partner for indonesia. the following is jokowi’s speech which contains expressive speech acts: “pertama-tama, saya ingin menyampaikan terima kasih yang sebesar-besarnya kepada presiden putin yang sudah menerima kunjungan saya di moskow”. “first of all, i would like to express my deepest gratitude to president putin for welcoming me to moscow.” in the context of communication, gratitude is an expression that must be conveyed for a certain kindness that the speaker has received. the expression of gratitude shows the speaker’s feelings as a result of certain speech or actions received. in the context of this research, russia’s willingness to accept jokowi’s visit needs to be appreciated. it is not without reason. for a country involved in a conflict, a visit from another country to that country is difficult to accept. there are several underlying considerations, such as the security and safety of the visitor and the conflict of interest. therefore, it is very appropriate for president jokowi to express his gratitude to the russian president. gratitude is also a form of jokowi's appreciation and respect for russia. this appreciation and respect fostered sympathy and mutual trust between the two countries which were represented through the two state leaders. assertive speech acts the assertive speech act is a speech act that expresses the state of the speaker (hanna & richards, 2019). one type of assertive speech act aims to state or assert something. president jokowi reaffirmed indonesia’s position on a free and active foreign policy in the first five-part press statement. whereas in a conflict between countries, indonesia prioritizes peaceful resolution by p a g e | 134 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 emphasizing the fulfillment of global human needs and rights to live in peace. the following are jokowi’s assertive speech acts: “yang pertama, bahwa isu perdamaian dan kemanusiaan selalu menjadi prioritas politik luar negeri indonesia. konstitusi indonesia mengamanatkan agar indonesia selalu berusaha berkontribusi bagi terciptanya perdamaian dunia. dalam konteks inilah, saya melakukan kunjungan ke kyiv 134nergy moskow”. “the first is that indonesia’s foreign policy has always prioritized the issue of peace and humanity.” the indonesian constitution requires that the country always strive to contribute to establishing world peace. it was in this context that i visited kyiv and moscow.” affirming a free and active foreign policy position refers to the indonesian constitution. the position needs to be conveyed to the audience. implicitly jokowi’s speech can be understood that one of the objectives of the state visit of the president of indonesia, jokowidodo is to encourage the realization of a peaceful resolution between russia and ukraine. in addition to affirming indonesia’s foreign policy position, jokowi also informed the audience about the topics discussed between president jokowi and president putin when the two were in the meeting room. “kelima, tadi kami berdiskusi panjang mengenai kerja sama antara rusia dan indonesia baik di bidang investasi, di bidang perdagangan, maupun di bidang turisme, yang akan kita tindaklanjuti dengan membentuk tim agar bisa membahasnya secara detail”. “fifth, we had a long discussion about cooperation between russia and indonesia both in the investment sector, in the trade sector, and in the tourism sector, which we will follow up by forming a team so that we can discuss it in detail.” information about the topics discussed between president jokowi and president putin needs to be conveyed to the audience so that the audience understands that president jokowidodo’s state visit has several objectives that explicitly need to be known by the public. meanwhile, this goal is a manifestation of mutually beneficial cooperation between indonesia and russia that has been built for a long time. there are three issues discussed, including investment, trade and tourism. these three issues align with the efforts of the indonesian p a g e | 135 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 government, which is currently struggling for economic recovery due to the covid-19 virus. directive speech acts directives are speech acts influencing the listener to take a particular action (hanna & richards, 2019). there are several types of directive speech acts, one of which is conveying speech intending to influence the interlocutor or listener to think, behave or act according to the speaker’s goals. in the context of this research, president jokowi is very careful in delivering the directive speech. although not explicitly stated, the speech implicitly influenced the russian president and listeners about the importance of peaceful resolution in resolving conflicts. jokowi delivered the directive in the second part of his press statement: “yang kedua, sebagaimana yang saya sampaikan di kyiv, walaupun situasi saat ini masih sangat sulit namun saya tetap menyampaikan bahwa penyelesaian damai penting untuk terus di kedepankan dan juga ruangruang dialog terus bisa dibuka”. “secondly, as i stated in kyiv, while the current situation is still very difficult, i believe it is critical to continue to promote a peaceful settlement and that spaces for dialogue can be opened.” the directive’s speech was delivered by considering the various global impacts that are currently being experienced. in the third part of his press statement, president jokowi also delivered a directive to politely influence president putin and listeners about the global problems that are currently being experienced various problems such as the covid-19 problem, including the conflict between russia and ukraine. these problems have caused new problems such as food and fertilizer and other humanitarian problems. president jokowi emphasized the issue of food and fertilizers because these two issues are directly related to russia and ukraine as the largest exporters of fertilizers and wheat in the world. “yang ketiga, saya tadi banyak berdiskusi dan menekankan bahwa pangan dan pupuk adalah masalah kemanusiaan, merupakan kepentingan masyarakat dunia, dan ratusan juta orang terdampak dengan terganggunya rantai pasok pangan dan pupuk terutama di 135 nergynegara berkembang”. “thirdly, i had a lot of discussions and emphasized that food and fertilizer are humanitarian issues, are in the interest of the world community, and p a g e | 136 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 hundreds of millions of people are affected by the disruption of food and fertilizer supply chains, especially in developing countries.” therefore, in the fourth part, president jokowidodo emphasized his support for the united nations’ efforts to reintegrate russian, fertilizer, and ukrainian food commodities to re-enter the world supply chain. in addition to directive speech which aims to influence the interlocutor and listener, president jokowidodo also conveys directive speech which aims to invite the audience to do something positive to restore global conditions: “saya mengajak seluruh pemimpin dunia untuk bekerja sama kembali menghidupkan semangat multilateralisme, semangat damai, dan semangat kerja sama. hanya dengan spirit itulah perdamaian dapat dicapai”. “i kindly request that all world leaders join forces to revive multilateralism, peace, and cooperation spirits. the only way to attain peace is with that attitude. president jokowi invites listeners, both directly and through various channels of information and technology, to work together to build and restore conditions in the world, which is currently facing various problems. according to jokowi, some spirits that can bring about world peace include the spirit of cooperation, multilateralism, and the spirit of peace. peace shows that every human being respects one another. the press statement then ends with a directive speech act to convince the speech partner and listener. in a convincing directive speech act, the speaker attempts to convince the listener about what he is conveying. in the press statement, president jokowi reassured the russian president and the audience about indonesia’s interest in coming to russia. the purpose of jokowi’s arrival is to encourage the realization of a peaceful resolution so that the supply chain of food, fertilizer, and energy returns to normal for the lives of hundreds of millions of people worldwide. “sebagai penutup, dapat saya sampaikan bahwa indonesia tidak memiliki kepentingan apapun, kecuali ingin melihat perang dapat segera selesai dan rantai pasok pangan, pupuk, dan energy dapat segera diperbaiki karena ini menyangkut kehidupan ratusan juta orang bahkan miliaran manusia”. “in closing, i can say that indonesia has no interest, except to see that the war can be ended soon and the supply chain of food, fertilizer and energy p a g e | 137 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 can be repaired because this involves the lives of hundreds of millions of people, even billions of people.” the use of speech act which aims to convince is seen through the repetition of the phrase “indonesia has no interest whatsoever, except to see the war can be ended soon. this repetition also reaffirms indonesia’s foreign policy position in a conflict situation and confirms the purpose of jokowi’s state visit to russia. discussion based on the results of data analysis, it was found that there were three types of speech acts in jokowi's press statement; expressive speech acts, assertive speech acts (affirming and informing), and directive speech acts (influence, invite and convince). the three speech acts are placed in different parts in the sequence of jokowi's press statements. the study of pragmatics, a branch of linguistics, focuses on how language functions as a medium of communication between speakers and listeners and a source of language signs for discussions on "extra-lingual" topics (fitriani & pujiati, 2018). good communication is formed when the speaker and interlocutors understand each other, even though the speaker conveys a message or intent in a form that varies. the ongoing communication with good will help achieve the purpose of the speech act. to determine whether a speech act is good, speakers can see from the reactions and responses that their opponent shows (nagari, 2019). as a subfield of pragmatics, understanding speech acts should be considered by involving the three aspects of speech acts; speakers and opponents, context of speech and speech objectives. one of the speech acts used by president jokowi in his pers statement is an expressive speech act. according to green, statements in particular and expressive speech acts, in general, handicap: they are signals "that can only be faked with extreme effort since they are costly to create (green, 2009). in intentional communication, self-expression is the sincere signaling of one's introspective mental states. first, in some cases, what the communicating agent expresses is the same as what she means as a speaker. second, regardless of whether the speaker p a g e | 138 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 intends it, what is expressed may contribute to determining what is said. third, many speech acts have a characteristic expressive dimension that plays a role in illocutionary communication, for example, sincere assertions express beliefs, promises intentions, and sincere apologies and regrets (witek, 2021). by referring to the construction of self-expression (green, 2009; witek, 2021; astiandani et al., 2022), it can be seen in the expression of gratitude conveyed by president jokowi to the russian president, vladimir putin is the implementation of expressive speech act. an expressive speech act is used to show feelings of pleasure and pride because president jokowi's state visit is still received in a warm atmosphere even though russia is in a conflict situation. it can also be seen that president jokowi wants to show high appreciation to president putin for this acceptance. therefore, jokowi's expressive speech act is delivered using a positive politeness strategy. brown & levinson (1983) stated that positive politeness is a phenomenon that is needed by every individual to be appreciated as a person. further, yeomans, kantor, & tingley (2019) stated that positive politeness entails actively enhancing the listener's self-image (expressing gratitude, identifying as an in-group member, paying compliments) while not undermining it (complaints, cursing, informal titles, and so on). the knowledge and awareness need to be possessed by speakers so that the interlocutor feels valued and appreciated. what else, the interlocutor, in this context, is the leader of a country. according to katz (2015), as cited in (maros & rosli, 2017), politeness is concerned with the impact a speaker wishes to have on a listener's self-image or face. speakers make numerous choices when speaking and delivering intention, including the politeness level of their utterances (coulmas, 2006). in the first part of his press statement, jokowi uses assertive speech acts. assertive denotes what the speaker believes in circumstances (hanks, 2018). in his press statement, jokowi emphasized indonesia's foreign policy in a conflict situation. this affirmation was stated at the beginning of his press statement with the intention that the interlocutor and listeners fully understand indonesia's position and the purpose of jokowi's arrival in russia. the interpretation of the intent and purpose of the speech is influenced by the context and situation (austin, 1962). therefore, this affirmation aims to prevent erroneous interpretations. p a g e | 139 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 president jokowi also conveyed assertive speech acts to inform the audience about the topics discussed in the meeting with president putin. it is important to inform about the cooperative relations that have been, are being and will be built between russia and indonesia. the purpose of jokowi's visit to russia is to implicitly strengthen the cooperative relationship in addition to the stated objectives. jokowi also uses directive speech acts. the directive refers to what the speaker wants in a situation, getting the interlocutors to do something (hanks, 2018). jokowi used a directive speech in the second part of the press statement by saying that although the situation is very difficult, peaceful resolution and dialogue are still prioritized to resolve conflicts. furthermore, in the third part, jokowi emphasized how crucial the issue of food and fertilizer is as a humanitarian problem in the interests of the world community and hundreds of millions of people. the statement was then extended by inviting all world leaders to work together to rekindle the spirit of multilateralism, peace, and cooperation. according to jokowi, all of this is a spirit to create peace. the use of a directive speech act in the press statement can be interpreted as an effort to influence and invite the interlocutor and listeners to put forward dialogue efforts in resolving conflicts. the directive's statement was motivated by concerns about the difficulty of the international community in getting supplies of fertilizers and food. it is known that russia is the largest supplier of fertilizers, and ukraine is the largest exporter of wheat. the conflict between the two countries causes new problems for countries that rely on the two countries in conflict. in the closing section, jokowi delivered a directive speech act that aimed to convince the interlocutor and the audience that the purpose of his visit to russia was purely aimed at realize a free and active indonesian foreign policy. indonesia has no interest except wanting peace between russia and ukraine so that the world's food and fertilizer needs can be met. the directive speech act needs to be done so as not to cause a misinterpretation of the intent and purpose of indonesia's speech and attitude, which is represented through jokowi's state visit. p a g e | 140 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 from the entire contents of jokowi's press statement, there are noble intentions and goals to be conveyed to the interlocutors and listeners, namely that the conflict between russia and ukraine is expected to be resolved through a peaceful resolution. it is in line with what green (2015) stated: one can make a statement that implies or requests that the listener perform an action that the speaker did not explicitly state. the audience cannot be expected to complete the intended action if the situation is unclear, and the audience's reaction to the action is based on what they believe the speaker means rather than what the speaker says (gumperz, 1982), as cited in (brown & matusitz, 2019). yazdanfar and bonyadi (2016) also stated that speech acts, in general, and requests, in particular, are highly susceptible to misinterpretation. thus, a speaker attentively conveys the intended message to the listeners, and vice versa. the context of jokowi's state visit and press statement is to read the global situation, including indonesia, which is struggling to face various problems due to the covid-19 pandemic, supply of fertilizers and food and war. jokowi assured the russian president and listeners that jokowi's presence carries a free and active indonesian political mission to continue to work with all countries in the world without being limited by political interests. however, implicitly the use of these directive speech acts intends to encourage peace between russia and ukraine on the basis of consideration of the need for fertilizer, food and energy by many people in the world. conclusions the study concludes that there are several types of speech acts used by president jokowi in press statements, including expressive, assertive, and directive speech acts. jokowi delivered the press statement in a structured manner from the first to the fifth section. the three speech acts are used in different parts of the speech. expressive speech expresses gratitude to the russian president, who is willing to accept jokowi's state visit. assertive speech acts express indonesia's free and active foreign policy position. meanwhile, directive speech acts aim to influence and invite the interlocutor and listener to prioritize peaceful resolution in resolving the conflict between russia and ukraine. at the end of his p a g e | 141 gabriel fredi daar let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 speech, jokowi uses directive speech acts to convince the interlocutor and listeners about jokowi's interest in making a state visit to russia, encouraging the realization of a peaceful resolution. the results of this study indicated that the use of speech acts by public officials is important in order to build effective communication in accordance with the intent and purpose of the speech. in the context of jokowi's speech, the use of speech acts that are appropriate to the context and situation can help awaken the spirit of brotherhood and enhance the long-standing cooperation between 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(1996). pragmatics. oxford: oxford university press. http://journal.unnes.ac.id/nju/index.php/lingua https://doi.org/10.17304/ijil.vol16.4.757 https://doi.org/10.21831/jss.v16i1.32072 https://doi.org/10.1016/b978-0-444-63420-6.00004-1 https://doi.org/10.31577/orgf.2021.28204 https://doi.org/10.4135/9781526401895 https://databoks.katadata.co.id/datapublish/2022/06/09/bank-dunia-revisi-proyeksi-pertumbuhan-ekonomi-global-ini-rinciannya https://databoks.katadata.co.id/datapublish/2022/06/09/bank-dunia-revisi-proyeksi-pertumbuhan-ekonomi-global-ini-rinciannya https://doi.org/10.32614/rj-2018-079 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||68-84||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php authenticity and its discontent as reflected on heinrich böll’s the laugher ni nyoman sarmi ni.nyoman.sarmi@unitomo.ac.id kheista sasi kirana kheistasassik@gmail.com kusuma wijaya kusuma.wijaya@unitomo.ac.id rommel utungga pasopati rommel@unitomo.ac.id dr. soetomo university of surabaya, indonesia article history: received: 10 january 2023 accepted: 25 may 2023 people are justified to be original but it could hinder people from their freedom as stated by jean-paul sartre. the laugher is heinrich böll’s short story of someone whose job is to laugh in various platforms. his laughter must be heard as original but his own life is full of pessimistic conditions. then, how may being authentic be contested through böll’s the laugher? through qualitative method on cultural studies, this paper puts tensions between being authentic by sartre and reality of böll’s story. the laugh seems to be authentic, but it is set to trigger other laughter, yet he is not happy though he laughs every time. he is demanded to laugh, but the laugh is bad faith as supported by sartre. authenticity in böll’s story shows its own discontent. in conclusion, the story shows how laughter is done in a timed set. his laugh is not freedom since his own life is full of sad conditions. corresponding author: rommel@unitomo.ac.id keywords: authenticity; freedom; heinrich böll; jean-paul sartre; the laugher http://jurnal.uin-antasari.ac.id/index.php mailto:ni.nyoman.sarmi@unitomo.ac.id mailto:kheistasassik@gmail.com mailto:kusuma.wijaya@unitomo.ac.id mailto:rommel@unitomo.ac.id mailto:rommel@unitomo.ac.id page | 69 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 introduction literature speaks about human life both in individual and social matters. the idea of being authentic is also in line with condition of being unique. stated in modern idea, authenticity is defined as being original or at least in the state of being different from others (cox, 2008; heter, 2006). however, the concept is doubtful as people are demanded more to be authentic. this is dissimilar to understanding that being authentic is seen from individual self. today, being authentic is seen from others’ eyes (t. c. anderson, 2002; sartre, 1993). the idea shifts from courage inside to demand from outside. by being authentic, human being is urged to be pure, whole, and also singular (cox, 2008; howells, 1992). the reality is otherwise since it is mixed with abundant perspectives of social relations. yet, being authentic in unconcluded due to truly ambiguous matter of reality. the laugher is heinrich böll’s story that tells about someone whose job is to laugh in a set situation (böll, 1988). he laughs every time he is demanded to do so in a comedy. his laugh must be seen as authentic to trigger other laugh. other people must never see his own true situation since he is only needed to perform as authentic as he could. meanwhile, his own life is actually out of any happiness despite the laugh he used to show (böll, 1988). he even starts to forget how to laugh for himself and his wife. while authenticity of a laugh imposes such optimism, that man’s life who is intended to laugh is full of pessimism. then, how may being authentic be contested through böll’s the laugher? this study underlines tensions between being authentic in a laugh seen from demanded condition and original contention. the laughter that he makes truly seems to be authentic, but it loses its spontaneity (böll, 1988). authenticity as spoken in modern era finds its discontent in this story. by asserting complex idea between being individual and social, the idea of being a laugher actually hinders himself to be authentic. he is only needed to laugh but he never enjoys it personally. while being authentic is meant to be free out of any conformity, the man is more pushed to build more sameness of laughing (cox, 2008). he is only needed to perform popular wished behavior, but he must never show his true beliefs and desires. he is the one that must go beyond his own page | 70 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 self-definition only by being defined by demand of the others (van halen et al., 2020). method by using qualitative method, certain concepts and written data are analyzed to answer the question in this paper. written through description, online and offline scripts are used to explain correlations between heinrich böll’s the laugher and matter of authenticity by jean-paul sartre alongside with literary concepts and existential ideas. online and offline scripts are derived from books and journals to understand shown matters. the data analysis includes attaining sources, reading sources carefully, comparing with other issues, quoting into paper, and writing down in references lists. the research data comes from both böll’s short story and sartre’s arguments. each of them is read then broken down into its every particular element. the plots and settings of the short story are mainly involved to point significant condition of the man who laughs. the premises and logics used in sartre’s ideas are also drawn to underline matter of being authentic. the following analyses then include how the man’s feeling is pseudo-authentic. here, böll’s short story is the object while sartre’s idea is a tool to analyze. more elaborations related to opposite analysis are also provided in addition furthermore. findings and discussions laughing as being accustomed from others the laugher is a short story by heinrich böll that tells about the irony of someone’s life, his job is to laugh but his life is the opposite of it (böll, 1988). he envies people who could identify and tell everyone proudly what their occupation is. whenever people ask him about it, his mind is flooded with embarrassing thoughts because he could not find the answer to that question. the question does not stop there; people keep asking how he really makes money. and as unbelievable as it is he is indeed a laugher, a good one even (böll, 1988). this might all appear to be bizarre to them because it was not the usual answer they would receive. he is different from the others; butcher, writer, barber, and else that seems as the typical. this is what he hates; all other professions usually speak for itself page | 71 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 such as a writer works by writing, a book keeper works by providing books, a barber works by handling someone’s hair, and so much more that they were known for (böll, 1988). however, in his case, he usually says that he is an actor to avoid any clarification; even so, he feels that his skills and experiences are minimal on the subject that he might as well be lying. however, he likes the truth even though it is bitter and far too unreal from how the reality is. nevertheless, nothing is more realistic than the reality itself. his whole profession is not to make people laugh or happy, he is not a comedian nor a clown (böll, 1988). he is supposed to represent happiness as if it is authentic or genuine even though it is not. it is his expertise to laugh in command, whatever kinds of laugh that anyone want, just name it and people will get it. at this point, he is like a robot created and designed to laugh (böll, 1988). it has become the skills that he obtained through his career, but it is not the skills that he picks up and be useful nor does he use it at all in his life. his service has been so important and needed throughout the time. however, no matter how contrast his life with his job, his laugh has to be as sincere as it can, with the purpose that it can trigger and persuade other people to laugh along (böll, 1988). especially with the high-class comedian, as expert as they are, sometimes they also worry and afraid that no one might not laugh at their joke. so, he is a big help for them to point out the punch line of their joke (böll, 1988). he has to know the precise moment and time to do it to prevent any false or forced laugh. it does not have to reflect his own personal life, because it is what he is paid for. even if he wants more than just a laughter, his life is full of ups and downs that sometimes he could not even face it with just a mere smile (böll, 1988). each day is like the same long routine for him, he would lazily drag himself home, and another commission already waiting for him asking for his services. it does not matter if it is records, tape, shows, or anything, he will do it. he sits in silence, as he knew he has to face it eventually whether he is ready or not. it is safe to say that he is sick of laughing, but it was fine because outside of his job he does not oblige to and demand to do so (böll, 1988). just like any other person with their job they need a break or perhaps prefer something else than the thing that they are doing. page | 72 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 he is not a cheery person to begin with, so it is not a big deal for him to not or never laugh at all out of his work time. it could also be said that he is a pessimist from how displeased he is with his condition in life (böll, 1988). hearing other people laugh also ticks him off, it makes him remember on his so-called profession. even in his love life, back in the day his wife would make a request for him to laugh, but later on she understands that it was an impossible request. so, she already puts up with the fact that their marriage is going to be a quiet one (böll, 1988). it may only include low tones voices when they are conversing, just enjoying each other presence in silence, and the other kind of activity that does not involve loudness. they would smile to each other here and there, but that is it. they had forgotten and even never know how they are supposed to laugh. for those who did not know whom he works for, people might immediately think that he is a cold person. it is perhaps right since he would always live through unreadable expressions (böll, 1988). among his siblings, he is also known as a quiet person. his siblings always think that he is a serious type person. sometimes he wonders whether he ever laughs and if he does then how it may sound. it is since he does not remember ever done once. and among all the other kinds of laugh that he does, it would be nice to hear the sound of his own real laugh, because he had never heard of it (böll, 1988). in the story, the laugh is unusual since it shows how someone between his own job and society must deal with laughter in a timed set. the laugh is unnatural. it is done as being accustomed to others. the laugh is shaped to support comedies and other occasions (böll, 1988). the laugher himself never feels the real laugh since he only does it through certain demands. it must be seen as authentic or it will not trigger other laugh. the main emphasis is still on others, but the laugher’s job is to make other follow his doing. while sometimes laugh is so natural and even particular, the laugher directs people to burst such common one (böll, 1988). therefore, his laugh seems so original but quite hollow inside. he himself never feels the joy of laugh even though he is a laugher. he is intended to shape such meaningful laugh from others, but the laugh that he makes every day is actually a void of nothingness. page | 73 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 authenticity on its rigidity and flexibility of images authenticity is a concept that implies real, original, or genuine. when something is called authentic, that means it originated or came from the original place itself (cox, 2008; plesa, 2021). it is supposedly not fake or made up; it should be sincere and honest as the personal identity of that thing. authenticity has been the main topic that was mainly discussed in the existentialist philosophies (heter, 2006; mozaffaripour, 2015). it specifically talks about the difficulty of a human being in social life. each of the individual has to maintain their own persona and that entity should not be influenced or feels the need to imitate other people’s existence (jackson, 2005; mozaffaripour, 2015; smarandreetha et al., 2023). according to sartre, there are two types of authentic attitudes; subjective and objective (cox, 2008; golomb, 1995). the first one is on how people’s social selves are influenced by how other people see them. other people as the subject who objectify us. the second one is how we see ourselves as free subjects who objectify other people. both of these sides are always alienated with each other (t. c. anderson, 2002; gregory, 2011). sartre does not deny the condition of people being subjects and objects at the same time. he actually underlines the alienation in which could really omit any freedom (heter, 2006; mozaffaripour, 2015). if freedom is gone, any chance to understand matter of being object and subject is not probable anymore. as a human, each person is different from one to another. the identity is shaped through all of the choices that people make in everyday life and their persisting freedom (annasai et al., 2023; gardner, 2009; heter, 2006). it affects decisions to choose to be the person that someone wants to become. these things have given them the opportunity to be as free as they want at expressing themselves, but every good thing has a bad side too. it makes them unconsciously stand on the edges with every choice and decision that they make (bialystok, 2014; heter, 2006). it is due to every action and choice obviously has its own consequences, hence why it could actually limit persons from bringing out their personalities or being themselves to the fullest (gregory, 2011; lawler & ashman, 2012). page | 74 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 happiness is not the best word to describe authenticity. satisfaction and dignity that arise from each individual statement about freedom is more likely to show authentic existence (gregory, 2011; mozaffaripour, 2015). authenticity can be described as an attitude since that is the way people orient themselves to the world and to one’s actions. it all depends on the degree of someone’s acknowledgment the acceptance of their freedom and their responsibility as they act (t. c. anderson, 2002; annasai et al., 2023; gardner, 2009). besides, authenticity works like an image that grows form the inside and shows to the outside. it involves both kind of being rigid and flexible at the same time as compared to the reality people face every day. its rigidity is stated through the definitions of identities embraced by persons (golomb, 1995; jackson, 2005). the ideas are fixed that will help people to stand on themselves. it is being totally pure by its own understanding. the flexibility point shows authenticity is plural. own originality is always contested by others so that everyone may collect various identities in the process. this idea underlines “how i see what others define myself” (gardner, 2009; jackson, 2005). someone really believes in himself or herself, but he or she must always see others’ gazes as well to wider nuances of being authentic. in sartre’s theory of authenticity, he mentions that there are no things called human nature, there is only a human condition (bialystok, 2014; cox, 2008). it means people are both the subject and the object in own life. self-identities exist by relying on how each one shapes own life but it also can be influenced by other external forces. sartre does not agree with the theory that says humans are naturally good, selfish, temperamental, kind, etc. instead, sartre pictures how it feels to be a human which is included in facticity of philosophical anthropology (sartre, 1993; weberman, 2011). in the sense of being universal and necessary, the human condition is called ontological. this part shows that existentialism indicates further and deeper understanding through metaphysics. sartre’s purpose is clear; to redefine matter of dualism as prolonged by ancient greek philosophy. his main idea is not to sharpen binary opposition, but to emphasize what humans should do alongside with any dualism that exists and may come to the future (t. anderson, 1993; t. c. anderson, 2002; weberman, 2011). page | 75 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 for humans, freedom is the main ontological condition that is a permanent quality of them. it consists of the freedom of consciousness. then, sartre appears with the second type of human freedom that is dissimilar from ontological freedom, it might be called as practical freedom (sartre, 1993; weberman, 2011). it is necessary for every human to value practical freedom, whether it is his or her own practical freedom or someone else’s. rather than escaping the human condition, humans should just accept, follow, and embrace it. existentialism consists both clarification of the human existence and an effort to appeal or attract each of us to live our existence to the fullest, openly, and most importantly authentic (t. anderson, 1993; bialystok, 2014; weberman, 2011). the main idea of this line of philosophy is to be aware of anything as matter of active consciousness. people should always nod to anything, they have to be aware and respond to anything that appears to them like epiphanies (greve & wentura, 2003; lindholm, 2013; sartre, 1993). therefore, existentialism also put emphasis on how own responsibility works in everyday life. authenticity is the most important existentialism virtue (lindholm, 2013; sartre, 1993). it begins with the statement that everyone should never avoid the entity’s own freedom. if that person does the otherwise and make it into a habit, that means the individual is involved in “bad faith” (gardner, 2009; heter, 2006). it is stated first as denials, then the lies are habituated, then those become truths. once things are believed to be truths, those become unescapable without any provided alternatives. active consciousness then is slowly eroded and shifted by total obedience (bialystok, 2014; detmer, 2008; greve & wentura, 2003). the faith somehow could be reasonably good, but it becomes bad when it is unescapable at all. bad faith is widely seen as a kind of lying to oneself, it can also view as a way that ruins or hinder people from accepting authentic freedom and responsibility. bad faith or mauvaise foi requires individuals to know the truth while also not know it, so that people could be deceived genuinely (cox, 2008; detmer, 2008; santoni, 1995). it might seems like it does not make any sense, since it is improbable to know about something yet not know it at the same time. it is because bad faith needs an page | 76 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 explanation since the existence of it are both impossible and undeniable at the same time (detmer, 2008; gusman, 2020; webber, 2010). if individuals know it, they will change the way they see it. they will shape again their authenticities so that their identities are meaningful to them again. if they do not know about that, they still could be authentic since people could not be blamed for things that they never know (cox, 2008; lindholm, 2013). it is not the same with ignorance since this one is totally rational as any representation understood by people limited only to certain contexts. the concept of bad faith is enclosed with idea of self-definition. in definite cases, humans with their self-reflective ability will never stop asking about who they really are as practice of finding self-determination (soenens & vansteenkiste, 2010; van halen et al., 2020). they must do it to define themselves that should be unique or at least being different from other persons. moreover, ideas of themselves being their own are contested with actual and ideal self-concept. this idea is accompanied with understanding of identity formation that will make such self-definition meaningful. personal identity is indeed must be as authentic as possible as it relates widely towards self-image, self-consistency, and self-esteem (mruk, 1995; soenens & vansteenkiste, 2010). self-image is how someone sees himself/herself through own eyes or from others’ perspectives. self-consistency is indicated in how embracing identities are actualized through abundant growing over practices (mruk, 1995; van halen et al., 2020). self-esteem is much similar to self-confidence in which every side of someone’s understanding to himself/herself is defined in the best condition of certain continuations. those three are not separated from one to another, but intertwine through matter of identity formation. if someone is not sure about what and how he/she performs his/her identity, doubt may arise and anxiety will come to surface (mruk, 1995; pollard & welch, 2006). on a hand, that anxiety may indicate that there possible identities that could be explored furthermore. any possible aspect is such idea that may result to better condition. on the other hand, once someone is questioning his/her self, that situation includes both asking whether his/her self-definition is right or not. it may include ideas between unity versus disparity, public versus private, aspired versus real, and past or future versus present. page | 77 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 he/she will have three main choices as results; accepting as it is, refusing it, and finding other alternatives such as pretending to do it casually while keep protesting it (mruk, 1995; pollard & welch, 2006). the laugher and its bitter authenticity the character in the short story faces alienated aspects in his life. he is totally authentic as his occupation is like no other. however, his authenticity brings in ongoing problems that never make his own life calm and peaceful (howells, 1992; levy, 2011). he must see himself in question every single time. he constantly asks whether his job is true or not. he doubts himself being authentic as his laugh is always set for certain occasions. his relations with his wife and families are also quite awkward since he is always told as a silent and pessimist person (böll, 1988). while laughing means to get involved in happiness, his life is thick of bitterness. being hurt has been his staple food every day since being original for him is being demanded. the first sentence of the story speaks, “when someone asks me what business i am in, i am seized with embarrassment; i blush and stammer, i who am otherwise known as a man of poise.” (böll, 1988). this idea underlines how he always avoids the question of being authentic. he knows that he is original, but he is annoyed since his job is not usual for people. common people only know that laughter in television and any other media is quite original (gusman, 2020; howells, 1992; rae, 2011). they do not know that it is set and done by the main character. that is why he must remain silent about his job so that the originality of the laughter will never fade away. interestingly, that first sentence continues to the very end of the story. the quotation is the following; “so i laugh in many different ways, but my own laughter i have never heard.” (böll, 1988). he shows that he is capable to laugh professionally as he does it in many times. however, he never hears his own laugh. he laughs to work and his work is to laugh, nothing else. this sentence captures steep dissimilarities between what he usually does and his own life. his laughter does not go deep down to shape happiness in his life. the laughter colors his life but page | 78 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 only to the surface. he must still fight with abundant considerations to show himself to public or to hide it (howells, 1992; lawler & ashman, 2012). he also has to think more about catching happiness out of his pity sadness, even though he deeply understands the laughter and how to do it perfectly. indications of authenticity is never without ending. it is an ongoing process in which every steps in it could be problematic and contradictive as well (levy, 2011; plesa, 2021). this is what happens to the main character of the story. he understands his condition but somehow he feels constant discomfort inside his life. he is stated in being authentic, but he could not even find his own self. the man produces laughter and indeed it is authentic since it could trigger another laughter either (böll, 1988). yet, what he believes to be original must be hidden from others. his job requires more explanations in which he really hates. the idea of make a living through being authentic actually brings in problems to his life (lawler & ashman, 2012; poellner, 2015). he speaks of commercially living, but his truthful everyday life tells out of having advantages to it. the way that the main character tells about being authentic is seen from both subjective and objective sides. he is being objectified every time he laughs. it is done for the job but not for his own life. in the term of spontaneous laughing, people laugh from inside to the outside (howells, 1992; rae, 2011). people do not care if the laughter is perfect since it is instant emotion that comes out. the main character feels the opposite. his laugh must be heard perfectly as its purpose is to trigger another laughter. it must be objective or his laugh will fail to do its main purpose. there is quite far distance between the laughter and himself and that condition is not felt by common people (böll, 1988). he is defined not by his own self but from how he perfectly produces his laughter constantly. the same idea also happens to the subjective side. he knows that he is authentic, but he is displeased when he must speak about his job. it is quite clear that he is not quite proud about his job. he is an artist, a good one that has skill to laugh and provoke another as well (böll, 1988). the understanding of his own skill is well known by himself and he knows how to make money out of it. his infectious laughter is a gift, but others may never understand it well. others will also think that page | 79 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 as quite spontaneous, but actually, he is required to do it. he is thoughtful about how he must laugh in carefully timed and it works every time. the way he sees himself and how others see him is quite in problematic tension (levy, 2011; lindholm, 2013). however, that tension is only seen from his own side as it is a feeling from the subject that does the deed. in this case, while being authentic requires balance between own self and others, the reality is always different since it contains thick discontent in between. as a subject, self-identities exist through various human conditions. the condition is constructed socially and individually but not naturally (cox, 2009; howells, 1992). the natural part is merely about the departing point, but not through the process that is more complex in advance. this idea of being subject is to be own self throughout freedom. what the main character feels is that his freedom is limited. this is indeed in line with the principle of human right that must be limited by own deeds and restricted by others’ (levy, 2011; rae, 2011). it is not infinite and will surely come to point of being alienated. his freedom exists in how he maintains his laughter to the public. he must stay as a genuine artist in which he must produce constant great laughter. the skill that he has will be perfectly practiced to many occasions. even in his limited freedom, he could not be totally free like other artists who make art every time they like (cox, 2009; levy, 2011). he is demanded to do so and he must be perfect every time he performs his laughter. it could be told that his condition is being hindered. he has his freedom but he knows his restriction as well. the freedom exists but he could not act that freely (cox, 2009; lindholm, 2013; santoni, 1995). another aspect of authenticity is about truth. the main character speaks; “for a long time, in order to avoid tiresome explanations, i called myself an actor, but my talents in the field of mime and elocution are so meager that i felt this designation to be too far from the truth: i love the truth, and the truth is: i am a laugher.” (böll, 1988). he understands the real truth that he really likes. then, he knows how it tastes; bitter. he knows he is quite authentic, but he must always hide his occupation. the truth must be hidden both to avoid further explanation and to keep his laughter perfect to the stage. he embraces the truth that he could not be page | 80 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 otherwise than himself, that is a laugher. here, the idea of truth for him must be in line with his responsibility (lindholm, 2013; salmela, 2005). if the truth comes out, it will be public, and his laughter will not make sense anymore. he must remain silent like a spy who has burden of secret on his shoulders. if he has to tell people about the truth, he must keep it only to several ones. the idea of silence is due to his truth in being authentic is not in line with any common openness (rae, 2011; webber, 2010). he must do it on set and he even forgets how to laugh instantly at home. his wife asks him to laugh but he could not do the authentic one beside what he does to the performance. even he speaks that, “so our marriage is a quiet, peaceful one, because my wife has also forgotten how to laugh: now and again i catch her smiling, and i smile too.” (böll, 1988). he realizes that he has not only infectious laughter, but also the silence one. the wife also becomes silent since she could not leave her husband without any conscience to laugh. it is quite sad seeing how someone could not really laugh in instance, but the smile is really authentic for them. the sincere smile is perfectly compared by the main character to the performance he does. the laughter must be like a blast that violently provokes others to yell either. however, a smile is a deeper emotion that works like a morse signal to those who understand it (plesa, 2021; poellner, 2015). the main character also feels the bad faith. the concept is known from existentialism in which someone acts false values and states it as authenticity (cox, 2009; gusman, 2020; plesa, 2021). the freedom is denied though the person knows that his or her freedom is beyond the current situation. the laugher as the main character underlines his skill to do a great laughter, but he even forgets how to do it spontaneously (böll, 1988). he knows that it is in his hand, but he only uses it to the job, then he slowly drowns to forget unconsciously. he has to choose whether to be totally free without a job or having a job to totally laugh every time. both have consequences he could not avoid socially and even individually (poellner, 2015; salmela, 2005). he could laugh spontaneously if he leaves his job, but he may lose his skill in future time. he may even get better happiness in his marriage either. in reverse, he works to laugh now, yet he gradually could not differentiate and define between true and set laughter (böll, 1988). he must accept his condition of smiling page | 81 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 rather than laughing in his everyday life. in other words, authenticity in his case negates another authenticity to come. his condition to be original is only limited to some aspects but not for all, yet it is not monolithic either. this is in line with idea of emotional authenticity in which context of being authentic is always psychological (poellner, 2015; salmela, 2005; smith et al., 2023). the main character defines himself in doubt and anxiety. he understands that his job is to laugh but his laughter does not resemble his own authenticity. he denies his identity as a laugher. indeed, his identity formation works as someone who laughs every time and he has abundant self-esteem yet self-confidence about it. however, he still asks who he really is (shahar et al., 2003; van halen et al., 2020). he keeps reflecting his meaning since his uniqueness brings in such disclaimer to his own life. his self-concept is not in static mode, but in volatile understanding. how he works professionally does not shape in line understanding with his personal condition. therefore, his idea is about discontent of his own identity (böll, 1988). moreover, the self-image of the main character is known in two-faced perspective. as a professional, he does his job well. meanwhile, for his wife and his siblings, his laugh is not intact (böll, 1988). the difference between those ideas does not reflect such self-consistency in which actualization of practices over an identity does not totally embrace matter of self-identity itself. he is sure how to perform his identity, but doubt and anxiety still follow (shahar et al., 2003; soenens & vansteenkiste, 2010). it is similar to himself wearing a mask to work while the mask slowly consumes him and makes him dissimilar to his own self. this kind of discontent indicates that his self-definition is not definite (auerbach et al., 2005). it is still infinite since his protest to his difference between work and personal life still opens up to any desired result. in matter of unity versus disparity, the main character still doubts why his working atmosphere is not in line with his personal life. it is similar to his condition between being in public versus in private life since his own wife never meets his laugh even though his work is to laugh (böll, 1988). his aspired status is not similar to his real one either since what is known by him in real life is actually so sad as the opposite of what he always does at work. he also remembers how his life before page | 82 ni nyoman sarmi let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 work is always better; therefore, he has anxiety in how his present time may affect his future afterwards. because of those tensional oppositions, his choice to identity is not stable. he is not easily accepting or refusing it. he chooses to pretend to do it casually while keep protesting it (böll, 1988). in other words, his discontent of being authentic is seen in how he wears mask of being a laugher in everyday life. conclusion the above ideas assert that authenticity does not stand for itself in the life of human beings. it brings in its discontent since being authentic on a side requires being private, silent, or similar to others. the more authentic it seems, the more it evades common sense, and the less people understand about it. the job of the laugher is authentic but its uniqueness pushes more acknowledgments from its surroundings. freedom even is not easy at it seems. the truth must be borne even if it is bitter and unlikely. the indication of the main character’s laughter must be heard as original but his own life is full of pessimistic conditions. the laugh seems to be authentic, but it is not spontaneous at all. his laugh is not freedom since his own life is full of undermined conditions. references anderson, t. 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(2011). sartre on the authenticity, required if my choices are to be truly mine. filozofia, 66(9), 879–889. isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||286-306||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php digital literacy level and english language proficiency of college students in banjarmasin to support independent learning campus in the technological era 4.0 isnaniah isnaniah76@gmail.com nahdlatul ulama university of south borneo, indonesia rahma pitria ningsih rahmapitria@poliban.ac.id state polytechnic of banjarmasin, indonesia article history: received: 30 august 2022 accepted: 25 november 2022 in this digital era, it is essential for individuals to be literate and to be able to communicate effectively in english as the international language. foreign language proficiency certainly requires training which the process itself cannot be achieved instantly. since the beginning of college, students should begin to know and be trained to understand and utilize english. therefore, it is crucial to employ english as a second language in the classroom so that students can meet the challenges of the globalization era in the future. this research aims to analyze the level of digital literacy and the distribution of students' english skills in the city of banjarmasin in supporting the readiness of independent campuses to learn in the technology era 4.0. this research effort employs exploratory questionnaires as its methodological technique (exploratory research). the analysis was performed using simple regression. according to the finding of the research, it illustrates that the distribution of digital literacy levels and the distribution of students' english skills in banjarmasin is almost evenly distributed. corresponding author: tel.: rahmapitria@poliban.ac.id keywords: digital literacy level; english language proficiency; merdeka belajar; kampus merdeka http://jurnal.uin-antasari.ac.id/index.php mailto:isnaniah76@gmail.com mailto:rahmapitria@poliban.ac.id mailto:rahmapitria@poliban.ac.id page | 287 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 introduction merdeka belajar kampus merdeka curriculum a primary goal of education is to assist students grow into responsible, confident, self-reliant, and economically independent adults. thus, educational nuances should strive to provide opportunities for students to always think independently and critically when determining their identities. in this context, the most important thing is not providing students with positive information that is taken for granted, but rather teaching them how to reason. giving students the independence to be directly involved in the learning process and knowledge transfer is one of the efforts that can be made. students are considered the main subject in this case, rather than just an object of an educational process. the independent learning-freedom campus as well-known as “merdeka belajar-kampus merdeka” (mb-km) curriculum initiated by the indonesian ministry of education, culture, research and technology is one of the breakthroughs in the digitalization era in the education sector. this program facilitates student exchange while also expanding the boundaries of (physical) classrooms into digital spaces. the mbkm program is implicitly a response from the ministry of education, culture, research and technology to produce graduates with superior skills. faced with social, cultural, occupational, and technological changes that are accelerating throughout the time of the digital revolution 4.0, student competencies should be enhanced in accordance with current trends. it is possible for the independent learning program, also known as mbkm, to take the form of either a university program registered in the higher education database or a national program that was prepared by the ministry. merdeka campus refers to a form of learning that is independent and adaptable that can be found in higher education, so as to foster an innovative, unrestricted, and student-centered learning culture. page | 288 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 learning independence, as defined by nadiem makarim in the mbkm guidebook published by the director general of higher education at the department of education and culture (2020) is the provision of freedom and autonomy to educational institutions, as well as independence from bureaucratization. as a result, lecturers are liberated from complex bureaucracy, and students are free to choose their own areas of study. the design of the program anticipates that students and instructors will gain new experiences that can enhance their insight, moral excellence, and networking skills. in accordance with permendikbud number 3, 2020 as well as those outlined in mbkm guidebook published by the ministry of education, culture, research, and technology, universities are required to offer off-campus study areas for their students so that they may learn to work independently and adapt to the professional world. the mbkm program depends on the dedication of participating universities to both providing and facilitating it. to this end, the mbkm offers nine distinct programs: (1) student exchange; (2) professional work practice; (3) teaching assistance in education units; (4) research/research; (5) humanitarian projects; (6) entrepreneurial activities; (7) independent studies/projects; (8) village development/projects; and (9) state defense training. the most important factor in ensuring that the mbkm policy is successfully put into effect in higher education is the readiness to make the transition away from a curriculum that is based on fixed content to one that is based on adaptable and flexible learning outcomes in order to better prepare students to function successfully as independent adults. study programs face the challenge of developing a curriculum that is both flexible and able to adapt to the ever-quicker developments of the times, all while maintaining their commitment to the goal of producing graduates who have learned in accordance with the outcomes that were previously determined. in addition, the implementation of the mbkm policy necessitates collaboration and cooperation with partners or other parties page | 289 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 related to their respective scientific fields and participation in supporting the desired learning outcomes. social, cultural aspects, the world of work and technological progress are developing very rapidly in the current era of the digital revolution 4.0. this is in accordance with the indonesian minister of education and culture’s regulation no. 3, 2020 on national standards for higher education (kemendikbud, 2020), which establishes the necessity of cooperation between universities and the business and industrial sectors (dudi). it is anticipated that this will make it simpler for university graduates to immediately adapt to the needs of the job market. as educational institutions, universities are required to develop curriculum plans. according to hamalik (2013), the curriculum is defined as subject matter or subjects, whereas the new view defines the curriculum as all activities that directly or indirectly contribute to the success of education. the term curriculum comes from law no. 20 of 2003 chapter i which defines it as a set of plans and arrangements regarding the objectives, content, and learning materials as well as the methods used as guidelines for the implementation of learning activities to achieve specific educational goals. curriculum is one of the most important parts for any educational activity. curriculum is used as a guide for education user and as a tool to improve teaching quality. as a result, its existence is important as a determinant of teaching quality. we can recognize the role and function of a very complex curriculum in the implementation of formal and non-formal educational programs due to our understanding of its significance. a curriculum reveals a clear picture of an educational system. considering the rapid development of the modern era, along with the development of society, science, technology, and globalization, innovation in education is essential for keeping up with the changes and demands of the times. in this context, "innovation" refers to new approaches to teaching and learning. to be truly innovative, one must first conduct a needs analysis, which can then be used as a guideline for determining which factors should be prioritized when designing a curriculum. various scientific studies on curriculum page | 290 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 development in the field of language are required for a comprehensive analysis of the needs, including: 1) widodo (2017) on approaches to needs analysis in esp curriculum development, 2) nurjannah. (2018) on needs analysis as a basic concept in the development of arabic curriculum at man curup, and 3) isnaniah, i., & hayati, nm (2020) on needs analysis in developing english curriculum for early childhood and elementary school students: a case study. all of them prioritize to analyze the needs for developing curriculum. therefore, it is essential to carry out a needs analysis for the merdeka belajar kampus merdeka (mbkm) curriculum, which should include an assessment of whether or not students are prepared to apply mbkm in their educational pursuits. this is inextricable from the significance of digital literacy and english proficiency for mbkm readiness. providing needs analysis is one of the fundamental tenets of curriculum development in the field of education. needs analysis is a procedure used to gather data on student requirements. this is an early stage that must be emphasized in educational program planning. the development of the language curriculum should also begin with the needs of the students as its foundation. in addition, the design needs to be based on the most recent or current theory of language curriculum design, and it needs to make reference to other scientific findings, in particular by identifying the competencies and tasks that are required of students (thobroni & arif, 2012). digital literacy in indonesia digital literacy in indonesia has actually been detected since the ict (information and communication technology) curriculum became part of the 2006 curriculum or ktsp. on the grounds that ict learning can be integrated into other subjects, the subject of ict was omitted from the 2013 curriculum, causing controversy among educators. several studies have been conducted to determine the level of digital literacy in indonesia, which is reflected in table 1. most groups with diverse backgrounds have different digital literacy skills. however, in general, those groups of people have already good access in this skill. this is page | 291 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 reflected in the ownership of the device and the frequency of the utilization. this data is in line with the wearesocial survey which states that there are 355.5 telephone users in indonesia. table 1. literacy level of certain groups in indonesia source informant digital literacy rate (2) student • have basic digital literacy skills, namely being able to operate hardware and software • possess high understanding background information skills (motives and process of information being produced) • have high digital literacy key skills • have a high attitude and perspective on the use of information (3) kauman dongkelan society • have access to television and internet • do not have the skills to analyze media messages • do not have the ability to evaluate information due to a lack of skills. • unable to produce content (4) children (10-14 years) • have access skills, especially accessing television (level 5), radio (level 3), and internet • the children's average is at level 5 for analysis, evaluation and content production skills (5) productive business women • have skills in accessing cell phones • the most frequently accessed social media is facebook (6) housewives • have smartphone access • have the skills to choose media content to be consumed • have the skills to produce content such as selling content or minimal budget home decoration in this digital era, people are required to be able to master literacy and communicate using english as an international language in order to connect with the world. foreign language proficiency certainly requires training which the process itself cannot be achieved instantly. students should begin to know and be trained to learn and use english since the beginning of college(7,8). therefore, it is page | 292 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 crucial to incorporate english as a second language into classroom instruction, so that students are able to face the demands of the globalization era in the future. english has now become one of the basic needs for students in the current era of globalization, because its function is an international language and is almost used in all fields. information about the level of digital literacy and the distribution of students' english skills in the city of banjarmasin in supporting the readiness of an independent campus to learn in the era of technology 4.0 is very important to support campus independence which is marked by innovation and changes that have an impact on the economy and culture. digital literacy and the mastery of english are very important elements in the industry 4.0 era so that students can understand and master information technology and be able to put it to use to increase their expertise, productivity, and efficiency in a variety of fields. this study's objective is to conduct an analysis of the current level of digital literacy and the distribution of students' english skills in the city of banjarmasin in supporting the readiness of independent campuses to learn in the technology era 4.0. trends in digital literacy research in indonesia in the last decade, the trend of digital literacy research in indonesia has been the study of literacy in the use of electronic media as the scope of research with almost the same objective, namely knowing the skills of certain groups in using digital media. however, up until now, digital literacy research has only been aimed at the private sector, academic environment such as students or campus areas, and the second largest digital content user in indonesia, namely housewives. (15) (see table 2). table 2. trends in digital literacy research in indonesia research purposes scope media knowing the relationship between digital literacy and the use of e-resources electronic media e-learning mapping the digital literacy movement at uny electronic media internet page | 293 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 research purposes scope media knowing the use of digital media by women entrepreneurs electronic media internet knowing the digital literacy level of students electronic media internet mapping the digital skills of housewives electronic media internet in general, there are two measuring tools used in digital literacy research, namely the individual competency framework from the european union and david bawden. these two measuring tools have differences not only from the unit of analysis, but also conceptually. these distinctions are shown in table 3. table 3. collection of digital literacy measurement tools in indonesia source media data collection technique measuring instrument indicator (2) e-resources questionnaire • basic literacy skills • able to use hardware • able to use software • information knowledge background • understand how information is produced both digitally and nondigitally • able to distribute both digital and non-digital information • the main competenci es of digital literacy • able to produce and distribute digital information • able to evaluate information • able to generate new knowledge • attitudes and perspective s of information • able to learn independently • understand the use of information • understanding page | 294 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 source media data collection technique measuring instrument indicator users about copyright (16) e-learning interview & observation • use skills • device ownership • ownership of social media accounts • use of a computer or laptop • critical understandi ng (critical thinking) • ability to understand media content and function • have knowledge of media and media rules or regulations • checking news sources • communica tive abilities (communic ative abilities) • able to produce messages or content • able to participate • able to build social relationships (17) internet questionnaire • use skills • device ownership • ownership of social media accounts • use of a computer or laptop • frequently visited sites • download and upload • critical understand ing • level of trust in the source of information • able to distinguish good and bad sites • understanding of page | 295 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 source media data collection technique measuring instrument indicator government regulations • ability to maintain privacy • cross check source information • communic ative abilities • able to produce messages or content • able to participate • able to build social relationships table 3 shows that in general there are several components in common in measuring the instruments used. for example, a group is considered to be digitally literate if they are able to use electronic devices, access information, be able to understand messages, and reproduce messages. in digital literacy research in indonesia, one of the theories used in the analysis of research results is the uses and gratification theory. this theory implies that individuals are autonomous groups who are capable of selecting their own information and media based on their specific needs. this assumption is relevant to one of the skills in digital literacy that requires individuals or groups to identify information needs and select the right media (table 3). trends in the research methodology used in the digital literacy phenomenon in indonesia can be seen in table 4. most of the research was conducted using qualitative methods with different designs. the qualitative method that is widely used is descriptive qualitative, namely by conducting interviews as data collection. in addition to interviews, the research design was also carried out with a survey to descriptively determine the level of digital literacy in certain groups. students are the group most often used as respondents or research informants. students were selected using purposive, simple random, or stratified sampling techniques. students are chosen because they are y generation with the largest internet page | 296 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 penetration, and the digital native generation so that media literacy is very relevant. table 4. trends in digital literacy research methodology in indonesia source method sample technique sample or informant area (18) descriptive qualitative purposive communication studies student and lecturer samarinda, south kalimantan (19) ethnography purposive cultural, teachers, community leaders salatiga (4) survey cluster sampling children aged 10-14 years (n=397) belu regency, ntt (5) participation research action purposive women entrepreneurs of smes (n=21) yogyakarta (6) qualitative housewife yogyakarta method this research was conducted in banjarmasin on june to august 2022. this research employed exploratory survey analysis (exploratory research method) which is commonly used to reveal the facts, identify problems and obtain justification for ongoing implementation. purposive sampling was utilized as the observation and sampling method for the purpose of this study. as a result, the number of people who responded was determined by the requirements of the research. 108 people participated in the survey that was conducted for this research. the respondents came from 8 universities in banjarmasin (table 5). table 5. respondent's universities no university 1 politeknik negeri banjarmasin 2 stkip pgri banjarmasin 3 stkip sabilal muhtadin 4 uin antasari banjarmasin 5 universitas ahmad yani banjarmasin page | 297 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 6 universitas islam kalimantan muhammad arsyad al banjari 7 universitas lambung mangkurat 8 universitas sari mulia data collection was obtained by questionnaires and interviews. the questionnaire consists of 2 parts, the first is about digital literacy and the second part is about english language skills among students in banjarmasin. each statement is rated using the likert scale. the procedure for this assessment follows the method described by rahma et al (2021). for collecting the data, the researcher use a questionnaire with a likert scale. the goal is to determine the level of agreement among respondents with the statements provided. there are forty questions in the questionnaire that must be answered, forty about the level of digital literacy and forty about the english language skills of students in banjarmasin. questionnaires were created with the google forms application and distributed to respondents. there are several steps involved in processing the collected data: coding, data entry, cleaning, and analysis. the collected data was processed and analyzed descriptively using the microsoft excel 2013 program, spss version 16.0 for windows, and the statistical program for social science (spss). the information is provided in the form of tables, bar graphs, and numerical data expressed in percentages. data analysis technique the pearson correlation test was used in this study because each variable is normally distributed. the test was carried out to determine whether or not there was a statistically significant correlation (p0.05) between different variables of digital literacy and different levels of english language proficiency among banjarmasin’s college students. the correlation coefficient value follows the rules of sugiono (2016). page | 298 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 table 6: the coefficient of correlation (sugiono, 2016) coefficient interval correlation level 0.00 – 0.199 very low 0.20 – 0.399 low 0.40 – 0.599 medium/average 0.60 – 0.799 strong 0.80 – 1,000 very strong findings and discussions digital literacy level for students in banjarmasin education in the industrial era 4.0 is required to be able to make better use of digital technology in improving the quality of students in the city of banjarmasin. digital literacy plays an important role for students to improve their language skills. besides that, digital literacy can also be used to provide an understanding of linguistics through the use of language elements that are applied in a text. a lecturer through assignments to students to literate digital texts then makes the digital texts used as data sources related to morphology. students who take morphology courses are given assignments after being given material on morphological processes that exist in english. students are assigned to literate texts available in online media. assignments to students can be done in groups. each group is given the task of looking for morphological processes in texts according to the desired theme, for example from texts in the fields of health, education or politics. assignments with different text themes aim to get a varied vocabulary. students are asset to our country for determining the continuity of leadership. thus, students' digital literacy skills as change of agents are expected to make them wise and critical media users. in this study, the literacy rate between universities in banjarmasin is almost evenly distributed. among other universities, lambung mangkurat university students had the highest literacy rate (78.13%), while kalimantan islamic university students muhammad arsyad al banjari had page | 299 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the lowest (64.69%). the distribution of digital literacy levels among students in banjarmasin can be seen in the following graph. graph 1. distribution of student’s digital literacy levels in banjarmasin the draft of digital literacy is constantly changing. initially, this concept was known as media literacy, and it advocated the importance of viewing television critically. this idea was repeated until the advent of communication technology and the internet. the concept of media literacy began to be adopted into skills possessed by individuals to be able to operate computer devices during the birth of computers. when the internet is widely used, this concept gradually transforms into information literacy. this is due to the internet's broad availability of information. the term that is commonly used these days is "digital literacy." literacy in the digital age refers to the ability to make productive use of various forms of media in order to find relevant places and information. the united nations educational, scientific, and cultural organization defines digital literacy as the capacity to use information and communication technology (ict) to access, evaluate, use, create, and share content with cognitive, ethical, social, emotional, and technical dimensions. martin defines digital literacy as an individual's awareness, attitude, and ability to use digital tools and facilities appropriately in order to identify, access, manage, integrate, evaluate, analyze, and synthesize digital resources; build new knowledge; create media expressions; and communicate with others in the context of specific life situations; to enable page | 300 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 constructive social action; and to reflect on a series of processes. digital literacy is also defined by koltay as the ability to enable constructive social action; and to reflect on a series of processes. students are thought to be directly proportional to adult life as social beings in transition. during this time, students learn to recognize the outside world and receive value socialization through the media. students are exposed to a wide range of information and may form incorrect opinions if they are not accompanied by parents or lecturers. when students interact with the media, they demonstrate their dynamic personality. students are inherently inquisitive, easily influenced, and tend to take media content for granted. students, on the other hand, are familiar with technology, are not afraid to try new things, and are idealistic. students are a distinct and significant cultural group, as a market segment, as a sub-culture and who are leading the way in the use of new media. the student is the point at which an individual seeks to establish an identity, to form a social group and to negotiate the cultural meanings they have. among all, the media is the center of it. from this statement, it can be said that students are potential commodification objects for media producers who have intergenerational marketing goals. the growth and development of students is said to be perfect if they are physically and mentally healthy. to fulfill physical health, it is necessary to have nutritious food in the daily diet. meanwhile, to fulfill mental health, "nutritious food" is also needed. however, the phenomenon that currently occurs among students is that they are often treated mentally with “less nutritious food”, in this case information from the mass media, and is often treated with “poison information”. some shows that often appear in the mass media include violent behavior, theft, corruption cases, pornography which clearly have no educational and humanitarian value, are always reported by the mass media and become students' mental food at all times. mass media shows that are not attractive to students do not even reflect their culture. however, ideally, the mental and mind of students in everyday life must be treated to "nutritious information”. in this page | 301 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 context, the content of mass media must have educational and humanitarian value which is lifted from its own culture which is full of wisdom values. to comprehend the content of mass media messages, media literacy is required. in other words, media literacy is an umbrella to protect students from the "splash" of mass media information. media literacy can be used as the key to the formation of intelligent and critical students so that they are not easily eroded by the flow of information from the mass media. literacy in both traditional and contemporary forms of the media encourages both audiences and communicators to have the ability to read when confronted with various forms of the media. it is possible for media technology, especially new media, to alter the ways in which people learn, play, and interacts socially in the real world. having to deal with something novel necessitates the development of new skills, which is especially true when the topic in question is a student. media literacy or better known as media literacy is one of the many terms that are often used on various occasions, both in informal talks to academic discussions. the term is interpreted quite differently. there is no longer choice to forbid students from consuming the poison of information. raising students' awareness will enable them to engage in critical discussion, which will aid them in comprehending the significance of their media experience. level of students’ english proficiency in banjarmasin in this study, the level of english competence among university students in banjarmasin was found to be nearly identical. students at sari mulia university have the highest level of english proficiency (76.25%) among other universities, while kalimantan islamic university students muhammad arsyad al banjari ranks the lowest in terms of english proficiency (64.06%). the distribution of the level of english proficiency among students in the city of banjarmasin can be seen in the following graph. page | 302 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 graph 2. distribution of students’ english language proficiency levels in banjarmasin regarding digitalization, proficiency in the english language is crucial, especially in dealing with independent learning activities in the era of technology 4.0. every university strives to produce graduates who are able to compete internationally. each university requires its lecturers to prepare teaching materials or modules, as well as provide many activities that practice listening, speaking, reading and writing skills, as well as implementing various methods or techniques that provide opportunities for students to practice communicating, including: role play, discussion, debate and presentation. in fact, thousands of messages continue to be broadcast to students via traditional media channels such as posters, radio, television, and games. the number of books and other forms of english-language online and offline media produced globally is continuing to increase. the functions of the media naturally follow the technological sophistication of the media themselves. one of the many roles of the media is to provide entertainment. midway through 2014, data from the ministry of communication and information (kominfo) showed that 67% of broadcast content was entertainment (which is not always positive for the public), while information, education, and social control each accounted for only about 10%. looking at that fact, students with good english skills must be able to filter positive information to support the student's career path. students with good english skills can not only listen but also understand positive and useful information for themselves and those around them. page | 303 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 simple regression analysis descriptive analysis shows that students' average levels of digital literacy and english proficiency are 72.586 and 67.896. meanwhile, the standard deviation values of digital literacy and english language skills among university students are 4,001 and 3,786 (table 7). table 3.descriptive statistical value descriptive statistics mean std. deviation n literacy 72.586 4,001 8 ability 67,896 3,786 8 literacy carried out among students will play a very important role in improving their language skills. students can improve their reading skills and understand their reading well when they are disciplined through literacy. in terms of increasing understanding of the process of word formation in english, lecturers can assign students to collect all vocabulary, for example the assignment of grouping affixed vocabulary in english. the value of r was 0.467, and the significance level was less than 0.05, according to the findings of a pearson correlation test that examined the relationship between digital literacy and english language skills among students in banjarmasin city. according to sugiono (2016), the level of relationship between this correlation value and the variables is moderate. table 4. the value of english ability in students correlations literacy ability pearson correlation literacy 1,000 0.467 ability 0.467 1,000 sig. (1-tailed) literacy . 0.122 ability 0.122 . n literacy 8 8 ability 8 8 meanwhile, the output summary model has an adjusted r-squared value of 0.087, which translates to 8.7% and shows that the independent variable (students' english language abilities) contributes to the relationship with the dependent page | 304 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 variable (digital literacy in students). however, other factors account for the remaining 91.3% and are outside the scope of this study. table 5. model summary model summary model r r square adjusted r square std. error of the estimate 1 0.467a 0.218 0.087 3.822 a. predictors: (constant), ability b. dependent variable: literacy based on the anova test or f test (table 10), the calculated f was 1.669 with a significant level of 0.244. the regression model cannot be used to predict literacy levels because the probability, 0.244, is significantly higher than the threshold value of 0.05. table6. anova test or f.test anovaa model sum of squares df mean square f sig. 1 regression 24,389 1 24,389 1,669 0.244b residual 87,668 6 14.611 total 112,057 7 a. dependent variable: literacy b. predictors: (constant), ability conclusions and suggestions digital literacy and the distribution of english language skills among students in banjarmasin to support independent learning campusin the technological era 4.0 have a moderate correlation. this fact illustrates that students' readiness to keep up with the pace of technological development must be able to have fairly good english skills. the practice of digital literacy is an effort to build understanding on the level of human resource development related to comprehending the presence of digital media. this understanding will also be very useful in supporting the independent campus learning process in the 4.0 technology era. page | 305 isnaniah let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 references anggraini o, supriyanto s. literasi digital: suatu kemewahan bagi umkm perikanan di era industri 4.0? 2019;117–26. buckingham d. defining digital literacy: what do young people need to know about digital media? nord j digit lit. 2015;2015(4):21–34. candra hk, iryanie e, utami np, ningsih rp. ppm pelatihan guru-guru sdit al-firdaus dalam pembuatan konten bahan ajar interaktif siswa berbasis audio visual menggunakan microsoft. j impact implement action. 2020;3(1). darmastuti r, edi swm, christianto e. model literasi media untuk anak-anak sekolah dasar dengan menggunakan multimedia interaktif berbasis kearifan lokal masyarakat salatiga. j aspikom. 2018;3(4):635 databoks. berapa pengguna media sosial indonesia? 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(2017). approaches to needs analysis in esp curriculum development. the european journal of applied linguistics and tefl, 6(1), 127-146. widyastuti dar, nuswantoro r, sidhi tap. literasi digital pada perempuan pelaku usaha produktif di daerah istimewa yogyakarta. j aspikom. 2016;3(1):1. wulandari, d. et al. 2021. panduan program bantuan kerjasama kurikulum dan implementasi merdeka belajar kampus merdeka. jakarta: direktorat pembelajaran dan kemahasiswaan dirjen dikti kementerian pendidikan, kebudayaan, riset dan teknologi. diakses dari https://dikti.kemdikbud.go.id/wpcontent/uploads/2021/02/ panduankerjasama-kurikulum-danimplementasimbkm-tahun-2021final.pdf. kemendikbud. 2020. peraturan menteri pendidikan dan kebudayaan ri no.3 tahun 2020 tentang standar nasional pendidikan tinggi. jakarta : kemendikbud https://dikti.kemdikbud.go.id/wpcontent/uploads/2021/02/ emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 let: linguistics, literature and english teaching journal ||volume||11||issue||2||pages||79-104||2021|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php genre analysis of undergraduate dissertation abstracts in two disciplines emmanuel mensah bonsu ebonsu@stu.ucc.edu.gh university of cape coast, ghana article history: received: 10 september 2021 accepted: 13 december 2021 this research departed from the result of training on the development of online learning design for secondary school teachers before the pandemic. on that training, whatsapp is the best choice to be implemented by the teachers. in this research, whatsapp-based learning design is chosen to facilitate english teachers during learning from home. as a result, the impact for students is that their learning outcomes were positively correlated to their perception, knowledge, motivation, and attitudes during learning from home using whatsapp. then, the implication of this research is that english teachers have competitiveness and also competence in the utilization of digital technology, especially in developing english learning designs while they taught from home. keywords: academic genre; genre theory; dissertation; lexicogrammatical features; moves; introduction the focus of the present study is on academic discourse, which hyland (2009a) refers to as the way of thinking and using language which exists in the academy (cf. marta, 2015). examples of academic discourse include seminars, theses, dissertations, research articles, inaugural lectures and lectures. various academic genres have gained much attention over the years. whereas research articles (ras) seem to have all the attention, some studies have begun to focus also on dissertations or theses. afful and mwinlaaru (2012) refer to ras as expert writing while they refer to dissertations or theses as learners’ writing. hakim http://jurnal.uin-antasari.ac.id/index.php mailto:ebonsu@stu.ucc.edu.gh p a g e | 80 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 (2017, p. 12) considers the dissertation as “the rite of passage to an academic career, required by universities around the world and anguished over by thousands of postgraduates (and undergraduate) students and their supervisors”. with the use of the aforementioned and other schematic structure analysis models, researchers have investigated the various sections of dissertations or theses, including the abstract. the abstract is a key component of dissertations without which the work is incomplete. the relevance of the abstracts is inherent in their function. santos (1996, p. 2) says of the abstract as “specially designed to project the research to the public eye”. he goes on to identify four functions of the abstract, namely: it assists readers with different purposes; it offers an overview of the research; it helps readers to remember the content of the research, and it gives information in brief form. even though the abstract in general as a sub-genre, has received some considerable attention, dissertation abstracts, in particular, appear to receive much attention in ghana. given the centrality of this genre to dissertation writing, the present study considers undergraduate dissertation abstract worth researching. research questions 1. what schematic structure is employed in the abstracts of english language studies and communication studies dissertations? 2. what lexico-grammatical features are adopted in the abstracts of english language studies and communication studies dissertations? significance of the study the present study is important in three ways. first, the study contributes to the scholarship on academic writing at the undergraduate level in the underresearched area in the literature. therefore, it adds to the existing knowledge on dissertation writing in general, and abstract writing in particular. second, this study adds to the teaming interests in research on dissertation writing by emphasizing the important aspect, the abstract of an undergraduate dissertation. finally, the findings of this study have pedagogical implications for both p a g e | 81 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 undergraduate and postgraduate students by serving as a reference material for those who interact to research further on academic discourse, in general and on dissertation, in particular. this study therefore, provides an impetus for further studies into the researched area. literature review genre theory the analysis of the dissertation abstracts will follow a genre-based approach which comes in three theories. these include the new rhetoric, systemic functional linguistics (sfl), and english for specific purposes (esp). unlike the first two theories, english for specific purposes (esp) is particularly interested in the characteristics of genre and not the functions or social contexts of texts. daniels (2017) argues that, while it lacks a formal language model and does not make extensive use of stratified metafunctional grammar, the esp approach may be seen as an implementation of sfl. bhatia (2002) also stresses the importance of relatedness of texts in order to demonstrate the importance of the socio-cultural context of the text. even though the ensuing discussion seems to suggest the complementary nature of the three theories, the current research will employ the esp from the approach of swales (1990). the reason for choosing this approach is that according to bhatia (1993:1), the framework is “an analytical framework which reveals not only the utilizable form-function correlations but also contributes significantly to our understanding of the cognitive structuring of information in specific areas of language use which may help esp practitioners to devise activities potentially significant for the achievement of desired communicative outcomes in specialized academic and occupation areas”. bhatia (1993) also considers the approach to genre analysis as a theory that blends grammatical ideas with corresponding sociocultural interpretations. for a long time, the term ‘genre’ has come with the difficulty of defining (daniels 2017). according to afful and tekpetey (2011), even though the term ‘genre’ has existed as far back as the graeco-roman period, it has only been p a g e | 82 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 populated recently due to the work of scholars such as swales (1990), bhatia (1993), martin (1985) and bazerman (1984). there have been various classifications of genres by different scholars. trosborg (2000) classifies genres into literary and non-literary; swales (2004, p. 20) has spoken and written genres; hewings and hewings (2004, p. 72) also have professional and non-professional genres. bhatia (2002, p. 2) posits that genre analysis is the analysis of language use in the broader sense in order to account not for only the way text is constructed but also the way it is like to be interpreted, used and exploited in specific contexts to achieve specific goals. the main action to perform when undertaking a genre analysis is to identify the moves and steps and the arrangement of the moves as well as the linguistic features of the moves. the moves and the steps are indicatives of the communication purpose of the text. in a similar vein, the central idea to swales’ (1990) genre analysis is the identification of ‘moves’ and ‘steps’. the concept of ‘move’ captures the function and purpose of a segment of a text at a more general level, while ‘step’ provides a more detailed rhetorical means of realizing the function of a move. to martinmartin (2005), moves manifest themselves as text units that occur in typical sequences. moves then are the units of every text arranged in order to perform a particular set communicative function. samraj (2009) identifies that every rhetorical move may or may not have constituent steps. with move identification being an important aspect of rhetorical structure analysis, many researchers use the available linguistic features to realize moves and their boundaries. each move contains a new information which meets a new communicative need. moves are functional constituents in a text and can be in lengths of one word to several paragraphs (farzannia & farnia, 2017). each move contains smaller rhetorical units called ‘steps’. the current study, therefore, applies swales’ (1990) genre theory in analyzing the content of the dissertation abstracts since it is useful in determining the schematic structure and the lexico-grammatical features that are dominant in the selected dissertation abstracts. also, the theory is found most p a g e | 83 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 useful and suitable to use to analyze academic genres not only in one discipline, but in different disciplines (daniels, 2017). previous studies behnam and golpour (2014), li (2011), ning (2008), el-dakhs, (2018) and loutayf (2017) have also studied the move structure of abstracts. for loutayf, her research showed english as a foreign language (efl) science writers the available move structures, in order to help them improve upon their abstract writing skills. behnam and golpour compared abstracts in linguistics with abstracts in mathematics. his findings revealed that while linguistics abstracts follow a conventional move structure, mathematics abstracts do not. ning finds research articles in financial economics a neglected area of research hence a need to research into this field. ten out of the fifty abstracts he gathered follow bhatia’s (1993) four-move structure. he also finds the dominant use of firstperson plural pronouns (we, us, our) over other pronouns. in the even growing interest in research of academic discourse, al-zubaidi (2013) has investigated the generic structure of english ma and phd dissertation abstracts by iraqi efl graduate students in the field of linguistics. he focuses on the move structure and linguistic elements employed in his fifty selected dissertation abstracts (das) using swales’ (1990) and bhatia’s (1993) frameworks in the micro-analysis of the rhetorical structure and hyland’s (2000) framework in the macro-analysis of the rhetorical structure of his corpus. the results showed that the abstracts section is an unavoidable section since all dissertations had an abstract. also, moves were signaled by lexical indicators. the generic micro-analysis identified eleven component moves by which the schematic structures of da are built while the generic macro-analysis identified five component moves. kosasih (2018) conducted a study on the move structure of theses abstracts at a state university. his study focused on thesis from four disciplines namely public administration, management, fisheries management, and mathematics education. his study compared the consistency at which these theses made use of p a g e | 84 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 bhatia’s (1993) four-move structure and swales and feak’s (2004) five-move structure. according to him, aim-method-results move structure is popularly used in each of the disciplines, accounting for 35% of the data. his findings also show that 75% of the data do not follow both bhatia’s (1993) and swales and feak’s (2004) move structures. he also finds the present tense used more than the past tense. his findings exclude linguistic features peculiar to the moves identified. these features distinguish a move from the other in terms of communicative functions (swales, 1990). though kosasih’s (2018) study will have immense bearing on the present study, it is focused on disciplines other than english language studies. in an interesting turn, the only african generic study of dissertation abstracts found by the current researcher during the research was conducted by othman (2011). his study analyzed thirty-nine english language dissertation abstracts written by sudanese postgraduate students. his study sought to verify whether the rhetorical patterns of the selected abstracts match with those proposed by bhatia (2004). he also analysed the preferred tenses and voice mostly used in the data. his studies revealed that some rhetorical patterns and moves match bhatia’s proposal. also, it was found that present simple tense and passive voice occurred the most. in his conclusion, he recommends the training of advanced students so that they can adopt a uniform template in the writing of abstracts. the above review collectively indicates that there has been an appreciable number of researches on the abstract of research articles and dissertations or abstracts of both students and professionals. also, it can be seen that even in the esp tradition of genre studies, there are a number of models available to me. in addition, the moves realized after the researches in the reviews is indicative that it is not always the case that the realized moves would match the moves proposed by the model in use and this even goes to affirm the need for discipline accepted format of academic writing. even though numerous studies have been done on thesis and dissertation abstracts, it can be concluded that scholars have not studies enough abstracts in africa, especially in ghana. upon realizing this gap in p a g e | 85 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 research, the current research seeks to study the structure of dissertation abstracts of two departments or disciplines in the same faculty of the same university. method the research design is a plan structure and strategy of investigation in order to get answers to research questions (kumar, 2011). the research design adopted for this study is a mixed design in that it includes both qualitative and quantitative research designs. the data for this study was obtained from dissertations written from 2009-2019 and submitted to the department of english and the department of communication studies of the university of cape coast. i used the data from this period because enough copies of dissertations written within this period were available during data collection. the purposive sampling technique was used to gather the data. the dissertations were purposely sampled to include an equal number from each department/discipline. the purposeful sampling technique became useful in selecting dissertations that were written every year within the period under consideration. also, the technique was used to select dissertations from the department of english that were in any sub-discipline other than literature. two dissertations written in english language studies and two dissertations written in communication studies every year were selected. in all, forty (40) dissertations from which forty abstracts would be retrieved were selected for the study. data analysis and discussion schematic structure of the abstract section the abstract section of the dissertation is an important part of the research work. the communicative purpose of the da is achieved with the use of moves and steps. the analysis of the data for this study revealed that the abstract section has five moves, which is in line with the study of kosasih (2018). a further examination of the data from the department of english and the department of communication studies revealed that the abstract section of the undergraduate dissertation comprised one optional move and four obligatory moves. the moves and their constituent steps are presented as follows: p a g e | 86 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 move 1: introduction step 1a: claiming centrality step 1b: making topic generalizations step 1c: reviewing previous research move 2: purpose step 2a: outlining purpose/aim step 2b: announcing present study move 3: method step 3a: stating theory step 3b: stating research design step 3c: describing research site step 3d: describing data source step 3e: describing sample size and sampling procedure step 3f: describing data collection procedure/analysis move 4: results step 4a: announcing findings step 4b: indicating significance/contribution moves 4: conclusion step 5a: stating recommendation step 5b: stating implication frequency of occurrence of the moves/steps in the data the table below illustrates the frequency of moves according to their occurrence in the dac and dae data sets, and it is followed by a discussion of the results. table 1: frequency of moves/steps p a g e | 87 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 move dae = 20 freq. % dac = 20 freq. % total = 40 freq. % 1. introduction step1a: claiming centrality step1b: making topic generalizations step1c: reviewing previous research 11 55 6 30 4 20 0 0 9 45 1 5 7 35 2 10 20 50 7 17.5 11 27.5 2 5 2. purpose step2a: outlining purpose/aim step2b: announcing present research 18 90 12 60 8 40 20 100 14 70 8 40 38 95 25 62.5 16 40 3. method step3a: stating theory step3b: stating research design step3c: describing research site step3d: describing data source step3e: describing sample size and sampling procedure step3f: describing data collection procedure/analysis 20 100 9 45 12 60 4 20 14 70 18 90 4 20 20 100 8 40 10 50 14 70 12 60 11 55 7 35 40 100 16 40 22 55 17 42.5 26 65 29 72.5 10 25 4. result step4a: announcing finding(s) step4b: indicating significance/contribution 18 90 20 100 4 20 20 100 20 100 3 15 38 95 40 100 7 17.5 5. conclusion step5a: stating recommendation step5b: stating implication 15 75 1 5 14 70 13 65 12 60 1 5 28 70 13 32.5 15 37.5 p a g e | 88 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 it is realized from table 1 that move 1 is an optional move while moves 2, 3, 4, and 5 are obligatory or core moves. move 1 is an optional move in the data because most students did not see the need to provide a summary of the background to their study but went ahead with the second move to inform readers what the research is about. considering the main communicative function of the dissertation abstract, it tends to be surprising that some students will choose not to include a summary of their introductory chapter in their abstracts. the main communication of the dissertation abstract is to provide an overview of the entire work by presenting a comprehensive but concise summary of the work. moves 2 – 4 are said to be core or obligatory because they appeared in almost all the dissertation abstracts collected from the two departments. in line with the works of alhuqbani (2013) and kosasih (2018), a move in the current study is considered obligatory if it occurred in the data sets not less than 60% in each department but it is considered optional if it occurred in less than 60% of the corpus. from the table, move 1 recorded an occurrence of less than 60 % in both corpora. this move was realized by any of the individual steps or a combination of the steps. as can be seen in table 1, none of the students from the department of english used step 1c in move 1. in view of aboagye (2015), the students who begun their dissertation abstracts with the first move and subsequently having all five moves attempted to present their writing in a cohesive manner. it therefore makes the work complete given that the dissertation abstract is to provide a summary of the entire research work. it is also seen in table 1 that move 2 is an obligatory move occurring in all 40 samples but two. it had an occurrence percentage of 90% in das from the department of english and an occurrence percentage of 100% in das from the department of communication studies. this finding is expected given the fact that without a purpose, research cannot begin in the first place. in this move, the student expressed the intention to fill an already established gap, and that the reason for undertaking the research work is mentioned. this move was also realized by one or a combination of the moves. students from both departments used step 1 the most in realizing this move. p a g e | 89 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 1 also shows that move 3 is an obligatory move and it is the most frequent move in both das in english language studies and communication studies. it recorded a 100% occurrence in both corpora. this move appeared in all samples from the two departments because with the combination of any of the steps under the move, the student was able to show how the study was conducted. step 3e occurred the most (90%) in the dae data set while step 3c occurred the most (70) in the dac data set. the least occurring step under this move in both data set is step 3f. the next move is move 4result and it is also an obligatory move occurring in all samples except two. it is frequent in both dae data set (90%) and dac data set (100%). the communicative purpose of this move is to present a summary of the findings of the research work and so almost all the students from both departments presented a summary of their findings. some students also indicated the significance or the contribution of the research in this move. this move is realized by any or a combination of the two steps present in this move. from the table, the most realized step under this move in both data sets is step 4a (100%), while step 4b had the least occurrence of 20% for dae and 15% for dac. the last move – conclusion, is highly frequent in dissertations from both departments. per the occurrence percentage in dae and dac, it can be said that move 5 is a core move in both data sets. this move is also realized by two steps. it is rather surprising to realize from table 1 that while move 5 was realized mostly by step 5b in dae (70%), it is realized mostly by step 5a in dac (60%). this indicates the disciplinary preference in the conclusion of an abstract. students from the department of english prefer to indicate the implication of their study in the concluding part of their abstracts while students from the department of communication studies prefer to indicate their recommendations in the concluding part of their abstracts. p a g e | 90 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 sequencing of moves table 2 below presents the sequencing of moves in the abstract section of dissertations selected from the departments of english and communication studies of the university of cape coast. table 2: sequencing of moves in the abstract section pattern dae (n= 20) freq. (%) dac (n =20) freq. ( %) 5-move sequence 1, 2, 3, 4, 5 2, 1, 3, 4, 5 7 (35) 6 (30) 4-move sequence 1, 3, 4, 5 1, 2, 3, 4 1, 2, 3, 2 2, 3, 4, 5 2, 4, 3, 5 0 (0) 2 (10) 1 (5) 0 (0) 3-move sequence 2, 3, 4 1 (5) 2 (10) 2-move sequence 2, 3 1 (5) 6 (30) 0 (0) 2 (10) 1 (5) 0 (0) 5 (25) 1 (5) 5 (25) 0 (0) table 2 presents the quantitative sequencing of the moves identified in the data. sequencing of moves involves the order of moves as they appear in a text. from the table above, the ordering of moves ranges from a 2-move sequence to a 5-move sequence. the analysis of the data revealed that the 5-move sequence occurred in two forms. it either comes in the 1>2 >3 >4 >5 sequence or the 2 >1 >3 >4 >5 sequence, with the former occurring in 7(35%) of the das from the department of english and 6(30%) in das from department of communication studies while the later occurred only once in the data from the department of communication studies. the abstract as a genre has particular pattern which is mostly the 1 >2 >3 >4 >5 sequence and so it is not surprising that is the move sequence that occurs the most in both data sets. the findings of the move arrangement confirm the esp assertion that even though a genre may have a template for the reference for later researchers, there can be variations in the way p a g e | 91 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 genre is patterned. it can equally be observed from table 2 that the 4-move sequence has four different patterns with the 2 >3 >4>5 pattern being the most occurring sequence in both data set. this sequence is realised when the introduction move is not realised in the abstract. the 3-move sequence 2>3>4 recorded a 10% occurrence in the dae data set but a 25% occurrence in the dac data set. the analysis revealed the occurrence of a 2-move sequence which appeared only once (5%) in the entire corpus and that was in the dae data set. below are some examples of the 5-move sequence. first, the sequence of moves in english language studies will eb presented followed by the sequence of moves in communication studies. advertise are a kind of applied writing aimed at persuading consumers to buy specific products. as a result of increasing competition in the world over, advertisers are sharpening their tools of persuasion to increase consumerism through the use of various linguistic strategies. the purpose of this study was, therefore, to investigate whether doublespeak, a persuasive language strategy, exists in newspaper advertisements by examining the linguistic forms it assumed and whether the use of doublespeak had any effect on the clientele. the qualitative analysis was based on ten advertisements each from ‘the mirror’ and ‘daily graphic’. key findings showed that the use of doublespeak in the advertisements assumed two main forms, namely, ambiguity and hyperbole in order to make the products seem attractive. the study also revealed that the use of doublespeak increases sales of the products because it had a persuasive effect on buyers. it was, however, found that the value claims of the products were not satisfactory. the study has implications for future studies in semantics, discourse analysis and media studies. (dae 16) figure 3: sample of a 5-move sequence of the da in english language studies p a g e | 92 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 radio is a tremendous means for scientific education, political enlightenment and socio-cultural progress and become a major channel for empowering the disenfranchised though the utilization of national languages in terms of development. although it could be said that the presence of radio in ghana’s democratic dispensation should be a blessing and contributor to community development, it appears this has not been the case. the study examined the role of radio in community development in the cape coast metropolis of the central region, ghana. the study, which was a descriptive survey, used purposive sampling techniques and solicited information from 50 respondents. using simple quantitative methods, the study revealed that radio was important in educating and informing the society. it was also found out that there were challenges such as interferences from local authorities, quality of output and tight budget. based on the findings, it was recommended that the stations should continue to foster positive relationship with the communities and must be opened to the general public specially to contribute during the formulations of programmes from the initial stages to the implementation stage. (dac 3) figure 4: sample of a 5-move sequence of the da in communication studies. textual space of moves textual space is the amount of space occupied of given to a particular move in a text. according to afful (2005), the frequency of occurrence and the textual space given to a move indicate their importance. thus, a move would occur more and be given more textual space if it is of a high rhetorical importance. in order to know the importance, it is needful that the textual space is calculated. the t-unit is chosen as the calculating unit for the textual space of the moves in the data. this, according to hunt (1970), is the shortest into which writing can be reduced p a g e | 93 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 without rejecting certain sentence fragments. the current study selects the sentence as the unit of measurement. the table below is a summary of the textual space given to each move followed by a discussion of the findings. table 3: textual space allocated to moves moves english language studies das (dae) communicati on studies das (dac) total no. of tunits % no. of tunits % no. of tunits % move1 introduction 21 11.79 16 8.7 37 10.22 moce2 purpose 23 12.92 25 13.6 48 13.26 move3 method 58 32.58 50 27.1 108 29.83 move4 result 54 30.34 70 38 124 34.25 move5 conclusion 17 9.55 23 12.5 40 11.05 total 178 97.18 184 99.9 362 98.61 table 3 above is the quantitative representation of textual space occupied by each move. table 3 indicates that in the dac data, move 1(introduction) occupied the least textual space (8.7%), followed by move 5(conclusion) which is then closely followed by move 2(purpose) while move 4(result) occupied the most textual space with 38% followed by move 3(method) with 27.1%. for the dae data, move 3 is allocated the most textual space (32.58%) while move 5 is allocated the least textual space with 9.55% of the total textual space. averagely, move 4 (method) occupied the most textual space while move 1(introduction) occupied the least textual space in the das of students from both departments. this occurrence is as a result of the importance the student writers place on moves 3 and 4. thus, student writers allocate more textual space to the move they deem more important with consideration to the communicative purpose of the move. students allocated much space to discuss how they conducted their various researches and the outcomes of the researches. it is surprising to note that the method section of the dissertation perhaps occupies the least textual space in the p a g e | 94 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 dissertation but occupies the most textual space in the dac data and the second in the dae data. this is perhaps because the method section of the dissertations has a lot of sub-sections than all the other sections and that all of those must be summarized in the abstract section. lexico-grammatical features linguistic realizations move1 – introduction in analysing the linguistic items, the structural types of sentences and verb tense used are examined. there was the use of superordinate and subordinate clauses in both das in english language studies and das in communication studies. superordinate clauses mostly present one main idea. examples are as follows: 21. various studies are increasingly being conducted on religious discourse in general. (dae 13) 22. with the rapid growth and development of entertainment, language use in entertainment news writing has gained more and more attention in recent years. (dae 20) 23. newspapers are essential sources of information and news which when read regularly broadens readers’ horizon. (dac 19) 24. social media advertising is a particular segment of marketing that utilizes internet’s social platforms to deliver commercial messages to potential customers. (dac 13) the underlined clauses above are superordinate because they are independent and they present one main idea. the underlined structures could make meaning on their own without those not underlined. while sentences 22, 23 and 24 have subordinate and superordinate clauses, sentence 21 has only a superordinate. p a g e | 95 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 on the type of tense used, it is observed that the simple present tense is used the most. the introduction move is used mainly to state facts about the area of study and thus the simple present tense is preferred. the introduction move is also used to define related terms in the field and in doing so the present tense is used the most. it is only when a student researcher wanted to make a reference to a previous study in the field that the past tense was used, but that was very rare in the data set. examples are as follows: 25. political campaigns play vital role in every country’s elections. (dac 2) 26. the ‘objective of the study’ is a section found in the introductory part in most academic writings. (dae 14) the above examples show the use of simple present tense in move 1. move 2 – purpose this move is characterized by the prevalent use of the various forms of the verb “examine” across the two disciplines. this is perhaps expected considering the communicative function of the purpose move – to state the reason for the research. examples are as follows: 27. this paper examines the use of reporting verbs in front page stories of the “daily graphic” and “the ghanaian times”. (dae 9) 28. the study examined the role of radio programming in community development in the cape coast municipality of the central region of ghana. (dac 15) 29. this research sought to examine the effectiveness of relations in the oil sector in some selected oil companies in ghana. (dac 7) 30. the study examines the manifestation of emotive language in independence day speeches. (dae 17) p a g e | 96 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 the underlined lexical items in the structures above indicate the varied use of the verb examine. also typical of this move is the use lexical bundles such as “sought to examine”, “study examined/s”, “objective of the study” and “purpose of the study”. these are a sequence of words the frequently occurred in the corpus. examples are as follows: 31. this study sought to examine the significance of strategic communication in achieving gender equity and empowerment of all girls and women in ghana. (dac 5) 32. the objective of this study is to investigate the discourse of christian devotional guides… (dae 13) 33. this study examined the mood systems of english and twi as exhibit in television cooking shows. (dae 19) 34. this study examined the role of corporate communication in the efficient running of the ucc branch national health insurance authority. (dac 11) the lexical bundles “sought to examine” and “the objective of this study” were peculiar to dac and dae data sets respectively while “study examined” occurred across the disciplines, as shown in 33 and 34 above. i realized, in line with halliday’s (1985) systemic functional grammar (sfg), that the student researchers made linguistic choices that are available to them given the context within which they operate. thus, the choice of words in this move as well as the other move is indicative of the communicative function of the move. move 3 – method the third move presents the methodology with which the research was conducted. this is done by stating research theory, design, site, as well as data source and size. due to this, move 3 is prevalent with years, proper nouns and numerals. instances are provided below: p a g e | 97 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 35. the number of students was 100, comprising 50 students from private schools and 50 students from public schools that were randomly selected. (dae 12) 36. the study also made use (of) the politeness theories of brown and levinson (1987) and myers (1989). (dae 8) 37. questionnaires were designed to collect data from the staff of the radio station, amamoma, apewosika, and ucc campus. (dac 18) 38. the study was based on diffusion of innovation (doi) theory, developed by e. m. rogers, the agenda-setting function theory by dr. mccombs and dr. dorald shaw and social judgment theory by carolyn sherif, muzafer sherif and carl hovland. (dac 11) the numerals in this move is used to quantify the sample size used in the research. the proper nouns are mostly town names of the research site and names of propounds of theories. the years are also indicative of when the theories were propounded. move 4 – result move 4 presents the key findings of the research and that the opening words of this move is suggestive of this. the dominant lexical bundles prevalent in this move are “the study found out” and “the study revealed that. these structures in most cases opened the move. below are examples: 39. the study revealed that the major themes of the elections were on education, economy and governance. (dac 16) 40. among others, the study found out that at the heart of every development issue, are the basic strategies of and awareness creation. (dac 5) p a g e | 98 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 41. the findings of the study revealed that the editorial sections of the selected editorials are made up of four moves… (dae 18) the underlined structures are found in most of the das collected from both departments. the bundle “study revealed that” was found to be more prevalent in the dac data than in the dae data. this move is also characterized by the use of verbs such as show revealed, indicate and found. move 5 – conclusion this is the last move in this genre and as stated earlier is to make recommendations and indicate implications. the lexical items “recommends” and “implications” are prevalent in both corpora. 42. the findings of this study have implications for further studies. (dae 17) 43. therefore, it is recommended that private radio should report in accordance with the social well-being and code of professional duties. (dac 20) “implications” was most prevalent in the dae data set while “recommends” is most prevalent with the dac data set. verb tense occurrence an analysis of the verb tense type mostly used is conducted on the various moves in the corpus. the choice of verb tense in the construction of a research abstract has two meanings. according to paltridge and starfield (2007), the present tense is used if the abstract is considered a summary of a thesis but the past tense is used if the abstracts is seen as a report of s research that has been done in the past. the table below is a summary of the of tenses used in each move. p a g e | 99 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 table 4: verb tense occurrence in each move move and tense dae no. of moves% dac no. of moves % total = 40 no. verbs % introduction present past 16 94.12 1 5.88 14 93.33 1 6.67 30 93.75 2 6.25 purpose present past 17 60.71 11 39.29 11 44 14 56 28 52.83 25 47.17 method present past 1 3.03 32 96.97 4 11.43 31 88.57 5 7.35 63 92.65 result present past 21 31.82 45 68.18 49 54.44 41 45.56 70 44.87 86 55.13 conclusion present past 18 100 0 0 9 75 3 25 27 90 3 10 table 4 is a summary of the choice of tense across the two disciplines. the data in table 4 shows that present tense is more used with the proportion of 93.75% and past tense is used with the proportion of 6.25% in introduction move across the two disciplines. this shows that the giving of the background of the field of study and the update of the affairs in the field of study are done with the present tense. the purpose move and the result move do not record a wide gap in the usage of tense. the present tense is used a little more than the past tense in the purpose move while the past tense is used a little more than the present tense in the result move across the two disciplines. move 3 records the highest usage of past tense mainly because this move recounts the methodology with which the research was conducted. this is quite the opposite to the case in move 5 where the present tense is used the most with a proportion of 90%. move 5 indicates the implications of the research and makes recommendations hence the prevalent use of the present tense. in all, the results show that present tense is mostly used in the introduction, purpose, and conclusion moves. meanwhile, past tense is mostly p a g e | 100 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 used in the method and results moves. this finding is in sync with kosasih’s (2018) study of graduate students’ theses abstracts in a university in indonesia. conclusion the findings of the current study indicated that the maximum five-move structure of abstracts are the same in both english language studies and communication studies dissertation abstracts. five moves as well as fifteen steps were identified to typify the abstract section of undergraduate dissertations submitted to the departments of english and communication studies of the university of cape coast. it was also revealed that not all abstracts in the data sets from both departments have a five-move structure thus, it was not all selected dissertation abstracts that followed hyland’s (2000) five-move structure. again, the study revealed that the move sequence of the abstract section of dissertations range from a five-move sequence to a two-move sequence. researchers in the two departments do not arrange their moves in a strict sequential order. it was revealed that most of the dissertation abstracts from the two departments follow a sequential order with a few having the moves arranged not in order. in addition, there were findings concerning the textual space of the moves. the study indicated that more textual space was given to moves 3 and 4 than all the other moves in both data sets. also, moves 1 and 5 had the least textual spaces in both data sets. the study revealed the linguistic resources employed by the researchers from both departments to help realize their communicative purposes. it was observed that move 1 is typified by superordinate clauses in the present tense. move 2 is mostly typified with the use of the verb “examine”. move 3 was rather typified with years, numerals, and proper nouns. move four is characterized by the use of lexical bundles. implications of the findings of the study p a g e | 101 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 in terms of theoretical implication, this study proves the flexibility of swales’ move-step theory. the study showed that the theory could be used to analyze the schematic structure of the abstract section of undergraduate dissertations. the study contributes to the concept of genre studies and studies on dissertation abstracts. with the ever-growing interest in studies in academic writing, the findings of the study contribute to the scholarship on academic writing at the undergraduate level. most of the research works in the literature on abstracts were on master’s thesis abstracts thus this research proves significant in this an underresearched setting at the undergraduate level. with respect to pedagogy, he results of this study have pedagogical implications to help students and instructors. for students, knowledge in genre studies will help them in the structuring of their academic papers. for instructors, the research gives them the knowledge of how their students write their dissertation abstracts and that based on the findings of this research, they will help improve the writing skills of their students as bonsu (2021) has found to be crucial in academia. p a g e | 102 emmanuel mensah bonsu let: linguistics, literature and language teaching journal vol. 11 no. 2 2021 references aboagye, c. 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(2004). research genres: explorations and applications. cambridge: cambridge university press. taylor, g., & chen, t. (1991). linguistic, cultural, and subcultural issues in contrastive discourse analysis: anglo‐american and chinese scientific texts. applied linguistics, 12(3), 319‐336. thompson, d. k. (1993). arguing for experimental “facts” in science. written communication, 10(1), 106-128. sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||1||pages||77-106||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php needs analysis for english for academic purposes: importance of academic language skills for university students in ethiopia sileshi chemir tiranurfitria@gmail.com addis ababa university, ethiopia tamene kitila kitilatame@gmail.com addis ababa university, ethiopia article history: received: 21 april 2022 accepted: 9 june 2022 this study aims to investigate undergraduate students’ needs analysis in english for academic purposes. in this study, three hundred-eight first-year students and forty-one eap and subject area instructors at wachemo university participated. the research employed a mixed-methods approach that utilized a questionnaire and a semi-structured interview to ascertain the important academic english language skills and sub-skills prioritized by participants. the findings revealed that the participants indicated all the academic language skills as important for students' academic study in the university. the instructors prioritized the academic language skills (academic reading and academic vocabulary) as important, whereas the students ranked the language skills (academic writing and academic speaking) as the first importance. the study emphasized the importance of conducting learners’ needs analysis before developing any english for academic purposes course. findings in the current study could be provided as implications for course designers and recommendations for future studies. corresponding author: kitilatame@gmail.com keywords: academic language skills; english for academic purposes; needs analysis; ethiopia; http://jurnal.uin-antasari.ac.id/index.php p a g e | 78 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 introduction english for academic purposes (eap) has grown as a specific discipline within the english language teaching curriculum. according to thompson & diani (2015), there has been a prolific increase in scholarly literature in english for academic purposes (eap), particularly at tertiary levels. thus, university students learn eap to listen, read, and write or communicate their disciplinary literature, most published in english (elsaid mohammed & nur, 2018; hutchinson & waters, 1987). as a result, eap refers to the teaching of english to a particular group of students in the university. h the current notion of globalization and the growing popularity of the information communication technology (ict), the dominant use of english language is indisputable in higher education settings. therefore, the primary emphasis of eap is to help university students be successful in their academic subjects. it is also believed that focusing on academic english skills help students use it for their professional and job careers (yenus, 2017). according to tseng (2014), the students' good english skills would help them gain benefits in their future academic and professional domains. nevertheless, eslami (2010) maintained that the teaching of eaps have been criticized for not having sufficient findings based on the actual needs of students. statement of the problem in the ethiopian education system, the english language serves as a medium of instruction from secondary school through universities. on the other hand, eap (communicative english skills) is taught as a compulsory course in ethiopian universities to enhance students' academic english language skills to cope with academic conventions in their specific field of study. for instance, biniam et al. (2015) affirmed that being proficient in the english language in such a context is paramount for learners to study their subject area courses using the english medium textbooks and lectures. however, the eap course modules offered to first-year p a g e | 79 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 students are prescribed by the course designers without considering the learners' actual language needs and wants. the course objectives point out that students in the eap (communicative english skills) program need to listen to lectures, read textbooks, take/make notes, speak (communicate in different situations), write exams, projects, assignments, term papers, and research works in english. although the program objectives hastily claim the english language needs for the learner's academic achievement, the courses seem to fail in addressing their prescribed goals. this means critical problems remain unresolved regarding university students' english language proficiency to pursue their academic studies. this may be because courses taught to these students are not designed based on learners' dynamic needs. studies revealed that materials and textbooks too often rely on the material designers' intuition and experience rather than focusing on the dynamic learners' needs and contexts (astika, 2015; kuzborska, 2011; ouafa, 2019). due to this fact, the communicative english skills courses often fail to address students' academic english language needs. thus, the researchers' observations and practical experiences affirm that such a situation impedes students' academic success in the ethiopian higher education context. however, to the researchers' best knowledge, few or no studies have been conducted to discover the academic english language needs of social sciences and humanities students in ethiopian higher education. therefore, to address this gap, this study set out to explore academic english language most needed for students' academic success at the college of social sciences and humanities at wachemo university. as a result, the following research question is posed to address the gap in the area, if any. generally, the study aimed to explore the most important academic english skills and sub-skills needed by first-year students. p a g e | 80 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 literature review needs analysis in eap west (1994) reveals that needs analysis involves both the target situation of learners and the learning process. hutchinson and waters (1987) put forward that both target needs and learning needs are used in the learning-centered approach. dudley-evans & st john. (1998) also formulated needs analysis model, comprising seven components (professional and personal information about learners, language information about target contexts, learners' language deficiencies, learning needs, how to communicate in target situations, and learners' course-related requirements). the goal of the needs analysis is thus to identify the target language teaching and learning needs to design an effective curriculum. therefore, needs analysis is the process of establishing the "what" and "how" of a course (dudley-evans & st john., 1998; juan, 2014). therefore, needs analysis aimed to determine priorities, such as which academic language skills (academic listening, speaking, reading, writing, vocabulary or grammar), and which sub-skills, (e.g., conversation on the phone or drafting meeting minutes) are more or less significant in the target or present situation (basturkmen, 2010). thus, the information gleaned from needs analysis should help the course designers and practitioners focus instruction on academic english skills priorities for the student's academic study. it is believed that eap delivers the necessary academic language skills provision as learners' transition from secondary to higher education. it is also believed that such provision of eap should be based on the systematic needs analysis regarding the academic language skills students require before any curriculum design (basturkmen, 2006, 2010). as a result, eap needs analysis is an important aspect to ensure that curriculum contents should match with the students' needs as thoroughly as possible. p a g e | 81 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 academic english skills and na the 21st century education highlights how students are able to combine content knowledge, specific skills, and literacies necessary to succeed in their academic study and professional life. cummins (2011) defines academic english as the english needed for reading, writing, speaking and listening in the content areas. the proficiency of these skills is a guarantee for learners to be able to access opportunities in academic setting. according to menggo et al. (2019), these skills are more than technological literacy and include proficiency in critical thinking, problem-solving and communication to ensure that students succeed in their academic endeavors. accordingly, materials should be designed in line with the learners' needs of these skills. learners' language needs analysis across the globe has also found that the academic language skills of academic listening, speaking, reading and writing are the important skills needed in eap curriculum (e.g., (basturkmen, 2010; chatsungnoen, 2015; dudley-evans & st john., 1998; hyland, 1997; menggo et al., 2019; shing & sim, 2011; thompson & diani, 2015). thus, the literature would help the course designers focus on the demands of each of the language skills during material development for the activities in the target and learning situations. consequently, this section reviews these academic english skills for the reasons mentioned above. academic listening skills listening is important and is considered as a primary channel for learning a language (chatsungnoen, 2015; nunan, 1988). further, listening impacts the development of speaking, reading, and writing abilities in learning a language. solikhah (2015) also confirmed that listening skill is considered as basic needs of english literacy because listening occurs at any circumstance a learner uses english for communications. thus, good listening skills are necessary for learners to become effective communicators. listening in eap has many similarities with p a g e | 82 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 listening in english as a foreign/second language, since it is cognizant of the same cognitive processes and demands the utilization of identical sub-skills in line with the purpose for listening (goh, 2013). in addition, developing eap listening require more high-level listening skills relevant to the requirement for learners' academic study than for english as a foreign/second language (chatsungnoen, 2015; goh, 2013). academic speaking skills the teaching of english speaking has become increasingly significant in the context of english as a foreign/second language (efl/esl). for instance, eiadeh et al. (2016) assert that academic speaking is one of the basic four language skills that should be developed in order to effectively communicate in both first and second language learning contexts. academic speaking instruction is also critical, as a large number of university students wish to study english to be able to communicate effectively. as previously indicated, the critical nature of the language skills necessitates the development of supporting speaking materials that are based on needs analysis. needs analysis leads material developers to discover learners' academic language needs. it is an essential input in the design of curriculum and syllabus development. the major role of needs analysis provides crucial data to aid teachers in making an appropriate decision for material development. academic speaking material preparation should cover students' target and learning needs of speaking components/skills such as pronunciation, structure, vocabulary, fluency, and accuracy (menggo & suastra, 2019). additionally, english speaking materials should assist learners in becoming more natural when expressing their thoughts. although past research reveals that needs analysis is necessary, it must be conducted by speaking experts in order to accurately reflect students' genuine need, resulting in an emphasis on learners' learning outcomes and students' long-term competency. while the assumption that needs analysis toward academic-english speaking skills is vitally important for success learners' academic p a g e | 83 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 study, the concept has not been strongly explored in ethiopian higher education context academic reading skills academic reading is an important language skill for efl students in higher education since it allows them to explore information as references and instructional resources for their studies. it is considered to be one of the most crucial skills for efl learners that need to acquire is the ability to comprehend academic. in other words, academic reading is a critical language skill for efl learners because it allows them to communicate their expectations for their issue. nowadays, academic reading is regarded as the most important skill for university students to acquire knowledge about their own discipline (wahyono & puspitasari, 2016) therefore, when academic reading is considered, it is crucial to conduct an na taking into account the characteristic features and requirements of the target group and the requirements of the context concerned (köse et al., 2019). for instance, park (2012) conducted an na to investigate whether learning outcomes of a reading course for international students met the learners' needs in an academic context at the university of hawaii. based on the participants' views, she reported that 72% of the students in different academic contexts considered reading articles in academic journals the most important skill, while 28% indicated that the ability to comprehend lab instructions and reports is the most important skill. in addition, the students reported having difficulty with vocabulary specific to their fields, reading comprehension, dealing with long and complex texts, general academic vocabulary, reading strategies, and reading speed. academic writing skills academic writing skill is considered the most important area of academic skill, however, teaching writing in eap program is very challenging. according to solikhah (2015), most instructors admit that to write a paragraph or an essay in english, teachers should teach grammar, vocabulary, and writing techniques. this p a g e | 84 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 is because with low competency in vocabulary and grammar, students feel more difficult to impress creativity in writing. it is believed that academic writing is at the center of teaching and learning in higher education to accomplish various purposes (coffin et al., 2003). first, students may be required to produce essays, written examinations, or laboratory reports whose primary purpose is to demonstrate the nature and mastery of disciplinary course content of "the learners' target language needs" (hutchinson, 1988, p. 71). in assessing such writing, teachers focus on the content and form of the writingthe language used, the text structure, argument construction, grammar, and punctuation (coffin et al., 2003). second, students may also be asked to write texts that trace their reflections on the learning process itself, as journals where they record thoughts, questions, problems, and ideas about readings and lectures (ibid). academic grammar chatsungnoen, (2015) and ouafa (2019) suggested that eap teachers should focus on teaching the grammar of science. this would help learners understand and write scientific papers which are characterized by the following grammatical forms: verb, tense, the passive voice, use of prepositions, modals, nominalization etc., (blaj-ward, 2014). this concept corresponds with many eap scholars in that teaching grammar in the eap context should be relevant to learners' needs, and eap teachers should be aware of the use of grammar forms and functions in specific contexts (paltridge & starfield, 2013). that means eap courses emphasize language in context rather than teaching discrete grammatical forms and language structures. academic vocabulary for years, educators and educational researchers have recognized the critical significance of vocabulary knowledge in reading comprehension, and understanding text requires a basic knowledge of words (yopp et al., 2009). however, vocabulary learning and teaching is a constant challenge for students and p a g e | 85 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 teachers since vocabulary acquisition has received less attention in esl/efl classrooms. as a result, a greater emphasis on vocabulary acquisition is crucial for the english language learner's language learning process. academic vocabulary is typically more technical and less frequently used than in conversational english classrooms. thus, students are constantly required to use higher-level language functions such as analyzing, predicting, explaining and justification (chung & nation, 2004; mukoroli, 2011). the eap classroom focuses mostly on academic language, which students use to acquire new knowledge. thus, students enrolled in english for academic purposes class require language skills to comprehend academic content and engage in classroom activities and assignments; it is also important for the teachers to employ specific and technical terminologies that will empower students to master vocabularies for their academic studies. in addition, mukoroli (2011) found that vocabulary instruction directly improves comprehension; therefore, material designers must develop a needs-based academic vocabulary that assists learners in their course of study. method the current study used mixed methods to provide significant insights to the participants regarding the important skills required for the students' academic study. thus, the researchers adopted both quantitative and qualitative methodologies in the current research. participants and sampling the research was carried out in one of the universities in ethiopian located in southern part the country. it is about 230 kilometers from the capital, addis ababa. a total of four hundred twenty-one subjects participated in the study (seventy-two participated in the pilot study, and three hundred forty-nine participated in the main study). the participants were first-year students and their instructors in the college of social sciences and humanities. the student p a g e | 86 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 participants were studying a compulsory eap course during the first and second semesters of the first academic year at the time of the study. the instructors were full-time eap and subject area teachers offering eap and subject area courses. from among 1106 total population, 324 systematically sampled students participated in the main study. the sample comprised nearly 30% of the student population enrolled in the second semester of the academic year of 2021, when this study was undertaken. on the other hand, 64 instructor participants from the college of social sciences and humanities participated. the instructors' population was sampled using a census sampling approach since their number was trivial for the questionnaire data. instruments data were collected from learners and instructors to identify academic language skills and sub-skills participants need to prioritize in the target and learning situations. consequently, an essential step in needs analysis is selecting an information-gathering instrument, which is a great measure to determine the quality of the data to be collected (basturkmen, 2010; west, 1994). various investigators have also recommended some common techniques for needs analysis. for instance, long (2005) explains, "some [techniques] requiring more expertise or time than others, and some being more appropriate than others for different situations or use with different kinds of informants" (p. 30-31). these techniques have both pros and cons. according to west (1994), when comparing methods, questionnaires, interviews, and observations are the three most common tools in needs analysis study. however, on the other hand, astika (2015) stressed that questionnaires and interviews are two commonly used instruments for needs analysis. therefore, questionnaires and semi-structured interviews were preferred as information gathering instruments for the current study. hence, the following section explains each instrument. p a g e | 87 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 questionnaire the questionnaire was employed as the primary data collection instrument in the study. thus, the data from the questionnaire would help the researchers explore the important academic language skills prioritized by the participants while studying their major courses. thus, the questionnaire implicitly comprised learning and target situation needs. it was also divided into academic english language skills and sub-skills considering the target and the learning situations to explore learners' needs for english for academic purposes. therefore, the respondents were asked to rank academic language skills and sub-skills using 5-point scale items. similar questions were employed for both the students and the instructors. in addition, vocabulary and grammar components were included in the questionnaire. the questionnaire was adapted from the widely-used needs analysis models (e.g., dudley-evans & st john., 1998; hutchinson & waters, 1987; munby, 1978; nunan, 1988) and previous empirical studies(e.g., alfehaid, 2011; alkutbi, 2018; chatsungnoen, 2015; jordan, 1998; qotbah, 1990; richards, 2001). additionally, the questionnaire was pilot tested for validity purposes. interview interviews provide the interviewer with sufficient flexibility and allow the interviewer to obtain unexpected responses from the interviewees (richards, 2009). thus, in conjunction with the questionnaire, semi-structured interviews were used in this research to elicit in-depth information that could complement the questionnaire. the interview questions were also compatible with the questionnaire. all of the interviews were conducted in the english language considering the participants' multilingual nature. reliability test according to dörnyei (2003), data collecting tools should have a reliability score of at least 0.60. the instruments are listed in table 1. for the reliability test. p a g e | 88 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 table 1. reliability test: cronbach's α values for sample students and instructors instrument/item cronbach's alpha no. of items reliability students’ questionnaire .87 59 instructors’ questionnaire .86 59 source: survey data (2021) the study found that the two instruments provide fairly similar scores for the constructs from both stakeholders, as shown in table 3.1. data collection procedures following a series of discussions with key stakeholders, a random sample of students was drawn from each of the 20 sections, which comprised between 54 and 58 students. the selected sample comprised between 18 and 19 student respondents in each section. following that, the final version of the questionnaire was distributed to 324 first-year undergraduates in february 2021. most of the subjects completed the questionnaire in class under the supervision of the researchers and instructors. a total of 308 correctly completed questionnaires were returned, yielding a response rate of around 95%. the questionnaire elicited detailed information about students' academic english skills and sub-skills. the same instrument was also completed by all eap and subject area instructors, yielding a response rate of 64%. this means forty-one respondents filled in the questionnaires and returned to the researchers. and the remaining 23 of the respondents did not return the questionnaire, with a non-response rate of 36%. finally, spss version 20 was used to analyze the data. regarding the interview data collection procedures, the questions were designed based on the questionnaire data. according to chatsungnoen (2015), scholars use four fundamental procedures to gather data via interview. these include interview preparation, interview setup, interview interaction, and postp a g e | 89 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 interview organization (talmy & richards, 2010). moreover, validity was ensured by checking the interview questions from the supervisors' and colleagues' perspectives. accordingly, consent was made before the interview to record the participants' voices using a call recorder device. flexible hours were implemented to allow responders to speak freely over the phone since there was no eye contact or gestures to give the interviewee cues. hence, the interviews were conducted at different times, from february 19, 2021, to march 3, 2021. call recorder apps were used to record all of the interviews. luckily, most of the participants were in the active subscriptions and had good exposure to network access, except a few respondents hung up and ended the call; there were connection problems in some of the interviews. however, the dialogues with participants who had access to the network were handled calmly and patiently. the data from the semi-structured interviews were qualitatively analyzed using miles & huberman's (1994) techniques for data collection, data reduction, and data display. data analysis techniques this section describes how the data obtained from the participants were analyzed; therefore, the study focused on analyzing students' and their instructors' perceptions regarding the academic language skills required of students in the eap program using the mixed-research methods. then, descriptive statistics were used for the quantitative data analysis and qualitative technique was used to analyze the interview data. the section is explained as follows. quantitative data analysis after clearing the data, the responses to closed-ended items were analyzed using the spss software, commonly employed in educational research (alfehaid, 2011; dornyei, 2007). therefore, the questionnaire data were coded into spss 20.0 version as the first step in data processing involves converting the subjective data into numbers through 'coding procedures' (dornyei, 2007, p. 180). as a result, p a g e | 90 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 statistical tools, including percentages, mean, standard deviation and sample (n), were run to measure efl learners' important academic english skills and sub-skills required in the target and learning situations. in this research, the mean values represent information about the participants' scores by considering all the scores. the standard deviation is an index of the average disparity among the scores to indicate the average distance between individual scores and the mean. furthermore, the participants' numbers (n) represent the total sample of the respondents who participate in the study. such statistics are almost always reported in tables, which offer a typical sample following the american psychological associations (apa) format (dornyei, 2007). qualitative data analysis the semistructured interview data were used to examine students' eap needs analysis to substantiate the questionnaire data. each audio-recorded interview was transcribed verbatim and made tangible forms to navigate easily. the transcript of each interview was sorted in the sequence of interview questions. the transcription process included unfinished sentences, phrases, expressions, and pauses. finally, representative quotes were selected for the findings and discussion sections. results and discussion this section summarizes the findings and discussion in order to find what academic language skills and sub-skills do first-year students need to study. in the following section, respondents were asked their perceptions of the importance level of major academic english skills and sub-skills to answer the study's research question (rq). the questionnaire contains two sub-sections, i.e., (a) academic language skills and (b) academic language sub-skills. the sub-section of academic language skills, in turn, contains many items under each. academic language skills contain six items, whereas academic language sub-skills contain a total of 41 items, so the respondents were asked to rank order the skills from very important (5) to p a g e | 91 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 not very important (1) to express their views. the first section, which consisted of six items, is analyzed. table 4.1. the importance levels of the major academic english language skills descriptive statistics instructors students perceived level of importance of academic english language skills mean n s. d. mean n s. d. academic speaking 4.61 41 0.80 4.43 308 .92 academic listening 4.41 41 0.92 4.37 308 .88 academic writing 4.56 41 0.90 4.46 308 .86 academic reading 4.66 41 0.69 4.42 308 .87 grammar items 4.59 41 0.71 4.23 308 .00 academic vocabulary 4.66 41 0.73 4.30 308 .95 overall average 4.58 41 0.79 4.37 308 0.75 * for each sub-skill, ranking 5 is very important, and 1 is not very important. the higher the mean, the more important the sub-skill is. source: survey data (2021) table 4.1. showed that the importance of the major academic english skills was analyzed using descriptive statistics. both groups of the respondents agreed that all the academic language skills are most needed by rating very important levels for all the items, with an overall mean average of 4.50. it can be gleaned from the table that academic vocabulary and academic reading skills were found to be the most important skills for teacher respondents, with the same mean score (m=4.66) for both. this is the highest mean score among teacher respondents. academic speaking and grammar items were also found to be very important skills for students' academic study, with mean scores of (m=4.61, m= 4.59) respectively. academic writing and listening were found to be the 'less' important skills, with p a g e | 92 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 average mean scores of 4.56 and 4.41 for teacher respondents, respectively. however, it should be noted that both items attracted a significant level of students' attention. the student respondents also rated all the academic language skills as 'important' and 'very important'. as indicated in the table, academic writing and speaking skills were rated as highly needed skills with an average mean of 4.46 and 4.43, respectively. on the other hand, academic reading and listening skills (with mean scores of 4.43 and 4.37, respectively) had approximately congruent means. in contrast, academic vocabulary (m= 4.30) and academic grammar (m= 4.23) were the 'least' rated items of student responses, but still modestly high preferences because the items shared good perceptions from both groups of the respondents. however, both the instructors and the students indicated different needs on the priority of the major academic language skills (academic reading, writing, speaking, listening and vocabulary), and the total mean score of instructors depicted (m= 4.58), which is more than the total mean for the student respondents (m= 4.37). on the other hand, interview questions were asked about the importance of the major language skills. accordingly, the major academic language skills required by the student and the instructor participants were asked to prioritize (rank order) these skills according to their importance for the learners' academic success in the university. it is believed that instructors have good awareness and understanding (from experience and practical observation) of their students' academic language priorities. accordingly, although the sampled instructors had different views on the priorities of these academic language skills, most participants agreed on the importance of the four language skills for students' academic study. for example, while most sampled teachers claimed academic reading and writing as the most important skills followed by listening and speaking for students' academic success, two of the interviewees claimed academic listening as the most required skill. they claimed that students need to listen to their teachers with concentration since they expect to be successful in their studies. '…most of the time in university, students want to study listening as the first and most important thing of language. hence, p a g e | 93 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 their belief about communicative english courses is to have good english listening proficiency. however, when interrogated about the other skills, two of them expressed writing as the second important skill; reading and speaking are the third and fourth skills, respectively additionally, this study made an attempt to collect data about respondents' perceptions of academic language sub-skills. these sub-skills consisted of 41 items on a five-point likert scale (from 'very important' (5) to 'not very important' (1)). to do this, the respondents were provided with a list of sub-skills and were asked to rate the importance of each, as shown below. table 4.2. academic listening sub-skills as ranked by the respondents items descriptive statistics instructors students academic listening subskills mean n s. d. mean n s. d. listen and understand daily conversations 4.8 41 .54 4.5 308 .79 listen and understand discussions/ seminars presentations in english 4.9 41 .23 4.6 308 .61 listen to instructions and ask for information 4.9 41 .23 4.5 308 .52 listen to lectures for general understanding (listening to obtain gist) 4.9 41 .23 4.3 308 .99 listen for specific points to remember (listening to obtain specific information) 4.6 41 .61 4.3 308 .86 understand lecture and ask questions for clarification 4.8 41 .42 4.3 308 .98 p a g e | 94 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 understand the main ideas of lectures 4.9 41 .32 4.4 308 .79 recognize supporting ideas/examples 4.8 41 .38 4.2 308 1.01 understand the organization of lectures 4.5 41 .51 4.4 308 .69 listen to lecture and take notes 4.7 .56 4.3 308 .93 identify different views/ideas in the lecture 4.7 41 .48 4.3 308 1.06 understand key vocabulary items 4.5 41 .61 4.5 308 .93 overall average 4.75 41 .43 4.39 308 .85 * for each sub-skill, ranking 5 is very important, and 1 is not very important. the higher the mean, the more important the sub-skill is. source: survey data (2021) data on the level of importance of the listening sub-skills is obtained from instruments using descriptive statistics. table 4.2 revealed that both respondents (n= 41 & n=308) indicated that all the academic listening sub-skills are important for students' academic study in the university. among the listening sub-skills, 'listen and understand discussions/ seminars presentations in english', 'listen to instructions and ask for information and 'listen to lectures for general understanding' and 'listen to understand the main ideas of the lectures' were ranked by the majority of the instructors as important academic skills needed, with a similar average mean score of (m= 4.90). this is followed by 'recognizing supporting ideas' (m= 4.8), 'listening and understanding daily conversations' and understanding lecture and asking questions for clarification' (m= 4.8) mean score; 'listen to lecture and take notes' (m= 4.7) and 'identify different ideas/views in the lecture' received (m= 4.7) mean score. p a g e | 95 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 the other sub-skills such as 'listening for specific points to remember (listening to obtain specific information) (m= 4.6); 'understand the organization of lectures, and 'understand key items of vocabulary' (m= 4.5) were ranked as less important sub-skills, albeit categorized under 'very important' in the likert scale description table. however, the total mean score for this group of respondents is 4.8, which means the respondents agreed that all the academic listening sub-skills mentioned are very important for students' academic success. on the other hand, student respondents rated a mean score greater than 4.0 points on average for all the items. this might indicate they agreed that the subskills are 'important' or 'very important' for students' academic study. as shown in the table, respondents (n= 308) showed that all the listening sub-skills are very important for their academic study at university, with a total mean average of 4.4 with no statistically significant difference among the items of the questionnaire. among the listening sub-skills, 'listen and understand daily conversations' (m= 4.5), 'listen and understand discussions/ seminars presentations in english' (m= 4.6), and 'listen to instructions and ask for information (m= 4.5), in which all the three sub-skills together exhibited above 4.5 mean scores. the total mean score of these sub-skills was 4.4. this means the sampled participants agreed that the entire sampled listening sub-skills mentioned are essential for students' present and target academic study. this is aligned with the data from instructors. the following section describes student responses on the important levels of academic speaking sub-skill. table 4.3. academic speaking sub-skills ranked by the respondents items/sub-skills descriptive statistics instructors students academic speaking subskills mean n s.d. mean n s.d. participate actively in discussions in english 4.95 41 .23 4.60 30 8 .69 p a g e | 96 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 * for each sub-skill, ranking 5 is very important, and 1 is not very important. the higher the mean, the more important the sub-skill is. source: survey data (2021) regarding the academic speaking sub-skills (table 4.3), all the items were ranked as 'important' or 'very important' sub-skills for students' eap study, with a total mean average of (n= 41, m=4.70 and n=308, m=4.34) which is located between 'very important' and 'important' levels. this means that nearly all the participants believed that focusing on such academic sub-skills is considered very important for learners' academic success. for instance, (fadel & rajab, 2017) ask and answer questions in english 4.84 41 .38 4.48 30 8 .67 make presentations/present oral reports 4.89 41 .32 4.69 30 8 .50 give oral instructions 4.74 41 .45 4.25 30 8 1.02 talk to colleagues and instructors in the class 4.63 41 .49 4.25 30 8 .78 use visual aids 4.26 41 .73 4.18 30 8 .94 speak from notes 4.37 41 .68 3.77 30 8 1.15 communicate ideas confidently 4.84 41 .50 4.50 30 8 .87 speak clearly (pronunciation) 4.63 41 .83 4.41 30 8 .96 communicate ideas fluently 4.74 41 .81 4.26 30 8 1.04 overall average 4.69 41 0.54 4.34 30 8 0.86 p a g e | 97 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 indicated that speaking and listening should not be ignored because they are essential skills students need to achieve their academic studies successfully. moreover, those skills are significant since they facilitate the students' learning process in the present and target situation. specifically, the results revealed that ss&h college students found the subskills important to their studies at the university. thus, in terms of the most important sub-skills used, the results showed, 'make presentations or present oral reports (4.69) and 'participate actively in discussions (4.60) received much attention from most sample participants. additionally, 'communicate ideas confidently' (4.50), 'ask and answer questions in english' (4.48) and 'speak clearly or pronunciation' (4.41) were ranked moderately but still at the level of 'important' and very important. on the other hand, 'communicate ideas fluently' (4.26), 'give oral instructions (4.25), 'talk to colleagues and instructors in the class ' (4.25), and 'use visual aids (4.18), and 'speak from notes' (3.77) were the least ranked items compared to the sample teachers. this implies considering such sub-skills in the learners' target and present needs analysis during course design. the importance levels of academic reading sub-skills were analyzed in the next section. table 4.4. academic reading sub-skills as ranked by the respondents academic reading subskills descriptive statistics instructors students mean n s. d. mean n s. d. reading professional/academic textbooks 4.78 41 .41 4.62 308 .68 reading for general and specific information 4.79 41 .42 4.54 308 .69 p a g e | 98 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 reading articles in journals/ magazine or newspaper articles 4.47 41 .84 4.26 308 .98 reading instruction manuals/guides 4.68 41 .48 4.41 308 .84 reading course hand-outs 4.79 41 .42 4.62 308 .77 reading instructions for assignments or projects 4.68 41 .48 4.52 308 .80 reading instructions for labs or field trips 4.68 41 .58 4.38 308 .79 reading lecture/study notes 4.79 41 .42 4.47 308 .74 reading reference books (e.g., encyclopedias, dictionaries etc.) 4.79 41 .42 4.67 308 .51 interpreting graphs/diagrams/tables 4.56 41 .50 4.13 308 .95 overall average 4.7 41 0.5 4.46 308 0.78 * for each sub-skill, ranking 5 is very important, and 1 is not very important. the higher the mean, the more important the sub-skill is. source: survey data (2021) considering the reading sub-skills, table 4.4 showed that nearly all participants considered that these sub-skills are the most important skills for eap learners. for example, as revealed in the table, 'reading for general and specific information,' 'reading course handouts', 'reading lecture/study notes' and 'reading reference books' were reported as the most important sub-skills with the same mean score (nearly m= 4.80) for instructor respondents. 'reading professional/academic textbooks' (m= 4.78) was ranked as the second most important sub-skill, followed by 'reading instruction manuals, 'reading instructions for assignments or projects' p a g e | 99 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 and 'reading instructions for laboratory' registered the same mean score (m= 4.68). 'interpreting graphs/diagrams/tables' (m= 4.56) and 'reading articles in journals/ magazine or newspaper articles' (m= 4.47) were ranked as the least needed subskills but still with moderately high rankings as per the likert scale description (see table 3.1). however, as regards student respondents, 'reading reference books' (n=308; m= 4.67), 'reading professional/academic textbooks (m= 4.62), 'reading course handouts' (m= 4.62), 'reading for general and specific information' (m= 4.54), 'reading instructions for assignments or projects' (m= 4.52), 'reading lecture/study notes' (m= 4.47) were ranked as highly needed sub-skills compared to the other sub-skills, which were ranked as having the total average mean score (m= 4.46). hence, the reading sub-skills were selected as the most important academic english language skills required for learners' target or learning needs, with a total average mean of n=350; m= 4.6 for both groups of sample respondents. table 4. 5. the importance levels of writing sub-skills as ranked by the respondents descriptive statistics instructors students academic writing sub-skills mean n s.d. mean n s. d. writing laboratory reports 4.78 41 .42 4.33 308 .85 writing assignment 5.00 41 .000 4.40 308 .84 writing field trip reports 4.79 41 .42 4.34 308 1.04 writing essays 5.00 41 .000 4.38 308 1.00 writing descriptions of experiments 4.89 41 .31 4.43 308 .95 p a g e | 100 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 writing project/field reports 4.89 41 .32 4.33 308 .83 writing notes in lecture /note-taking in class 4.74 41 .45 4.36 308 .88 writing critiques to an article 4.89 41 .31 4.12 308 1.05 preparing presentations 4.89 41 .31 4.55 308 .66 writing summary 4.83 41 .37 4.47 308 .74 overall average 4.87 41 0.291 4.37 308 0.88 * for each sub-skill, ranking 5 is very important, and 1 is not very important. the higher the mean, the more important the sub-skill is. source: survey data (2021) according to sharndama et al. (2014), academic writing is the most important content of eap courses in most tertiary institutions. it includes all forms of writing typical to tertiary educational settings, from everyday academic writing such as taking lecture notes or doing written class works to more complex writing tasks that the learners engage in as part of the fulfillment for the award of certificates in their course of studies (ibid). therefore, for the sub-skills specified in table 4.5, which are forms of academic wiring skills, 'writing essays' and 'writing assignments' attracted more attention from the respondents with a mean score of (m= 5.0). this might indicate that since university students frequently deal with writing essays and assignments in their academic courses, these two sub-skills were thought as the most important academic skills for learners' academic study. cognizant of this, (sharndama et al., 2014), stressed that academic writing is undertaken more frequently than any other activity in academic settings. moreover, 'writing descriptions of experiments', 'writing project/field reports', 'writing critiques to an article' and 'preparing presentations' were rated as important sub-skills with mean score (m= 4.89) each; meanwhile 'writing summary' (m= 4.83), 'writing field trip reports' (m= 4.79), p a g e | 101 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 'writing laboratory reports' (m= 4.78) and 'writing notes in lecture /note-taking in class (m= 4.74) were considered as the least important sub-skills in comparison, but still they were rated as very important to learners' academic success. in the same way, writing sub-skills specified in the questionnaire were labelled as very important or important sub-skills needed for students' academic and career success. five of the 10 sub-skills ('writing assignment' (4.40), 'writing essays' (m= 4.38), 'writing descriptions of experiments' (m= 4.43), 'preparing presentations' (m= 4.45) and 'writing summary' (m= 4.47)) had a mean score above the total average mean (n=308; mean= 4.37), whereas the other five items ('writing laboratory reports' (m= 4.33), 'writing field trip reports' (m= 4.34), 'writing project or field reports' (m= 4.33), and 'writing notes in lecture or note-taking in class (m= 4.36) and 'writing critiques to an article' (m= 4.12)) had a mean score below the overall mean value. however, these sub-skills still received high importance levels from the sample respondents. the participants' responses to most of the items about academic language sub-skills were thought to be important for students' academic study in the university, particularly helping learners succeed. the respondents were asked to provide their perceptions about each sub-skill. the use of asking such needs (wants) in eap needs analysis helps identify needs, rank their importance, and build programs or syllabi based on the rankings. in summary, to decide the rank order of the academic language skills that the respondents prioritized, it is important to look at the related sub-skills. thus, the sampled participants prioritized these language skills according to their perception of the language learning processes they needed. conclusions the current research tried to identify first-year students' needs regarding the importance and frequency of the english language skills and sub-skills used in their field of study. according to the findings obtained from questionnaires and p a g e | 102 sileshi chemir let: linguistics, literature and language teaching journal vol. 12 no. 1 2022 semi-structured interviews, all the language skills and components were considered important by both participants and stakeholders. for example, the results showed that the students are aware of the most important academic english skills they use in their academic endeavors, like academic listening, reading, vocabulary, speaking and academic writing skills. by investigating a variety of stakeholders similar to this study, kaewpet (2009) discovered that all language skills are equally important. however, both the instructors and the students indicated different needs on the major academic language skills priority. while instructors prioritized academic reading and vocabulary, the students prioritized academic writing and speaking for their achievements. thus, course designers have to pay the most attention to learners’ needs when designing english material. the eap course material should be prepared based on the learners' perceived needs, lacks and wants. the eap teachers and course designers should consider these needs by focusing on academic language skills and sub-skills. the current curriculum should also be amended with some omissions and additions that cater for the students' needs and discipline requirements. as ahmed (2012) states, "if teaching materials do not fulfil the immediate needs of the students, this will cause a lack of motivation" (p.115). therefore, the course materials should be tailored according to the students' dynamic needs to relief their language difficulties. references alfehaid, a. f. t. 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(2009). vocabulary instruction for academic success. corinne burton, shell education. increasing students’ learning activity in media and learning resources class by using number heads together (nht) ( a classroom action research) hidya maulida norliani hidya.maulida@gmail.com stkip pgri banjarmasin abstract this research aims to increase students’ learning activity in media and learning resources class. the kind of research is classroom action research conducted two cycles with the subject is the fifth semester students of english departement. technique of collecting data is observation and analyzing quantitatively and qualitatively. from cycle i and cycle ii, students’ learning activity is increasing . research hypothes stated that the use of number heads together technique can increase the students’ learning activity can be proven. it is concluded that the use of number heads together (nht) can increase students’ learning activity in media and learning resources class. the students’ learning activity increases 37,5% , from 25% to 62,5%. number heads together should be developed and applied in every education level because this technique makes students are more aware that they are observed so it stimulates them to be active. keywords : media and learning resources, students’ learning activity, number heads together introduction one of expected result of teaching –and-learning process at a university is independent students, involves independence of learning. it is expected to the students to not depend on lecturer; they must be active in learning process. in teaching-and-learning process,students do not only sit and copy but also asked to think, ask, give opinion, give comment of, even, critisize of lecturer’ or friends’ opinion. students are also asked to include emotional in learning, understand problems and find the solution. this activeness must be in every student. however, there are only several active students in teaching-and-learning process. based on experiences, only 25%40% are active students while the others are passive. eventhough, there are mailto:hidya.maulida@gmail.com students who talk out of topic with his/her friends while teaching and-learning process although the lecturer has given chance to ask questions, give opinion or comment or ideas. this happened at fifth semester students of english education department in media and lerning resources class. the low of effectiveness is related to many factors;external and internal factors (bigg&tefler, 1987:141-163; winkel, 1991:200-210). internal factors affecting students’ activity are attitude, motivation, concentration, intelectual intelegence, emotional intelligence, and interest. external factors affecting students’activity are learning material, learning source, environment , and teacher or lecturer. the comprehension toward factors affecting students’activity related to effort to solve the problem. related to the poorness of students’ learning activity in media and learning resources class, it is assumed that it because of method used by the lecturer. although the method is presentation and discussion but students’ learning activity is still low. several students usually ask questions but only a few students have bravery in gi ving opinin or comment. so, the interaction in the class in monotonous only between lecturer and students and lecturer is dominant in answering the questions. in other side, it is expected to have multi interactions in teaching-and-learning process. for this problem, lecturer used number heads together technique to in increasing students’ learning activity in media and larning resources class. number heads together (nht) technique numbered head together is one of techniques in cooperative learning. cooperative learning is teaching technique which the teacher taught the students in group that usually consists of four students to discuss about the topic together. the aim of cooperative learning is not only to make students active but also to train them to socialize, work together and help each other. cooperative learning has several techniques. based on slavin, some techniques in cooperative learning are students teams-achievement division (stad), teamsgames-tournament (tgt), team accelerated instruction (tai), cooperative integrated reading and composition (circ), numbered heads together, thinkpairshare and many more. then, olsen and kagan in richards and rodgers stated, the following example in cooperative learning activities likes three-step interview, roundtable, think-pair-share, solve-pair-share, numbered heads together. numbered heads together is chosen for some reasons: a. it gets straight to the student the teacher calls out. b. it allows teacher to control students easily. c. it allows students feels they are always in teacher’s control. procedures in number heads together technique there six procedures in number heads together; a. teacher devides students into groups, every student gets the number from 1 to 4 or 6 b. teacher gives task. c. students do the task d. teacher calls one student to report the group work. e. teacher asks comments from the students and asks comments from students who has the same number. f. teacher calls other students/other numbers. method this is an classroom action research. action action research is basically a way of reflecting on teacher’s way of teaching by systematically data on everyday practice and analyzing it in order to come on decision about what practice should be applied later ( wallace in mackey and gass, 2005, p.216). this classrooom action research is conducted in media and learning resources class of english deparment, stkip pgri banjarmasin, academic year 2015/2016. the subject are 30 students. the model used is in two cycles ( arikunto, 2010, p.17). each cycle has four stages; planning, implementing ( done twice), observing, and reflecting. data is collected by using observation of student’s activities and observation and teacher’s activities. indicator of students’ activity no indicator frequency score 1 asking question 2 answer lecturer’s or friends’ question 3 giving opinion 4 giving comment lecturer’s or friends’ opinion. the score is given based on the following rule : if 4 indicators arise, score is 100 if 3 indicators arise, score is 75 if 2 indicators arise, score is 50 if 1 indicators arise, score is 25 if no indicators arise, score is 0 the data collected is analysed by comparing students’ learning activity from cycle i and cycle ii. the average of students’ learning activity is expected to increase more than 50% . findings and discussion students learning activity from before using nht is presented in following table: subject indicator score asking question answer lecturer’s or friends’ question giving opinion giving comment lecturer’s or friends’ opinion. 1 √ √ √ 75 2 3 50 4 25 5 6 √ 75 7 √ 50 8 9 50 10 11 25 12 13 25 14 15 25 16 25 17 18 25 19 20 25 21 22 √ 25 23 √ √ 50 24 25 25 26 25 27 √ 25 28 √ √ 50 29 √ 50 30 25 jumlah 750 rata-rata 25 % table 1. percentage of students’ learning activity on pilot study from the table 1 it can be described that in pilot study, students’ learning activity shows 25%. it means that students’ learning activity score is only 750. it is still far from maximal score; 3000. students learning activity from cycle i is presented in following table subject observation meeting i meeting ii 1 75 75 2 25 25 3 50 75 4 25 25 5 25 25 6 50 50 7 25 25 8 25 50 9 50 50 10 25 25 11 50 75 12 25 25 13 50 50 14 25 50 15 25 25 16 25 25 17 25 25 18 25 25 19 25 25 20 25 25 21 25 25 22 25 25 23 50 75 24 25 25 25 25 50 26 25 25 27 25 25 28 50 50 29 25 50 30 25 25 jumlah 975 1150 rata rata 32,5% 38,33 % rata rata 1 dan 2 = 35,41%. table 2. percentage of students’ learning activity of cycle i from the table, it can be described that students’ learning activity increases from meeting 1 to meeting 2, from 32,5 % to 38,33 %. the average percentage is 35,41%. the students looks more enthusiastics in teaching and learning process. students learning activity from cycle ii is presented in following table: subject observation meeting i meeting ii 1 100 75 2 25 50 3 100 100 4 25 50 5 25 50 6 75 100 7 25 25 8 50 50 9 75 100 10 25 50 11 100 100 12 75 75 13 75 100 14 50 50 15 25 50 16 25 50 17 50 50 18 25 50 19 25 50 20 25 50 21 25 50 22 25 75 23 75 50 24 25 50 25 50 50 26 25 50 27 25 50 28 50 50 29 50 75 30 25 50 jumlah 1375 1875 rata rata 45.83% 62,5 % rata rata 1 dan 2 = 54,19 % table 3. percentage of students’ learning activity of cycle ii in cycle ii, students’ learning activity also increases from meeting 1 to meeting 2, from 45,83 % to 62,5%, the average percentage is 54,19%. the increase of students learning activity in pilot study ,cycle i, and cycle ii can be seen from the following graph: conclusion based on the results observation, the actions for two cycles have been implemented well as previously planned. from cycle i and cycle ii described in the discussion, it can be concluded that students’ learning activity is increasing . thus the research hypothes is which stated that the use of number heads together techniques can improve the students’ learning activity in media and learning resources class can be proven. based on the research, it is concluded that the use of number heads together (nht) technique can increase students’ learning activity in lecturing media and learning resources. the students’ learning activity increases 37,5% , from 25% to 62,5% based on the research, researcher suggests number heads together technique should be developed and applied in every education level because this technique makes students are more aware that they are observed by teacher and stimulates them to be active. references arikunto, suharsimi. (2010). penelitian tindakan. yogyakarta: aditya media. biggs, john b. dan tefler, ross. (1987). the process of learning. sidney : prentice hall of australia ltd mackey, alison and gass, susan m.. (2005). second language research: methodology and design. new jersey: lawrence erlbaum associates. slavin, robert e. (1995). cooperative learning second edition. allyn and bacon 0% 10% 20% 30% 40% 50% 60% pilot study cycle i cycle ii average percentage yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 let: linguistics, literature and english teaching journal ||volume||13||issue||1||pages||1-28||2023|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php developing supplementary materials for reading skill by using local wisdom yayu anggraini h. katili yayukatili@unima.ac.id state university of manado, indonesia article history: received: 04 april 2023 accepted: 15 june 2023 the purposes of this study are to describe the students’ needs and to design supplementary materials for reading skill by using local wisdom for second-grade students of mts al khairaat gorontalo. by using research and development method, the results of this study show that 1) students need materials which were related to the description of tourism objects, warning about cleanliness and the local story. 2) students prefer to read text which consisted of 200-300 words. 3) students want to answer 5 w + 1 h questions and true false questions in reading activities. 4) students want to match the vocabularies with the pictures in vocabulary building activity. 5) students want to fill in blank sentences in grsmmar activity. 6) students want to work in group and the teacher should help them when they had a problem in the classroom. the content of the materials should be developed in an interesting and easy way, language used must be appropriate to the students’ language level, build cultural awareness and motivated students to read. therefore, by integrating local wisdom into supplementary reading materials, the students and the teacher feel easy and motivated in the teaching and learning process. keywords: supplementary materials; reading skill; local wisdom http://jurnal.uin-antasari.ac.id/index.php mailto:yayukatili@unima.ac.id page | 2 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 introduction developing supplementary materials is very important to enhance students’ knowledge, needs, and abilities in reading. in addition, it is very useful to help teachers to motivate the students to get information from the text. mcdonough, shaw, and masuhara (2013, p.p. 121-122) explain that teachers should provide students with a purpose for reading by supplying materials that stimulate the students’ interest. thus, by developing supplementary reading materials, the teacher can make the classroom setting or situation will more effective and interactive so that the students are easier to fulfill their needs. currently, most of the schools apply curriculum 2013 and use printed books as the sources of teaching and learning english in the classroom. the textbooks provided many materials which is allowed the students to read, to think, to get information and to develop their reading skill scientifically. as stated by kucer (2005, p.p. 122-128) that reading is an act of meaning making, a goal directed, purposeful, selective and contrastive process through print. when the students read, they will use their background knowledge and purpose in reading the text. moreover, williams (1984) classifies reading skills into (1) getting general information from a text, (2) getting specific information from a text, and (3) for pleasure or for interest (in mcdonough, shaw and masuhara, 2013, p. 111). additionally, tomlinson and masuhara (2004) explain that the materials should focus to the students’ needs. thus, it is important for the teacher to develop reading material which are fulfil the students’ needs in learning english. in addition, mts al khairaat gorontalo is one of the schools which applied curriculum 2013 and use english textbook which published by the government in teaching and learning english. additionally, the teacher uses the textbook when english rings a bell as a core material for teaching english subject at second grade students. additionally, the contents of the materials are generally arranged by the government and appropriate with curriculum 2013. curriculum 2013 offers the opportunities for students to develop english competencies about society problems and cultures. the students as the culture generation should proud and apply the page | 3 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 culture of the society. however, based on the data which obtained from the observation showed that learning and the teaching english particularly reading in mts al-khairaat is less effective because the students get the reading material which is not relevant with their surroundings. to illustrate, in descriptive text materials, it is given the description about the place which the students never seen before. so, they only guess it without know the real description. based on interview which conducted at the next day, the students explained that they were not interested in reading activity because the materials’ topic were too difficult for them. it was hard for them to find the meaning of the text. the problems are the students always ask the meaning of every word from the text to teacher during reading process. thus, between the teachers and the students get difficulties because the materials are unfamiliar and not easy to understand by the students. in contrast, in the process of reading activities, the students should get reading text which are connected with their real-life context. so, they can predict and guess what are the main idea or the content of the text. however, the facts which happened at that school showed that the content of the materials does not fulfil the students’ needs because they explained that they need more interesting reading materials which are easy, understandable and interesting to develop their skill. thus, it is important for the teachers to develop the supplementary materials as the ways to support the core textbook given by the government. additionally, supplementary materials are one of the learning sources which used by the teacher and students in teaching and learning process. it as the additional materials which designed by the teacher to support students’ needs. additionally, it also will help the teacher to fulfil the materials from the core books which published by the government. it gives the teacher chances to be creative to design and to develop their own teaching materials based on their students’ learning experiences, needs and real-life context. tomlinson (2008, p. 283) argues that locally developed materials are characterized by inclusion of local content and familiar settings. therefore, it is important to develop supplementary materials for students’ reading skill by using the students’ surrounding or local wisdom. page | 4 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 in addition, wagiran (2011) explains local wisdom as ceremony, tradition, tourist spot, tourism, museum, art, legend, norm, environment, healthy and etc. otherwise, tomlinson (2014, p. 324) explains that the teachers can help the students to understand the materials by modifying and supplementing the materials. thus, it is important to combine local wisdom of indonesia in supplementary reading materials for enhancing students’ ability. otherwise, the teachers need to design the materials based on the learning’s goal, students’ needs and use local wisdom of indonesia as the content of their materials. to illustrate the topic is about descriptive text and the teachers asks students to learn how to make to read a descriptive text about the local wisdom. it is because there are many culture, environmental problems and traditional stories that begin disappear in indonesia now. so, the teachers need to design the materials which can enhance and increase the students’ awareness about the local wisdom in their regions. consequently, they can read and explain the message of the text. so, they can understand and get the message of text related to their real-life context. therefore, the purposes of this study are to describe the students needs and design the supplementary reading materials for the second-grade students of mts alkhairaat gorontalo city. method this research used r & d (research and development) method. according to borg and gall (1983, p. 771) research and development method was a process used to develop and to validate educational products. this research used their framework to develop supplementary reading materials based on the students’ needs. there were some steps of research and development method such as; research and information collecting, planning, develop preliminary form of product, preliminary field testing, main product revision, main field testing, operational product revision, operational product field testing, final product revision and dissemination/implementation. this research used observation, interview, questionnaire, document analysis and focus group discussion in collecting the data. page | 5 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 in this research and development, borg and hall (1989, p. 775) explained some techniques of conducting r&d that the researcher used in this study. they were; research and information collecting (need analysis) in this step, the researcher used some instruments such as observation, interview, questionnaires and document protocol to get the data about the students needs’ competency and teaching tools of teaching and learning english in the classroom. observation in this research, the observation was undertaken to find out the english teaching learning process in at second grade students of mts al khairaat gorontalo and the english textbook that the teacher used. the aims of observation were to explain the situation, activities, the participant and the relationship between them and the situation (setiady, 2006, p. 239). in the process of observation, the researcher observed and saw the process of teaching and learning english in the classroom in some meetings. therefore, the indicators of the observation were students and the teacher in the classroom. interview in this research, the researcher conducted face to face interview to the english teacher about how and what the students’ difficulties in reading activities. setiady (2006, p. 243) explained that interview was one of the instrument by giving the participant questions related to the topic of the research. the researcher used unstructured interview to get deep information about students’ current competence and difficulties in reading activity. therefore, the researcher used audio recorder to record teacher’ voices. so, data could be listened again after the interview in order to check again the result of interview. questionnaire the researcher used questionnaires from richard (2001), hutchinson and walters (1987) and nunan (2004) to analyze students’ needs in reading. the page | 6 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 indicators of the questionnaires were the targets’ needs, the learning needs of the students, procedures, setting, teacher role and the students’ role in the classroom. thus, the questionnaire helped the researcher to design appropriate materials for students. additionally, the researcher also used validation sheet or questionaries for expert verification which adapted from suseno (2014, p. 58) in order to get some input about the materials that already developed. besides, the researcher also used students’ validation sheet or the students’ response questionaries to get information about how the students response after got the materials. (see the instruments in appendix) document analysis document was one of the important instruments in collecting data. setiady (2006, p. 249) explained that document could be used to get scientific data and it was easy to find. the researcher used documents such as syllabus, lesson plan and the textbooks as references to get the valid data. planning (design) after finding out the student’s needs by conducting some steps above, the researcher designed the supplementary materials by designing course grid, lesson plan, the reading materials and tasks for students. develop preliminary form of product (re-design) after designing the syllabus, lesson plan, materials and task , the researcher re-designed it by paying attention to students’ needs data over and over and also for the needs that used in the next step namely preliminary field testing. the researcher also conducted focus group discussion with the english teacher. focus group discussion this focus discussion (fgd) is addressed to the teacher for discussing the contents of the material and the textbooks that the researcher had been designed. so, the aim of the focus group discussion in this research was to get the teacher arguments or inputs about the materials design. page | 7 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 preliminary field testing in this time, the researcher applied the supplementary reading materials by using local wisdom to the small class. main product revision (expert verification) this step involved some experts’ validation such as english lecturer and english teacher who had a lot of experiences related to this research. this step was also used for revise the result based on the discussions and suggestions from the experts validation sheet. main field testing the researcher applied it in the small class. this was the last step of conducting this research, the researcher did not continue to the next steps. then, the researcher organized and transcribed the data to start the data analysis. there were several steps to analyze the data based on creswell theory (2009, p. 185-192). 1) organized and prepared data for analysis 2) read through all the data 3) began detailed analysis with a coding process 4) used the coding process to generate a description of setting or participants in this research 5) advanced how the description and themes will be represented in the narrative. 6) the final step in this research was interpreted the meaning of the research data. findings and discussions findings the descriptions of the target needs and the learning needs are presented in the table below. table 1. needs analysis results needs analysis component aspect questions categories of response number of answers target needs goals the goal of learning english to support my carrier 73.52 % necessities level of competency notice 94.11 % page | 8 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 students needs in future necessities your english competencies will be used as… a tool for helping to master knowledge about my region with reading english 50% lacks your level of competency now… beginner 70.58% lacks learning materials used in the classroom teacher’s explanation 73.52% lacks in learning english, particularly reading activities, the problems that i face is… understanding the meaning of every vocabulary 35.29% wants after learning english, i can… master english vocabularies 67.64 % learning needs input input that i want in reading is… text with picture and audio 50% the length of text input approximately… 200-300 words 32.35% the topic of descriptive text that i want is about… tourism objects 52.94% the topic of narrative text that i want is about… legend 41.17% the topic of notice text that i want is about… warning to keep the tourism object warning about keep the environment 35.29% the material design, text and picture and colourful 88.23% page | 9 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 layout should have…. procedure the kinds of activity in reading is… reading text and answer the 5w + 1 h questions 50% the kinds of activity after reading a text answering true or false questions 38.23% the kinds for learning vocabulary is… matching vocabulary with picture 47.05% the kinds of activity for learning grammar is… writing blank sentence with the available grammar 50% setting the type of class management i want to carry the tasks is …. group 52.94% learner role in the learning process, i would prefer to…. ask to teacher if don’t understand 35.29% teacher role in the learning process, i want my teacher to… help the students when they get problems 55.88% based on the table above, the data shows that the students need materials which can improve their reading ability because they have lack of vocabularies. thus, they cannot understand the information from the text, when they are reading a text. thus, it is important to design materials based on the students’ needs. target needs goals goal refers to general intentions behind the learning. learning goals of students of mts al khairaat kota gorontalo is presented below: page | 10 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 1. target needs: goals figure 1 shows the students goals or purposes in learning english in the classroom. additionally, the data presents that 25 students aim to learn english for supporting their career. it means that they learn english to support their job in the future. additionally, there are 4 students aim to learn english for helping them to learn information from abroad. necessities. necessities are related to what the learners should know or achieve in order to function effectively in the target situation. in this study, the results of students’ necessities are presented: figure 2. target needs: necessities figure 2. presents about what the students should know or achieve in the classroom. this is the second question in questionaries. the data shows that 32 students need to master english in notice level. additionally, 2 students wanted to master english in intermediate level. 2 25 4 3 0 10 20 30 to pass the national examination to support my carrier to help for learning information from abroad to communicate with foreigner the goal of learning english 0 2 32 0 5 10 15 20 25 30 35 beginner intermediate notice level of competency that students need page | 11 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 3. target needs: necessities figure 3 presents about the third question in the questionaries about the functions of students english competencies in the future. there are 17 students will use their english competencies as a tool for helping to master knowledge about their region with reading english reading text, while 14 students will use their english competencies as a tool for communicating with their friends. lacks. lacks refer to the gap between what the learners know already and what the learners do not know. therefore, to know the gap, there are some comparisons between the students’ current proficiency and the required proficiency to the target situation. in this study, the data about students’ lacks are presented as follows. figure 4. target needs: lacks 14 3 17 0 0 2 4 6 8 10 12 14 16 18 a tool to communicate with my friends a tool for writing a formal text and nonformal situation a tool for helping to master knowledge about my region with reading english others… the function of students english competencies 24 10 0 0 5 10 15 20 25 30 beginner intermediate notice the students level of competency now page | 12 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 the fourth question about students’ lack is presented in figure 4. that question is to know the current level of students’ english proficiency level. the answer of the question then will be compared to the proficiency level which is required in the target situation. from the table, the proficiency level of the most students of grade 8 of mts al khairaat kota gorontalo is beginner. it is shown in the table that 24 students are at the beginner proficiency level. while, 10 students are in intermediate level. figure 5. target needs: lacks figure 5 shows the results of the question about students’ lacks. the purpose of this question is to know the students’ difficulties in learning english. from the table, there are 25 of the students say that they learning english only from the teacher’s explanation. additionally, there are 6 students’ answer that they are learning the materials from the textbook. table 2. interview results question answer how do you teach reading to the students? i teach them by using textbook “when english rings a bell”. it was from the government. the materials are too general so cannot fulfil what the students should get from the materials. the students cannot use hand phone at school so it is hard for them to find the other sources of materials. so, i only teach them from the textbook and explain it use the whiteboard. 6 2 25 0 0 5 10 15 20 25 30 textbook photocopy teacher's explanation various textbook internet various resources learning materials used in the classroom now. page | 13 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 table 2 shows that the teacher only use the textbook from the government “when english rings a bell”. so, it is hard for the students to understand the materials because the materials are too general. the teacher and the students cannot use internet because they are forbid to bring mobile phone to school. so, the students get the materials only from one textbook and the teacher explanation through whiteboard. figure 6. target needs: lacks figure 6 shows the results of the second question about students’ lacks. the purpose of this question is to know the students’ weakness and difficulties in learning english. from the table, there are 12 of the students say that they get difficulties in understanding the meaning of the vocabularies. additionally, there are 9 students’ answer that they are get difficulties in getting all the meaning and the information of the text. this is supported by the result of the interview with the english teacher at mts alkhairaat kota gorontalo. table 3. interview results question answer what are the students’ difficulties in the classroom? the students were difficult in understanding the meaning of the text. they did not master english vocabularies. so, the teaching and learning were not active because the students’ needs a lot of time in translating the words in the text because the text were not familiar with them. they do it until some meetings. they also need many explanations from me as the teacher when did the reading tasks. 6 12 9 4 2 1 0 0 5 10 15 the students' problems in reading page | 14 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 table 3 shows that the students have difficulties in vocabularies. they are difficult to get the information from the text so they cannot answer the task. the students’ have difficulty in doing the task in reading the activity because they need a lot of time to translate the text into indonesia. wants wants is related to the learners’ expectation after finishing their study. the results of students wants are presented below. figure 7. target needs: wants figure 7 shows that there are 23 students who want to be able to master english vocabularies. also, there are 6 students want to be able to speak english fluently. learning needs input inputs referred to the types of data that will be used by the learners in learning english. the data below provided the description about the inputs of the students at mts al khairaat kota gorontalo. figure 8. learning needs: reading input 6 1 23 3 1 0 0 5 10 15 20 25 speak english fluently write text fluently by using english master english vocabularies reading english text fluently using the correct english grammar others the students' want after learning english 2 5 10 17 0 0 5 10 15 20 authentic materials like magazines, newspaper, etc text depend on the context text and list of new vocabulary text with picture and audio other input that the students want in reading page | 15 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 8 presents the inputs for learning reading. there are 17 students who want the reading input in the form of text with pictures and audio. the second tendency of the desired input for reading is chosen by 10 of the students. they wanted to get reading input like text with the list of new vocabulary. figure 9. learning needs: reading input figure 9 shows there are 11 of the total students who believe that the suitable reading input is texts have length 200-300 words. the second alternative for length of reading input are 150-200 words. it is chosen by 9 of total students. figure 10. learning needs: reading input figure 10 shows there are 18 students need reading input material for descriptive text or topic about tourism objects. additionally, there are 7 students needed materials that has topic about people or hero. in conclusion, most of the students needed material which has a topic about tourism object and also the rest about people or hero. 6 5 9 11 3 0 2 4 6 8 10 12 < 100 words 100-150 words 150-200 words 200-300 words > 300 words others the length of text input 18 7 3 3 1 2 0 0 2 4 6 8 10 12 14 16 18 20 tourism objects people/hero building traditional house environment culture others the topic of descriptive text page | 16 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 11. learning needs: reading input from figure 11 above, there are 14 of the total students believed that the suitable reading input of narrative texts is a legend. the second alternative for narrative text topics are myth and life story of a hero. it is chosen by 8 and 8 of the total students. figure 12. learning needs: reading input from figure 12 above, there are 12 students wanted to get reading input about notice related to warning about keeping the tourism object. similarly, 12 students also wanted to get topic about warning of how to keep the environment. while, 6 students’ needs reading input about cleanliness. figure 13. learning needs: reading input 14 8 4 8 0 5 10 15 legend myth fable life story of a hero the topic of narrative text 12 6 12 3 1 0 0 2 4 6 8 10 12 14 warning to keep the tourism object warning about cleanliness warning about keep the environment warning about culture warning about healthy others the topic of caution text 30 0 4 0 0 0 10 20 30 40 picture and colorful only text illustration and colorful picture only picture other text and layout page | 17 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 4.13 above shows that the material design for reading should include of colourful picture. it chosen by 30 students. also, there are 4 students want to get reading materials with illustration and colourful picture. procedures procedures specify what learners will actually do with the inputs that form the point of departure for the learning task. therefore, here are the results of the questionnaire which is administered to know the desired procedures for learning of the students of mts al khairaat kota gorontalo. figure learning needs: procedures. figure 14. shows the desired procedures for learning reading. from the table, there are 17 of the students who want the activities for learning reading like reading text and answer question (5 w + 1 h). the second alternative is reading text and translating it into indonesia which is chosen by 15 of the students. figure 15. learning needs: procedures 1 17 0 15 1 0 0 0 2 4 6 8 10 12 14 16 18 the kinds of activity in reading 13 4 13 2 0 1 0 2 4 6 8 10 12 14 answer the questions fill in the blank sentences answer true and false match the words with sentences answer questions orally arrange the paragraph retell the story orally others activity after reading a text page | 18 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 figure 15 shows the desired procedures after reading a text. from the table, there are 13 of the students who want the activities after reading like answer question (5 w + 1 h). the second alternative is choosing true or false which is chosen by 13 of the students. figure 16. learning needs procedures figure 16 presents about the procedure of learning reading particularly vocabularies. 16 students want to learning vocabulary by matching it with the pictures. while, 16 students want to learn vocabularies by matching it with its definition figure 17. learning needs: procedures figure 17 presents about the kinds of the activity for learning grammar. there are 17 students need the kind of the activity for learning grammar by writing the blank sentence with the available sentence structure (grammar). while, 10 students need the kind of learning grammar activity to identify incorrect sentence in text. 12 16 3 0 3 0 5 10 15 20 matching vocabulary with its definition matching vocabulary with picture completing text or paragraph with available vocabulary completing sentence or paragraph by own words other the kinds for learning vocabulary 10 5 2 17 0 5 10 15 20 identifying incorrect sentence in text correcting incorrect sentence in text writing sentence with particular structure writing blank sentence with the available grammar the kinds of activity for learning grammar page | 19 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 setting settings refer to the classroom arrangement in completing the task for example, individual work, pair work or group work. the preferred classroom settings of students of mts al khairaat kota gorontalo were presented below. figure 18. learning needs: setting figure18 shows the type of class management that the students wanted to carry the tasks. there are 18 students want to do the task with group. while, there are 10 students want do the task with their pair. learner role learner role refer to what the learners need to do in completing the task. the following table shows the preferred role of the students in this study. figure 19. learning needs: students’ role figure 19 shows that there are 12 students preferred to ask the teacher if they do not understand with the materials. while, 11 students preferred to listen the teacher explanation in the classroom. 5 10 18 1 0 0 5 10 15 20 individual in pair group whole class activities others the type of class management i want to carry the tasks 11 8 1 2 12 0 0 2 4 6 8 10 12 14 listen teacher explanation discuss with pair to answer question write teacher explanation ask question to friends when don’t understand ask to teacher if don’t understand others the students' role in class page | 20 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 teacher role teacher’s role refer to the types of functions teachers are expected to fulfil. the following table presents the results of the questionnaire which ask the desired teacher’s role of the students of mts al khairaat kota gorontalo. figure 20. learning needs: teacher role from figure above, there are 19 students expect the teacher to help the students when they got problems in the teaching and learning process, while 8 students want the teacher to give the illustration or the example of the topic that will be given to them. discussion the purposes of this study are to develop and to produce supplementary materials for reading skill by using local wisdom for second grade students of mts al khairaat gorontalo based on the students’ needs. there were 34 students from one class who participated in this research. the materials developed based on the result of the students’ needs from the questionnaires, teacher’s interview, focus group discussion with the teacher and document analysis (syllabus, lesson plan, students’ score achievement, english textbook). therefore, the materials have been designed based on the students’ needs in learning reading. 5 8 19 0 2 0 2 4 6 8 10 12 14 16 18 20 give task and discussing it next meeting give task illustration or example about the topic that will be given to the students help the students when they get problems walk and correct comment the students work one by one others the teacher role in class page | 21 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 additionally, the theory from shaw and masuhara (2013, p.p 121-122) explained that the teachers should provide students with a purpose for reading by supplying materials that stimulate the students’ interest. thus, by developing supplementary reading materials, the teacher can make the classroom setting or situation will more effective and interactive so that the students are easier to understand and to get specific information from the text. based on the findings of this research, the students are very motivated and enthusiastic because the materials design correlated with the local wisdom of gorontalo. as gorontalo people, they are very excited with the materials because there are many things that they could learn such as tourism objects, culture and traditional stories around gorontalo province. needs analysis results the result of needs analysis was used to design the reading materials in this research. hutchinson and waters (1987, p.p. 54-56) state that needs analysis is used to identify what the students’ goal, necessities, lacks and wants in the target situation. in addition, nunan (2004) explains that the teacher should design the materials based on the procedures of the teaching and learning, the setting, teacher and students’ role. this study uses those theories to get the students’ needs in teaching and learning reading. moreover, based on the data which got from the questionnaires, the students’ need materials which can build their english vocabularies. the data show that the students’ goal in learning english is to support their carrier in the future (looked at the table 4.1, p. 48). in addition, richard (2001, p. 53) explains that the purpose of needs analysis is to determine current levels of language proficiency of the students. related to the theory, the data of this research shows that the students’ level of competencies that they needed was notice level. they competencies after learn english would be used as a tool for helping them to master knowledge about their region through reading a text. in addition, the students’ level of competency now was beginner level. they problems in reading activities were understanding the meaning of vocabularies when they read a text. because of their lacks, they want to master english vocabularies page | 22 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 from the materials design. thus, the results can be used to design the reading materials. besides, the findings also show that the students needed reading materials in the form of text and its pictures. while the length of the text must consist of 200 to 300 words. the topic of the text descriptive is tourism objects in gorontalo. the topics of caution text were warning to keep the tourism objects and warning about keep the environment clean. otherwise, the materials design must have colourful pictures. meanwhile, the procedures of reading activities that the students want were reading a text and answer 5 w + 1 h questions (what, who, why, when, where and how). they also want to answer true and false questions to assess their reading ability such as got the general and specific information from the text. in addition, they want to match the vocabularies with its pictures in vocabulary building activity. also, they want to fill in the blank sentences in grammar activity (language focus). the students also want to work in group so they can ask their friends or teacher when they did not understand with the materials. they also want the teacher to help them when they got problems. therefore, the students can develop their reading ability based on their needs. consequently, needs analysis results used to design the reading materials at mts alkhairaat gorontalo city. the materials design the theory from tomlinson (2014, p. 22) explains that good qualities of the materials should help the learner to develop cultural awareness and sensitivity, reflect the reality of language use, help learners to learn in ways similar to the circumstances in which they will have to use language, help to create readiness to learn and achieve affective engagement. thus, the study develops the course grid of the materials design based on the theory of tomlinson (2014) and used the theory to develop good qualities of the materials. in addition, the researcher develops materials into three units based on the curriculum analysis for junior high school level. the data from document analysis show that the students should learn about “descriptive text”, caution text” and “narrative text” in the second semester. so, the first unit of the material design was page | 23 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 descriptive text. in this unit, the students should be able to identify and to understand the structures, language features and function of descriptive text. the second unit is caution text. the students should be able to identify and to understand the meaning of short caution text based on its language features and function. the last unit of the materials design is narrative text. the standard competencies that they must be achieved were the students should be able to identify the structures, language features and function of short narrative text. therefore, by analysing the standard competencies the researcher designs the course grid. additionally, the course grid described the basics competencies, indicators, unit title, learning materials and the activities in teaching and learning process. after designed the course grid, the researcher designs the first draft of the materials into three unit. the materials design in each unit consists of “warm up”, “reading activities”, “info”, “vocabularies building”, “language focus”, “evaluation”, “reflection” and “glossary.” besides, there are seven tasks in each unit. in descriptive text unit, the students matched the pictures with the name of tourism objects in the box. it was in the warm up activity. in reading activity, the students read and get the general and specific information from the text. then, they answered 5 w+1 h questions which consisted of 10 numbers. additionally, they learn the structure, definition and function of descriptive text in info section. moreover, they also built their vocabularies by matching the pictures with the words in the box provided. the vocabularies are very important because it always use in gorontalo art such as rattan, bamboo, shawl and others. therefore, the students can add their vocabularies from the vocabularies building section. furthermore, in language focus section the students learn the features of descriptive text particularly simple present tense. the materials provide the list of simple present or verb one and its sentence’ examples. when, they get the information, they answer fill in the blank sentences. then they evaluate their understanding about the text in evaluation section. at the end of the materials the students reflected their knowledge and skills about descriptive text by answering some questions. the materials also provide the list of the vocabularies which were page | 24 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 difficult for the students so that they could learnt it in english and indonesia meaning. the arrangements of the materials in each unit are similar. the differences only in the contents of the materials such as caution text discuss about how to use prohibition sentences and narrative text discuss about simple past tense. this material has been designed to fulfil the students and need so that they can enjoy and feel easy when reading the text. additionally, the steps of the activities in the materials design follow the rules of curriculum 2013 from observing until communicating activities. so, the materials can be used in the teaching reading to the students. additionally, the content of the materials uses local wisdom of gorontalo made students interested with the materials. local wisdom materials including the ethics, moral value, how to preserve the environment and the myth or the legend from the society. by combining local wisdom into the reading text, the students get the knowledge and information related to their surroundings. thus, this study uses some tourism objects of gorontalo and the traditional stories of gorontalo. tomlinson (2014) explains that local wisdom materials were written by local teachers, have advisors, be content meaning focuses, be text driven, focused on the known needs and wants of the target users of the materials and localised the activities in the sense of helping the learners to make connections with their own lives. thus, the researcher used the theory to design the materials. meanwhile, by using tomlinson’s (2014) theory, the researcher designs these materials. the researcher re-designed it from the result of the focus group discussion with the english teacher of mts alkhairaat. there is one part that must be changed in materials development. it was in the glossary. based on the result of focus group discussion with the english teacher, the students must know the indonesian meaning of the vocabularies from the glossary. it is because the list of the vocabularies which has been designed only have the english meaning. therefore, based on the result of the (fgd) focus group discussion, the researcher added the content of the materials in the glossary section. page | 25 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 based on the result of the experts’ verification sheet, from 25 questions, the number of points “strongly agree” were 21 and “agree” are 4. both of the experts had similar verifications. this is very important to improve the weakness of the materials. moreover, the result of expert verifications shows that there were some spelling and grammar mistakes in the materials contents that the researcher needed to revise. because of that the researcher revise the grammatical mistakes and added some pictures in the materials particularly in “unit 1”, “unit 2” and “unit 3”. tomlinson (2014) explains that the good materials should reflect the reality of language use. therefore, the researcher provides the correct vocabularies and sentences structures in the materials. after revising the materials, the researcher tries out the materials into class viii a which consisted of 34 students. they are special class because they had high learning achievement in mts alkhairaat gorontalo city. in this main field testing, the researcher find that the students were very motivated in learning the materials. it is because all the contents of the materials taught about local wisdom of gorontalo. it means that the materials develop the students’ awareness about their local knowledge and culture. it is supported by theory from tomlinson (2014) which explained that the good materials should help the students to develop cultural awareness. thus, the materials are very useful in the teaching and learning process at mts alkhairaat gorontalo city. after main filed testing, the researcher finds that there were 34 students could develop their reading skills in english and knowledge about gorontalo content. it based on the data from the students’ responses sheets. the data present that most of the students interested with the content of the materials, the design and activities (tasks) from the materials. the students are easier to understand the structure, language features and function of functional text such as descriptive, caution and narrative text from the reading materials. thus, the students can get the specific and general information from the text which provided from the materials. additionally, williams (1984) classifies reading into (1) getting general information from a text, (2) getting specific information from a text, and (3) for page | 26 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 pleasure or for interest (in mcdonough, shaw and masuhara, 2013, p. 111). this theory related to the materials design of this research. the students develop their reading skill by getting general information from text in warm up activities. then, they got specific information from the text in reading activities. last, they get many interesting pictures related to their context so they feel excited in the teaching and learning process. thus, they can build their reading skills through the materials. consequently, those the three units of the materials can develop the students’ ability in reading because the contents appropriate with students’ needs. also, the materials have been verified with the two experts in material development research. thus, the design materials have been developed well because it can be used and understand by the teacher and the students at mts alkhairaat gorontalo city conclusions and suggestions conclusion the supplementary materials are one of the learning sources which used by the teacher and students in teaching and learning process. it as the additional materials which designed by the teacher to support students’ needs. additionally, it also will help the teacher to fulfil the materials from the core books which published by the government. thus, the supplementary materials design of this study fulfils the students need in english. it is because the content of the materials based on the students’ needs. it means that the materials facilitate the students to practice their reading skill. materials contain an interesting input and be presented in an easy way. the language are appropriate with the students’ language level. it means that the language used helps the students to understand the materials easily. the students can develop their reading skills because materials build their cultural awareness and the materials motivated them in learning english. therefore, by using these supplementary materials the students and the teacher feel easy and motivated in the teaching and learning process. page | 27 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 sugesstion the teacher should know the framework and procedures for materials development to produce good teaching materials which are based on the students’ needs and curriculum. furthermore, the students should use the supplementary materials to enrich their knowledge and reading skill. also, the next researcher could gain the information from this study about how to develop supplementary materials. references abbasi. z. (2015). the effect of supplementary materials on reading comprehension improvement of iranian female high school efl learners based on gaj and khate sefid text books. borg and gall (1983). educational research, an introduction. new york and london. longman inc. brown, h. d. (2001). language assessment principle and classroom practice. new york: longman. creswell, j. (2009). research design. california: sage publications. departemen pendidikan dan kebudayaan republik indonesia. (2014). kurikulum 2013. badan pengembangan sumber daya manusia pendidikan dan kebudayaan penjamin mutu pendidikan. duffy, g. g. (2009). explaining reading. london: the guilford press fetzer, a. (2004). recontextualizing context: grammaticality meets appropriateness. amsterdam: john benjamins b.v. howarth, p. (2001). process speaking to repeat yourself. 39-44. kementerian dan kebudayaan republik indonesia. (2014). buku guru bahasa inggris. jakarta: balitbang. kucer, s, b. (2005). dimensions of literacy. london: lawrence erlbaum associates machmud, m. (2013). heritage media and local wisdom of indonesian society. global journal of human social science and arts humanities. 13. masuhara, h and tomlinson, b. (2004). developing language course materilas. singapore: seameo regional language centre. mcdouggh, j., shaw, c., masuhara, h. (2013). materials and methods in elt. usa: wiley blackwell. monoarfa, m. (2015). developing instructional materials for speaking skill to promote communicative interaction: gorontalo. ung page | 28 yayu anggraini h. katili let: linguistics, literature and language teaching journal vol. 13 no. 1 2023 richard. (1985). approach and method in language teaching. cambridge: cambridge university press. richard, c.j. (2001). curriculum development in language teaching. cambridge university press. setiady, b. (2006). metode penelitian untuk pengajaran bahasa asing pendekatan kuantitatif dan kualitatif. yogyakarta: graha ilmu. singsomboon, t. (2014). tourism promotion and the use of local wisdom through creative tourism process. international journal of business tourism and applied sciences. 2. tarigan, h. g. (1990). prinsip-prinsip dasar metode riset pengajaran dan pembelajaran bahasa. bandung: angkasa. thonbury & slade. (2006). conversation: from description to pedagogy. cambridge: cambridge university press. tomlinson, b. (2008). english language learning materials. london: continuum international publishing group. tomlinson, b (2014). developing materials for language teaching. london: library congress of cataloging in publication data. undang-undang republik indonesia tentang guru dan dosen nomor 14. (2005). thakur, v. s. (2015). using supplementary materials in the teaching of english: pedagogic scope and applications torky, s. a. (2006). the effectiveness of a task based instruction program in developing. wagiran. (2011). pengembangan pendidikan kearifan lokal dalam mendukung pembangunan provinsi daerah istimewa yogyakarta 2020. jurnal penelitian dan pengembangan. vol. iii. using metacognitive strategies in teaching listening to explanation text hidayah nor, m.pd annisasalsabila34@yahoo.com antasari state institute for islamic studies banjarmasin abstract listening is receptive skill and it is very important skill in foreign language classrooms because it provides input for the learners; by listening the students can produce language such as speaking and writing by vocabulary that they obtain from listening. listening process has both top-down listening process that involves activation of schematic knowledge and contextual knowledge and bottom-up listening process involves prior knowledge of the language system such as phonology, grammar, and vocabulary. metacognitive strategies is one of language learning strategies in teaching english and considered as the most essential ones in developing learners’ skills (anderson, 1991). it is also help the students to make language learning more successful, self-directed, and enjoyable (oxford: 1989, p. 235). metacognitive consists of planning for learning, thinking about the learning process as it is taking place, monitoring of one's production or comprehension, and evaluating learning after an activity is completed. this study is intended to use metacognitive strategies in teaching listening and to provide english lecturers with interesting and effective teaching strategies in enhancing the students’ active participation in teaching and learning process and improving students’ listening ability. the students use metacognitive strategies to improve their ability in listening. this study will also give additional value to the effort of increasing the quality of teaching english particularly listening in indonesia. key words: metacognitive strategies, teaching listening, explanation text introduction language learning is largely a process of developing automatic cognitive skills. teachers should be aware of the cognitive processes involved in listening and provide learners an opportunity for meaningful practice. listening is a communicative behavior, in which listeners try to construct a reasonable interpretation of a text for some communicative purposes (harris&palmer, 1986). listening is good for students’ pronunciation because the more the students hear and understand english being spoken, the more they absorb appropriate pitch and intonation, stress and the sounds of both individual words and those which blend together in connected speech. listening texts are good pronunciation models, and the more students listen, the better they get not only at understanding speech, but also at speaking themselves. indeed, it is worth remembering that successful spoken communication depends not just on ability to speak but also on the effectiveness of the way of listen. listening provides a foundation for all aspects of language and cognitive development, and it plays a life-long role in the processes of learning and communication essential to productive participation in life. for most people, being able to claim knowledge of a foreign language means being able to speak and listen in that language. in relation with the teaching of efl in indonesia, the teaching of listening focuses on understanding the utterances of the english native speakers in form of words, phrases, simple sentences, short conversation, long conversation, english songs, articles/journals, and toefl listening comprehension. there are many problems was happened in the result of the teaching of listening and it is so far from satisfactory.for example many of the students think that when they are listen to the materials in listening class is very difficult to understand, they do not catch the real message what the speakers want to state in the audio. the students still get low scores on listening class. it is not only happened because of the students’ ability itself but also depends on the teacher’s methods and techniques in teaching listening. some of the teachers or lecturers using inappropriate techniques in teaching listening, so that the objectives of the study sometimes do not achieve by the students. therefore, the researcher tried to use one new strategy in listening called metacognitive strategies to apply it in teaching and learning process of the listening and make sure that this strategy is very useful and appropriate to improve students’ ability in listening. goh (2002) emphasizes the importance of metacognitive strategies by arguing that learners’ metacognitive awareness is related to effective learning in all learning contexts. goh and yusnita (2006) draw attention to the specific context of l2 listening and claim that strategies have a direct and positive influence on listening performance. yang (2009) also indicates that one of the distinctive features differentiating successful listeners from unsuccessful ones is their use of metacognitive strategies and he supports the idea that teaching the role of metacognition in l2 listening helps listeners to approach the listening task more effectively. previous research there are several studies about the implementation of metacognitive strategies. thus in this section some related studies are elaborated briefly, to give a foundation and support for the research study. there is empirical evidence in the literature that use of metacognitive strategies lead to better listening performance in different contexts (e.g. vandergrift, 2003; o’malley and chamot,1990; thompson and rubin, 1996). for instance, vandergrift (2003) trained students in the use of prediction, individual planning, peer discussions, and post listening reflections that made up the metacognitive strategies in beginner elementary school and university contexts in france. students in both groups were more focused on the advantages of predictions for successful listening, the place of collaboration with a partner for monitoring, and the confidence-building function of this approach for developing listening comprehension ability. vandergrift (1997) lists four strategies categories, planning, monitoring, evaluation and problem identification, which make up the basics of his model. for planning, he draws attention to an appropriate action plan to deal with difficulties that may hinder the listener from completing a task successfully. at this stage, he underlines the importance of prelistening activities that help students make predictions about what to listen for and, subsequently, to focus attention on meaning while listening. in his monitoring category, students check consistency with their predictions. in the evaluation category, students evaluate the results of decisions made during a listening task by getting involved in group or class discussions. within the problem identification category, he underlines the importance of explicitly identifying the aspect of the task that hinders completion of the listening task successfully. he also suggests some teaching techniques to develop students’ metacognitive strategies use by illustrating some listening activities that are simple and helpful for listeners to develop their metacognition. his activities are mostly based on the idea that the regular use of pre-listening, listening and post-listening activities is likely to promote the acquisition of metacognitive strategies. he also suggests using a checklist including two parts as “before listening” and “after listening”. after the pre-listening activities, students complete the first part of the checklist, before listening, to evaluate whether they have followed all the necessary steps for successful listening before they begin to listen. after listening and attempting to complete the listening task, students complete the second part, which will help them to evaluate their performance in a systematic fashion, particularly if they had difficulty completing the task. this self-evaluation will help students to adjust their strategies for the following tasks. room for a written reflection at the bottom of the instrument encourages students to personally reflect on the process, and state what they will do to improve their performance the next time. in his study, vandergrift (2004) employed a technique called metacognitive sequence to facilitate his subjects’ use of metacognitive strategies during listening. the results of the study show that these processes benefit the subjects through raising their awareness of the use of strategies and providing a kind of scaffolding as the subjects go through listening tasks. vandergrift’s study seems to advocate the use of these strategies to improve learners’ comprehension as well as to motivate them to learn. another tool utilized in this study to incorporate metacognitive strategies into the lesson is malq, a 21 item questionnaire developed by vandergrift et al. (2006), which has been used in different contexts as a consciousness-raising tool to raise students’ awareness of the process of listening, to positively influence students’ approach to listening tasks, and to increase self regulated use of comprehension strategies. the items in malq are related to five metacognitive factors that are listed below with related strategies. problem-solving: as i listen, i compare what i understand with what i know about the topic. planning and evaluation: before i start to listen, i have a plan in my head for how i am going to listen. directed attention: i focus harder on the text when i have trouble understanding. personal knowledge: i find that listening in english is more difficult than reading, speaking or writing in english. mental translation: i translate in my head as i listen. this finding seems to corroborate with the reviewed studies revealing that metacognitive strategies training facilitated l2 listening comprehension and is useful for l2 listening improvement (vandergrift, 2003; o’malley and chamot 1990; thompson and rubin; 1996; anderson, 2002; vandergrift, 1997; goh, 2008). the training program followed in this study which included vandergift’s (1997) strategies training phases, the calla model and malq incorporated into the listening course book had a positive impact on the listening performance of efl students. the findings of the study have a number of implications for teachers, and thus teacher trainers whose classroom practices are interconnected. as stated at the beginning of the study, listening skills are not generally considered as skills requiring the use of strategies by most l2 learners and there seems to be a lack of awareness that these strategies facilitate the listening process (oxford et al., 1990; cohen, 2000; vandergrift, 1999). therefore, english teachers need to incorporate strategies training into their skills lessons and train students systematically about novitas-royal (research on youth and language), 2010, 4 (1), 35-50.43 what metacognition is, what role metacognition plays in learning, and how these strategies can be transferred to other listening tasks and even skills. for successful training of listeners, teachers should themselves be aware of the importance of strategies training in listening comprehension and their awareness about the role training plays in learning english can be increased by teacher trainers who are aware of the benefits of metacognition. another study proving the effectiveness of metacognitive strategies training on l2 listening performance is that of o'malley and chamot (1990) whose intermediate high school esl students received instruction in a metacognitive, a cognitive, and a socio-affective strategies. performance on a post-listening test was compared with two other groups: the first group received instruction in a cognitive and a socio-affective strategies only, the second was a control group, and received no strategies instruction. results revealed that in each daily test, the treatment group performed better than the control group, and that the metacognitive group had a better performance than the cognitive group on three of the four tests. chamot & o’malley (1994) working on a project called cognitive academic language learning approach (calla) provided a useful framework for direct language learning strategies instruction. calla was developed as a metacognitive strategies training model. it helps teachers to combine language, content, and learning strategies in a carefully planned lesson. in the calla model, students’ prior knowledge and their habit of evaluation of their own learning seem to be the major principles. this model has five instruction phases as explained below (chamot and o’malley ,1994, p. 43-44): 1. preparation: students prepare for strategies instruction by identifying their prior knowledge about and the use of specific strategies. e.g.: setting goals and objectives, identifying the purpose of a language task, over-viewing and linking with already known materials 2. presentation: the teacher demonstrates the new learning strategies and explains how and when to use it. e.g.: explaining the importance of the strategies, asking students when they use the strategies 3. practice: students practice using the strategies with regular class activities. e.g.: asking questions, cooperating with others, seeking practice opportunities 4. evaluation: students self-evaluate their use of the learning strategies and how well the strategies is working for them. e.g.: self-monitoring, self-evaluating, evaluating their leaning 5. expansion: students extend the usefulness of the learning strategies by applying it to new situations or leaning for them. e.g.: arranging and planning their learning. in addition to the previous studies, thompson and rubin (1996) worked on the influence of metacognitive and cognitive strategies instruction on the listening comprehension performance of american university students learning russian. the listening scores of the experiment group receiving systematic training in listening strategies were compared to the scores of a similar group who received no instruction over a two-year period. preand post-tests showed that the students who received strategies instruction in listening to video-recorded texts improved significantly over those who had received no instruction at the end of two years. the researcher believes that using metacognitive strategies in teaching listening to explanation text can be used as a strategies to help the students listening effectively because they use their own strategies in listening and make the students aware of their own strengths and weaknesses in listening. thus, the result of this study can later support or research the findings obtained from the previous study and the answers to the problem may need further confirmation that ultimately leads to a more solid foundation of a theory. definition and purpose of explanation text explanation is a text which tells processes relating to forming of natural, social, scientific and cultural phenomena. it is to say 'why' and 'how' about the forming of the phenomena. it is often found in science, geography and history text books. explanation texts are factual or literary genres used across all curriculum areas to explain the sequence, cause or theoretical understanding of a phenomenon or event. the purpose of an explanation is to provide logical, time related information to explain and describe events happening in our world. as a genre, explanations detail and logically describe the stages in a natural (eg the water cycle), social (eg making a law) or technological (eg brick making) phenomenon of our world. the purpose of an explanation is used to tell how or why something occurs that consists of phenomenon identification and explanation sequence. it can be in the form of scientific writing and spoken presentation. generic structure of explanation text 1. a general statement which describes or identifies the phenomenon issues which are to explained. 2. a series of statements that tell how or why the feature or process changes. words should show cause and effect. 3. a conclusion/application sums up the explanation and talks about its applications; may also give examples. language features of explanation text 1. featuring generic participant; sun, rain, etc. 2. using chronological connection; to begin with, next, etc. 3. technical terms evaporation, degradation. 4. action verbs and present tense runs, develops, becomes. 5. passive voice water is pulled up. 6. cause and effect terms because of.., due to.., therefore, as a result to establish cause/effect sequences the example of explanation text for example: how something happened; why something occurred; why things are similar or different such as life cycle of an insect; how a dynamo works; process of making iron. common example of explanation text: 1. sequential – details the stages in an event eg; from apple blossom to fruit; the life cycle of a frog; oil production. 2. causal details what causes the change from one stage to the next eg how digestion happens; why tsunamis occur. 3. theoretical details the possible phenomena behind a natural/created process that is not fully understood. eg the el niño effect. 4. factorial and consequential explanations explain effects and outcomes of processes and are more commonly used in upper primary and secondary contexts for example: a. science– eg explain the causes of climate change (factorial) b.history– eg explain the causes of world war 2 (factorial) sample materials a. listening models: an explanation text entitled natural disasters by john russell natural disasters take many different forms and can happen without warning. earthquakes, floods, volcanoes, drought, typhoons and hurricanes are all natural disasters. the earthquake of 26 december 2004 resulted in one of the worst natural disasters in living memory. it was a massive underwater quake and occurred in the indian ocean. this caused a huge tidal-wave (a tsunami) to cross the indian ocean. it destroyed coastlines, communities and brought death and destruction to many people. thousands of people were killed as the wave travelled miles across the ocean to distant beaches. whole families were swept out to sea or drowned as the sea invaded the land. the survivors need fresh water, food and shelter as well as medical help. people from all over the world are giving lots of money so that towns and villages can be rebuilt. why do earthquakes happen? the surface of the earth has not always looked as it does today; it is moving continuously (although very slowly) and has done so for billions of years. this is one cause of earthquakes, when one section the earth (tectonic plate) collides with another. scientists can predict where (but not when) this might happen and the area between plates is called fault line. on one fault line in kobe, japan in 1923 over 200,000 people were killed. however, earthquakes do not always happen on fault lines, which is why they are so dangerous and unpredictable. where do volcanoes happen? volcanoes happen where the earth’s crust is thin lava, dust and gases burst out (erupt) from beneath the earth. they can rise into a massive cone shape like a mountain and erupt, or they can be so violent that they just explode directly from the earth with no warning. there are 1511 ‘active’ volcanoes in the world. this means that they may still be dangerous. in 1985 the massive colombian volcano nevado del ruiz erupted. the lava melted a glacier and sent tonnes of mud down the town of armero below. twenty thousand people died. can we predict earthquakes and volcanoes? natural disasters like volcanoes are often unpredictable. we regularly do not know when they might happen, or even where they will happen. in the future, scientists may be able to watch and predict events before they happen. this could save many lives. in south america, scientists predicted the eruption of popocatépetl. tens of thousands of people were safely moved just before the biggest eruption of the volcano for a thousand years. no one was hurt. what is the difference between a hurricane and a tornado? hurricanes are extremely strong storms and often happen in the caribbean. they cause high winds, huge waves, and heavy flooding and can be hundreds of miles across. in 1998, hurricane gilbert produced 160 mile an hour winds. it killed 318 people, and destroyed much of jamaica. tornadoes or ‘twisters’ are very strong spinning winds. they can move objects as big as a car and can blow buildings down. these are very common in west africa and certain areas of the usa. can too much rain cause problems? floods happen in many countries after very heavy rainfall. when rain pours for weeks at a time, rivers overflow and people and property can be trapped or simply washed away. since 1998, more than 30 people have drowned in floods in britain. flooding in bangladesh caused 1300 deaths in 1989, another natural disaster. …..and too little? another kind of natural disaster is a drought. this happens when there is no water, when it doesn’t rain for a long time and rivers dry up. plants, animals and even humans die as a result of drought, for we all need water to live. many countries today suffer from drought. this causes crops to fail, animal to die and sadly, people to starve. which is the most dangerous natural disaster? all the disasters mentioned above are very dangerous and continue to kill thousands of people each year, but they are nowhere near the most dangerous disaster to ever happen on earth. one type of event in earth’s history has regularly killed millions of beings; asteroid impacts. about once every million years the earth is hit by a piece of rock and ice from space large enough to cause massive destruction (including earthquakes, volcanoes and ice ages) and sometimes to kill entire species. 65 million years ago more than half the earth’s species were killed by such an impact (including all the dinosaurs). disasters on the earth may seem dangerous, but the biggest threat to humans is likely to come from space. b. generic stucture: 1. statement: write what is going to be explained/stated, for example: natural disasters. 2. explanation sequence: present a series of events that relate to time or cause or both that explain the title. for example: a. natural disasters take many different forms and can happen without warning. earthquakes, floods, volcanoes, drought, typhoons and hurricanes are all natural disasters. b. the earthquake of 26 december 2004 resulted in one of the worst natural disasters in living memory. it was a massive underwater quake and occurred in the indian ocean. this caused a huge tidal-wave (a tsunami) to cross the indian ocean. it destroyed coastlines, communities and brought death and destruction to many people. c. in 1985 the massive colombian volcano nevado del ruiz erupted. the lava melted a glacier and sent tonnes of mud down the town of armero below. twenty thousand people died. d. in 1998, hurricane gilbert produced 160 mile an hour winds. it killed 318 people, and destroyed much of jamaica. e. since 1998, more than 30 people have drowned in floods in britain. flooding in bangladesh caused 1300 deaths in 1989, another natural disaster. 3. concluding statement: include an evaluation or interesting comments on what have explained. for example: a. all the disasters mentioned above are very dangerous and continue to kill thousands of people each year, but they are nowhere near the most dangerous disaster to ever happen on earth. b. disasters on the earth may seem dangerous, but the biggest threat to humans is likely to come from space. c. linguistic features, as follows: noun groups: living memory, coastlines, and earth’s crust. passive voice: 1. 65 million years ago more than half the earth’s species were killed by such an impact (including all the dinosaurs). 2. thousands of people were killed as the wave travelled miles across the ocean to distant beaches. 3. whole families were swept out to sea or drowned as the sea invaded the land. adverbial phrases: indian ocean, all over the world, billions of years, for a thousand years, hundreds of miles, and for weeks at a time. action verbs: destroyed, killed, travelled, and swept out. conjunctions and connectives: however, but, and causes. simple present tense, for example: 1. the survivors need fresh water, food and shelter and medical help. 2. people from all over the world are giving lots of money so that towns and villages can be rebuilt. 3. there are 1511 ‘active’ volcanoes in the world. 4. hurricanes are extremely strong storms and often happen in the caribbean. technical languages: a huge tidal-wave (a tsunami), tectonic plate, high winds, huge waves, heavy flooding, and massive destruction. d. vocabulary, for example: 1. nouns:natural disasters, warning, earthquakes, floods, volcanoes, drought, typhoons, hurricanes, underwater quaeke, indian ocean, coatlines, communities, people, families, fresh water, food, towns, world, villages. 2. verbs:take, happen, resulted, occured, destroyed, killed, travelled, swept out. 3. adjectives: thin, violent, dangerous, unpredictable, high, huge, heavy, biggest. 4. adverbs: continuosly, very slowly, directly, regularly. assessment 1. on-going assessment: aim at evaluating the students’ involvement and progress during the teaching and learning process 2. performance assessment: aim at assessing the students’ performance in listening skill improvement. a. process: answering the questions based on the recording of an explanation text. b. instrument (the questions): 1. match the terms in column a with the correct definitions in column b! 1. active 2. asteroid 3. cone 4. drought 5. fault line 6. impact 7. lava 8. overflow 9. tectonic plates 10. tornado a. sections of the earth’s surface b. hot liquid that erupts from volcanoes c. a very fast spinning wind d. places on the earth where earthquakes are more common e. when it doesn’t rain for a very long time f. one type of shape for a volcano g. when there is too much water in a river h. when a comet hits the earth with great force i. when a volcano still has the possibility to erupt j. a large piece of rock and ice floating in space 2. answer these questions based on the text! 1. mention forms of natural disasters! 2. what is tsunami? 3. based on the cd you have listened, how many active volcanoes are there in the world? 4. what is the difference between a hurricane and a twister? 5. according to the speaker, what is likely the most dangerous disaster on the earth? c. answer key match the terms in column a with the correct definitions in column b! 1. i, 2.j, 3.f, 4.e, 5.d, 6.h, 7.b, 8.g, 9.a, 10.c answer these questions based on the text! 1. earthquakes, floods, volcanoes, drought, typhoons and hurricanes are all natural disasters. 2. it was a massive underwater quake and occurred in the indian ocean. 3. there are 1511 ‘active’ volcanoes in the world 4. hurricanes are extremely strong storms and often happen in the caribbean. they cause high winds, huge waves, and heavy flooding and can be hundreds of miles across. tornadoes or ‘twisters’ are very strong spinning winds. they can move objects as big as a car and can blow buildings down. 5. asteroid impacts. teaching and learning process in applying metacognitive strategies in teaching listening to explanation text, the writer uses some steps, as follow: stages activities planning 15 minutes 1) the lecturer gives some questions related to the materials by showing some pictures and hope the students guess what the topic and materials that they are going to listen to. 2) the lecturer directs the students to activate their current knowledge about the materials that they are going to listen to and plan how to accomplish the tasks. 3) the lecturer directs the students activate their vocabulary/language that may be used in the listening. 4) students make predictions about what they are going to listen to by write their prediction about the topic. monitoring 70 minutes 1) the lecturer plays the recording materials once of the first part. 2) the lecturer asks the students whether their prediction is correct or not about the topic that they have listened to. 3) the lecturer plays the recording materials once of the second part. 4) the lecturer asks the students whether their prediction is correct or not about the topic that they have listened. 5) the lecturer plays the recording materials once of the third part. 6) the lecturer asks the students whether their prediction is correct or not about the topic that they have listened. 7) the lecturer plays recording materials of the whole paragraph and asks the students to check their consistency of previous prediction. 8) students answer the questions based on the recording materials that were prepared by the lecturer according to their understanding of recording. 9) students check the progress, comprehension, and production on the tasks. evaluating 15 minutes 1) the lecturer asks the students whether they want to listen more to the recording or not to check their comprehension of the materials. 2) the lecturer asks the students evaluate the results of decisions made during a listening task by getting involved in pair discussion and check their answers of the task questions. 3) the lecturer asks the students to assess how well they have accomplished the learning tasks and applied the strategies by comparing the strategies that they used to their partners. 4) students evaluate their comprehension and decide which are the effective and appropriate strategies that they are going to be used for the next listening tasks. conclusion in order to help language learners’ develop awareness of the listening process and help them acquire the metacognitive knowledge leading to success in listening comprehension, teachers should guide through the following principles: planning, monitoring, and evaluating. planning involves determining comprehension or learning objectives and deciding the means by which the objectives can be achieved. monitoring involves checking the progress of unfolding comprehension or overall listening development plans. evaluating involves determining the success of one’s efforts at processing spoken input or the outcome of a plan for improving one’s listening ability. metacognitive strategies do not only help learning in general but also have a lot to offer to listening comprehension specifically. vandergrift (1997) indicates that metacognitive strategies such as analyzing the requirements of a listening task, activating the appropriate listening processes required, making appropriate predictions, monitoring their comprehension and evaluating the success of their approach cause the difference between a skilled and a less skilled listener. by using metacognitive strategies, it can help students to compensate their bottom up listening processing and give students an overview of the listening process. the strategies include extract an important detail from ongoing speech, identify the gist of a segment and then predict what will come next in a segment. references anderson, n. j. (1991). individual differences in strategies use in second language reading and testing. modern language journal, 75, 460-472. anderson, n.j. (2002). the role of metacognition in second language teaching and learning. eric digest, april 2002, 3-4. anderson, m. & anderson, k. (1997). text types in english 2. macmillan: south yarra. literacy committee, st andrew’s cathedral school celce-murcia, marianne. (2000). discourse and context in language teaching. usa: cambridge university press. goh, c. c.m. (2002). exploring listening comprehension tactics and their interaction patterns. system, 30(2), 185-206 goh,c. & yusnita, t. (2006). metacognitive instruction in listening for young learners. elt journal 60(3), 222–232 goh, c. (2008). metacognitive instruction for second language listening, development. theory, practice and research implications. regional language centre journal, 39(2), 188 213. greef, c. (1995). summary of school text types in science [draft]. disadvantaged schools program harris and palmer.(1986). celt: a comprehensive english language test for learners of english. new york, mcgraw-hill harmer, jeremy. (2007). how to teach english. united kingdom: pearson education limited. hauck, m. (2005). metacognitive knowledge, metacognitive strategies and call. in j. o’malley, j. m., chamot, a. u. stewner-manzanares, g., russo, r., & kupper, l. (1985). learning strategies applications with students of english as a second language. tesol quarterly, 19, 285-296. vandergrift, l. (1997). the comprehension strategies of second language (french) listeners: a descriptive study. foreign language annals, 30, 387-409. wenden, a. l. (1998). metacognitive knowledge and language learning. applied linguistics, 19, 515-37. yang, c. (2009). a study of metacognitive strategies employed by english listeners. international education studies. 2(4), 134-139. fostering students’ reading comprehension of narrative text through group work technique alek alek@uinjkt.ac.id yulianti sari syarif hidayatullah state islamic university, jakarta abstract investigation related to reading comprehension has been conducted by a number of researchers and even some of them focussing their research on reading conprehension of narrative text. however, research on this respect needs pay more attention to be scrutinied. the aims of this research are to know and to describe the implementation of group work technique that improve students reading comprehension of narrative text. the problem raised in the research is about low scores of reading comprehension of narrative text gotten by eighth grade students of smpn 13 tangerang selatan. the number of students is 40. instrument used in this research is observation, questionnaire, and test. the technique is used in collecting data in the research is qualitative data. the qualitative data consisted of observation within the physical activity in the classroom. moreover, the questionnaire for student is made to support in collecting the data. in analyzing qualitative data, rating scale table is used to measure the observation of students’ activities during teaching learning process. meanwhile, some statistical formula is used in analyzing the numerical data. the findings of this study are: 1. related to the test result, there are 20% or 8 students passing kkm in pre action test, 47.5% or 21 students passing kkm in cycle 1 test and 80% or 32 students passing kkm in cycle 2. 2. related to the observation result, the students were more active and interested in learning reading activity in the classroom through group work technique. furthermore, they could cooperative well with their group. it could be known that the students’ reading comprehension in term of narrative text has been improved and teacher was helped in finding the appropriate strategy in teaching reading narrative text. keywords: reading comprehension, narrative text, group work technique. introduction english has an important role in educational in the world, especially in indonesia. it could be seen that english has been learnt in some level of education. in indonesia, this language has been taught from kindergarten level to university level. it says that english is taught for all level of education in indonesia. relating to this focus, mengyi li, p. karen murphy, jianan wang, linda h. mason, carla m. firetto, liwei wei, kyung sun chung 2016, pages 101-115) stated that ccomprehending and critically analyzing complex, content-rich text is an essential requirement of academic excellence as well as a life-long skill for students. learning a new language is usually divided by the language-teaching field into four large domains: listening, speaking, reading, and writing. listening and reading are characterized as receptive, while speaking and writing are productive (lems, miller, and soro, 2010, p. 5). reading is one of language skills that have a very important role, the students should comprehend the reading for certain purpose; however, it needs a practical and suitable method. in other words, by reading, reader can communicate with the writer by using printed or written text in order to get information, ideas to understand the writer’s message. reading also has the value of helping children learn to express their own thoughts and making them familiar with language patterns and ways of using language effectively. mailto:alek@uinjkt.ac.id reading is useful for a language acquisition because reading as a respective and basic skill in learning a language. reading is dominated by the eyes and the brain that cooperatively work together. the eyes receive the messages from the text and the brain interprets the significance of the messages contained in a text. reading is also seen as a complex skill as readers should interact with the text and create it to a meaningful discourse. there is always a suitable method or technique to teach each english skill. the method or technique is chosen based on the students’ need and the objectives as well. the method also can help both the teacher and the students to reach the objectives. group work technique is one of the techniques that is included in cooperative learning method. group work technique is seen to be effective to provide an opportunity for the students to work effectively and independently, because the students have opportunities to share their idea and interpret the text with their friends in a group. in this technique, students are assigned into groups that consist of four or five member in each group. it gives students an opportunity to work in group with other students and helps each other in teaching learning process in order to master the subject material group work technique requires the students to have a more active role in the learning process. group work technique is seen to be effective in learning reading because each student has different chapters, lessons, materials, or texts given by the teacher and they have responsibility to make their friends in their group to comprehend it well. the learning process in group work technique is not simple because a group may be said to exist when two or more persons have as one quality of their relationship some interdependence and process some recognizable unity. the members meet in face-to-face situations and form distinct impressions of each other. there is an interaction that is, each member reacts to the behavior of each other member. the individuals comprising the group not only interact, but they often act together in a unitary manner toward their environment. reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it (grellet, 1981, p. 7). based on the statement from grellet, reading activity requires the readers to guess and predict about the text is going to be about and the background knowledge had by the reader about mutual thing contained in a text is important. in addition, reading means reading and understanding a foreign language learner who says, ‘i can read the words but i do not know what they mean’ is not, therefore, reading, in this sense. he or she is merely decoding-translating written symbols into corresponding sounds (ur, 1991, p. 138). based on the definitions about reading above, reading can be defined as a process that requires people to read and to understand what they read. reading is also a complex skill that people should do an interaction with text in order to recreate or create a meaningful discourse. reading may have some different purposes to obtain after reading the text. for instance, when people want to get information or knowledge, they read a textbook, a newspaper, a journal, an article. when people read to get pleasure or to get entertained, they may read some kinds of magazine, comic, or novel. here are several purposes that may include when people read according to william grabe and fredricka l. stoller: 1. reading to search for simple information reading to search for simple information is a common reading ability, it is used so often in reading tasks that it is probably best seen as type of reading ability. in reading to search, we typically scan the text for a specific piece of information or a specific word. skimming is also including in this type of aim. it is a common part of many reading tasks and a useful skill. a combination of strategies for guessing where important information might be in the text, and then using basic reading comprehension skill on those segments of a text until a general idea is formed is involved in this skill. 2. reading to learn from texts it usually occurs in academic and professional contexts when people need to learn a considerable amount of information from a text. this purpose usually carried out a reading rate somewhat slower than general reading comprehension. 3. reading to integrate information, write and critique texts this purpose requires additional decision about the relative importance of complementary, mutually supporting, or conflicting information and the likely restructuring of a rhetorical frame to accommodate information from multiple sources. these skills definitely require critical evaluation of the information being read so that the reader determines what information to integrate and how to integrate it for the reader’s goal. 4. reading for general comprehension general reading comprehension is the most basic purpose for reading, underlying, and supporting most other purposes for reading. it is actually more complex than commonly assumed. the term general does not mean ‘simple’ or ‘easy.’ it requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient coordination of may processes under very limited time constraints. these abilities are often taken for granted by fluent reader because they are usually occurring automatically. group work is one of the techniques that used in teaching especially teaching reading. by using group work technique, the students have opportunities to share their idea and interpret the text with their friends in a group. it is line with nuttal, she said that “in group work mode of organization, much of guidance comes from fellow students. working together can produce excellent motivation, and a slight sense of competition between groups does no harm if it is not allowed to get out of hand (nuttal, 1982, p. 160). thus, group work as a technique to make the students can learn and solve the problem together. there are some purposes of group work. according to bormann, “the primary purpose of much of the talk in a group discussion must be to communicate (bormann, 1969, p. 4). it means that communication is the main purpose of group work. group work is a team covering a multiplicity of techniques in which two or more students are assigned a task that involves collaboration and self-initiated language. based on the statements above, group work is useful for student because the students are given more opportunity to be active in the classroom and they can share the ideas to each other. beside that in teaching learning process, group work can create enjoyable atmosphere for the student especially in learning reading text. they can together decide types of english text, schematics structure, and language feature. in addition, group work can give the students’ attention and it can raise the students’ motivation and interest in learning english. the advantages of group work it is can encourage student’s skill of cooperation and sharing the idea. it is help student to feel comfortable to share their idea and involved in participation with their friend. using group work as techniques in promoting interactive learning have many advantages, they are as follows (ur, 81, p. 7—8): 1. the increased participant if there are have, five or six groups then there will be five or six times the amount of talking. class discussions, as has been pointed cut, are very wasteful in terms of the ratio of teacher or student-effort and time to actual language practice taking place; group discussions are relatively efficient. moreover, this heightened participation is not limited to those who are usually articulate anyway; students, who are shy of saying something in front of the whole class, or to the teacher, often find it much easier to express themselves in front of a small group of their peers. 2. improve the participants’ motivation the physical focus of the discussion is close and directed towards the individual student; that is to say, whoever is speaking is only a small distance away, clearly audible, facing the others and addressing them personally. any visual or other materials are likewise close by; the whole activity is immediate and ‘involving’. more important, groupwork lends itself to game-like activities. where this is not supplied by the task itself, the simple institution of an arbitrary time limit or inter-group competition can easily do so. 3. change the teacher’s task group-work frees the teacher from the usual role of instructor-corrector-controller, and allows teacher to wander freely round the class, giving help where needed, assessing the performance of individual students, noting language mistakes for future remedial work, devoting a little more time to slower learners. teacher also has an important role to play in leading and encouraging discussions. 4. there is scope for peer-teaching in the course of group discussion, students will learn from each other, whether consciously or unconsciously. they may correct each other’s mistakes, help with a needed word; and of course, they will teach each other some non-linguistic material as well, through the content of the discussion. disadvantages of group work there are also some disadvantages of using group work as a technique in teaching a foreign language, they are as follows: 1. it is likely to be noisy some teachers feel that they lose control, and the whole-class feeling that has been painstakingly built up may dissipate when the class is split into smaller entities. 2. not all students enjoy not all students enjoy it since they would prefer to be focus of the teacher’s attention rather than working with their peers. sometimes students find themselves in uncongenial groups and wish they could be somewhere else. 3. individuals may fall into group roles that become fossilized, so that some are passive whereas others may dominate. 4. groups can take longer to organize than pairs; beginning and ending group work activities especially where people move around the class can take time and be chaotic. finding and discussion based on the theory that used in this research, group work was a technique that can help students to improve students’ reading comprehension. in addition, group work is useful for student because the students are given more opportunity to be active in the classroom and they can share the ideas to each other. beside that in teaching learning process, group work can create enjoyable atmosphere for the student especially in learning reading text. they can together decide types of english text, schematics structure, and language feature. in addition, group work can give the students’ attention and it can raise the students’ motivation and interest in learning english. in this investiagtion, it conducted in two cycles which every cycle has a different result. it improves 11 students from 8 student to 19 students who pass the kkm in cycle 1. in cycle 2 there are 32 students who pass the kkm and there are only 8 students are below the kkm. the cycle 2 has fulfilled the target of classroom action research (car) success, that 80% students could pass the kkm. automatically, it can be said that the classroom action research (car) is success and the cycle can be stopped. there was the difficulty for the researcher in implementing group work technique during classroom action research (car). the students could not work together well because some of them did not know to manage their group could work well in learning narrative text. they only knew that group work was enjoyable. therefore, they did not work together optimally. the students have difficulty in learning to listen other while doing discussion. moreover, students still needed to know some unfamiliar vocabulary, because they gave up when they found it. another difficulty, the classroom was so crowded that made student hardly to focus. however, in this sense, the researcher helps the student to solve the problems such as getting students to bring dictionary in order the students did not give up when found unfamiliar words. next, the teacher gave them warning and punishment if they were too noisy and the writer had to control students by walking around the class. the researcher helps out the student to choose their friends in each group. the teacher gives explanation about narrative text clearly so the student could analyze the schematic structures easily concerning identification and description of the narrative text. the students seemed more enthusiastic during the teaching learning process. based on the theory that used in this research, group work was a technique that can help students to improve students’ reading comprehension. in addition, group work is useful for student because the students are given more opportunity to be active in the classroom and they can share the ideas to each other. beside that in teaching learning process, group work can create enjoyable atmosphere for the student especially in learning reading text. they can together decide types of english text, schematics structure, and language feature. in addition, group work can give the students’ attention and it can raise the students’ motivation and interest in learning english. in this research, there was two cycles which every cycle has a different result. it improves 11 students from 8 students to 19 students who pass the kkm in cycle 1. in cycle 2 there are 32 students who pass the kkm and there are only 8 students are below the kkm. the cycle 2 has fulfilled the target of classroom action research (car) success, that 80% students could pass the kkm. automatically, it can be said that the classroom action research (car) is success and the cycle can be stopped. there was the difficulty for the researcher in implementing group work technique during classroom action research (car). the students could not work together well because some of them did not know to manage their group could work well in learning narrative text. they only knew that group work was enjoyable. therefore, they did not work together optimally. the students have difficulty in learning to listen other while doing discussion. moreover, students still needed to know some unfamiliar vocabulary, because they gave up when they found it. another difficulty, the classroom was so crowded that made student hardly to focus. conclusion based on the research finding and analyzing the data in the process of teaching reading comprehension through group work technique at the eighth grade of smpn 13 tangerang selatan, the writer concludes that using group work in teaching reading comprehension is one way of improving students’ reading comprehension. it could make the students motivated to improve knowledge and information each other during reading activity. it gives much time to get the point of the text or passage and the students can express their analysis freely. the students make significant score improvement in reading narrative through using group work technique. the 79.5% of the students in the eighth grade pass the kkm (75). it could be seen from students score in cycle 1 test there are 19 students (47.5%) who passed the kkm, while in cycle 2 tests there are 32 students (79.5%) who have achieved the target score of kkm. it means that they are able to get better achievement on reading narrative text. as a whole, the interpretation of the data results among the pre action, the test of cycle 1 and the test of cycle 2 are as follows: however, in this sense, the researcher helps the student to solve the problems such as getting students to bring dictionary in order the students did not give up when found unfamiliar words. next, the teacher gave them warning and punishment if they were too noisy and the writer had to control students by walking around the class. the researcher helps out the student to choose their friends in each group. the teacher gives explanation about narrative text clearly so the student could analyze the schematic structures easily concerning identification and description of the narrative text. the students seemed more enthusiastic during the teaching learning process. in conclusion, group work technique can improve students’ reading comprehension well. based on conclusion above, it can be delivered some suggestions, go to: student, the student may use the group work technique to help themselves to share information, learn to listen, respect other opinion. teacher, the teacher can consider using group work technique in teaching narrative text and also in teaching learning process in reading another types of text; other researcher, the researcher needed a longer time during implementing group work technique in teaching narrative text. she realized it as a shortcoming in this study. hopefully, there will be further research to minimize the shortcoming. in addition, learning to read english emphasize on understanding key information from readings encountered, and no longer focused on attempts to shift the whole meaning of a foreign word in the reading. that means, the teacher should be able to organize learning activities properly, so as to lead their students toward a deeper understanding optimally appropriate as in the learning objectives. references bormann, ernest g. 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(2005). reading for meaning. fostering comprhension in the middle grades. new york: teacher college press. martin. (2008). reading and writing: a guidebook for tutoring and remediating. usa: students r&l education,. nuttal, christine. (1982). teaching reading skill in a foreign language, oxford: heinemann. mikulecky, beatrice s. (1990). a short course in teaching reading skills. usa: addisonwesley publishing company, inc., 1990. moreillon, judi. (2009) collaborative strategies for teaching reading comprehension. california: wadsworth, inc. moskowitz, michael. (2010). reading minds: a guide to the cognitive neuroscience revolution. usa: karnac books,. ww.sciencedirect.com/science?_ob=articlelisturl&_method=list&_articlelistid http://gen.lib.rus.ec/search.php?req=andrew%20p.%20johnson&column%5b%5d=author http://gen.lib.rus.ec/search.php?req=judi%20moreillon&column%5b%5d=author http://gen.lib.rus.ec/search.php?req=michael%20moskowitz&column%5b%5d=author the happiness context in indonesian culture (the role of sociolinguistics in translating a culture) muh.nadir a lecturer at tarbiyah and teachers training faculty of iain antasari banjarmasin abstract this essay will discuss the interpretation of sociolinguistics in translating the culture of indonesia regarding the happiness context. as an emotional concept, happiness or kebahagiaan in the indonesia language has an ambiguity in articulation when someone percept it as a conditional of a joyfull the one feels. since the word has an ambiguity in meaning, the role of sociolinguistics is significant in identifying what indonesian people coin when say aku bahagia (i’m happy). the main argument of this paper focuses on the term kebahagiaan in the different situations and people. the first part of this essay will discuss the term of the happiness in the global meaning and its correlation with the term of emotion. the second part addresses the term kebahagiaan in the indonesian language and its derivation of meaning. the last part of the essay speaks about how to measure the concept of the word kebahagiaan the indonesian people use in their daily life. key word: happiness, kebahagiaan, emotion the significant role of knowing the representation and processing of emotion words and concept cannot be underestimated. perceiving emotion in one self and those of others commonly leads to a greater degree of positive mental and well-being. the needs for understanding emotion and concerning with the identification of emotional words are perhaps important to cross-culturally classify emotional words. altariba (nd. cited in altariba, et. al. nd.) states that it is commonly known that words that label emotion are often language specific, that is, they are difficult to translate into a single word or a group of words in another distinct language. therefore, the representation of emotion to be qualified as “universal” seems to be a big challenge as every representative culture has its own way to present and articulate the emotional sense. for example, happiness as one of emotional sense which is experienced by all human being had been identified to be several assumptions regarding to the cultural colloquial. as a universal sense, happiness can be identified as a state of feeling good in heart that leads human–being to be actively progressive in their life. some studies have shown that people who are at the least mildly happy most of the time have more self-confidence and better relationship, perform better at work, are rated more highly by their superiors, are better creative problem solver, are more likely to volunteer or engage in altruistic behaviour, and make more money than their less happy counterparts. jafaar (ed. nd.) asserts that the people who perceive themselves as a happy person can be acknowledged to be healthier and live longer than those who are facing less happy in their life. on the other hand, special characteristics that human behave on their life might be actually caused by stage of happiness, the more a person feels happy the more good characters will cover and dominate his or her mind. criminal news broadcasted via internet, television, and other mass media often indicated that the crimes were highly related to less happy villains gained in their life. happiness in this term, therefore, is a key feature to shape the person’s good characteristics in order to stabilise their lives. it is likely that there is a psychological loop that reinforces itself, that success in marriage, work, and other life domains lead to continued happiness which, in turn, contributes to further success. thus, from this view, it can be argued that happiness does not simply feel good it is actually good for the human spirit. in modern era of the science of psychology, positive psychology had made understanding and facilitating happiness and subjective well-being as the central objective of its study. this paper will discuss happiness in terms of cultural notion in indonesia. happiness in indonesian cultural context has several meanings, and level of happiness assumption is different from one to others. happiness is still vague for some indonesian as the word has many correlations with other words that are associated with it, and even happiness is argued as an abstract concept. happiness, therefore, not just a word and state of mental stability, but it is a stage of an end-goal of human-being. the study of happiness in particular, the word “happiness” was taken from greek concept of eudemonistic term. eudaimonia is a classical greek word, commonly translated as happiness. consisting of the word "eu" ("good" or "well-being") and "daimōn" ("spirit", used by extension one's fortune), it often refers to human flourishing. it was a central concept in ancient greek ethics, along with the term "arete" ("virtue") and phronesis (practical or moral wisdom). webster dictionary defines happiness as “a) state of well-being and contentment, joy; b) a pleasurable or satisfying experience” (frank. 2010, 24). this emotional term is sometime simply defined as a condition in which someone senses “happiness” in his or her life despite the fact that th e word happiness has many articulated meaning to be reckoned. when conducted to the cultural paradigm, “happiness” is rather an ambiguity concept. if asking a child who gets a new bike “are you happy?” he or she would reply: “yes, i am happy”, but when examined further by reviewing the child’s life, then “happy” in this context is not a case. basically, in human daily life there are two emotional words that people would convey to express their happiness. the first is “pleasant”, this word is used to reflect a pleasurable sense when obtaining or pursuing something; and another one is “enjoy” which is used to express the “happiness” when doing something. the mental condition when obtaining a new bike for a child shows that he or she is so excited and pleasure that make him or her sensing a different kind of goodness in his or her mind. however, the pleasure here does not absolutely mean “happiness” as it just a state of mental situation by feeling a new good sense. whereas a feeling of pleasure is derived by a person after getting or feeling something, “enjoy” is a mental condition perceived by someone when acting or doing something. for example, a child who enjoys a bike regardless of a new or old bike would experiences a kind of “happiness” in his or her mind, but is it a real happiness? both terms pleasant and enjoyment are often associated with the term “happy”. people who are in a mental condition of pleasant and enjoyment often assume themselves to be “happy”. feeling pleasure and or enjoying something are not obviously as a considerable application of senses which are correlated with the term “happiness”. in some explanations of happiness, these two concepts cannot be said to be “feeling happiness”, because happiness itself has many different concepts and requires that such matters. furthermore, according to veenhoven (1984 cited in jaafar, nd. 2) there are a few words which have synonym with the word happiness. these words include optimism, life satisfaction, well-being, global lifeworth, life quality, hedonistic level, euphoria, elation, enjoyment and success in achieving life goals. all these words reflect the happiness of an individual. therefore, happiness is not bound to one word, interpretation or one specific definition. happiness in indonesian language like other languages, bahasa indonesia has a variety of way to express its perspective of emotion. as a vast extended archipelago, indonesia has no a custom culture regarding emotional perception. people from the eastern part of the country constitute a special meaning of emotional words that are not recognised by people who are in the western part and vice versa. this has been becoming a problem to indonesian people even bahasa indonesia as a lingua franca cannot completely solve the problem. thus, studying happiness in indonesia does not merely represent the whole indonesian cultures. but generally, by looking back to bahasa indonesia as the unity language of all indonesians, the sense of emotional concept represented in modern indonesian language can be understood similarly by all indonesians. although in some cases, this emotional concept often has different articulations in local culture. furthermore, the concept of emotional words as the universal sense cannot be proposed to perceive the unity perception of happiness among different cultures. according to wierzbicka (1999) one potential problem with this universal sense of emotion is that not all languages have a word similar in function and meaning to “emotion”. although each language has accepted the name of emotion to describe “the human feeling”, indonesian language is likely to have distinction to categorise the emotional concept. shaver (et. al. 2001, 6) states that there are two ways to refer to the emotion category in indonesian language: perasaan hati and emosi. according to indonesian sense, perasaan hati is more approval to be addressed with the positive emotions like bahagia (happy), cinta, suka (love), and senyum, gembira (smile) rather than emosi. the term emosi can be either conducted with emotions in general as recognised by whole languages or more specially referred to negative emotions (as does english phrase: becoming emotional) such as marah, geram (angry), putus asa (less confidence), and cemburu, curiga (jealous). happiness is lexically always connected with perasaan hati (the feeling of heart). since heart is the main mind in the structure of the body spirit in indonesian term, the happiness is ranked as the high level to measure the success of someone who had effectively controlled his or her mind. therefore, happiness is categorised to be in high level of perasaan hati hierarchy. what is happiness in indonesian references? according to kamus besar bahasa indonesia (tim penyusun kmbi, 2008), happiness (kebahagiaan) is: “keadaan atau perasaan senang tenteram (bebas dari segala yang menyusahkan)” (the state of feeling satisfaction and security, having no difficulty in the life). this lexical terminology does not represent the real meaning of happiness, because happiness as the feeling of the heart cannot be represented with only one word but spread over such practical words that have technical context. to view this extent in pursuing happiness in indonesian language, it can be referred to these several technical words that have similarity to the meaning of happiness: 1. bangga, kagum (respect, admiration); 2. asyik, sukacita, sukaria, bahagia, senang, girang, gembira, ceria, riang (happiness, joy); 3. damai, aman, tenteram (calmness, security); 4. lega, kepuasan, puas (satisfaction, contentment); 5. berani, yakin (boldness, confidence); 6. ikhlas, tulus (feeling good about right action); 7. berbesar, berbesar hati (justified pride); 8. rendah hati, sabar, tabah (quiet, mature confidence). these definitions show that the different aspects of happiness are given different importance by different people; the meaning of happiness in the ears of the listener. for some, it is an inflated term plastered on self-help books; for others, a way of living achieved by living in harmony with ourselves, events, conditions, people and environment around them. measuring happiness in indonesian cultural context translating cultural concept of the meaning of happiness in different countries seems to be a valued study to measure the rate of happiness cultural context. layard (2003 cited in zhengdao ye, 2012) has proposed a question on whether the word “happy” means the same thing in different languages. comparing cross-cultural meaning of happiness will not give a significant study of measuring the value of happiness in some countries if the word “happy” has the similar meaning to different languages. generally, by using a scale running from “worst possible life to the best”, the ranking of happiness in such cultures can be rated according to “how happy they are”, “how satisfied they are”, and “what score they give to life. the ranking of countries is almost identical on all three measures. the cultural concept of happiness (kebahagiaan) in indonesian term lies on several perspectives. the attempting of this study is to investigate the meaning of happiness in indonesia according to the eastern community. one of the characteristics of eastern society is a collectivistic society not an individualistic society. thus, everything should be considered under the social value among the people. happiness is then, in the indonesian value, not a personal achievement but more generally cover all society. although happiness can be persuaded personally, it is not reflect the culture of indonesia because one cannot ignore the important of taking care to others, or in other words someone cannot be justified as a happy person without contributing to others’ happy. according to jaafar (et. al. nd.), individualistic society simply means that the individuals’ definition of happiness is closely linked to the kind of he or she lives in. lu and gilmour (2006) assert that the definition is more complex and dependent on culture values. based on these views, it can be explained that the definition of happiness in a collectivistic societies is more community-centred whereas the definition in an individualistic society stresses towards the individual. as a result, americans as the representative of western people view happiness as a right of every individual whereas most eastern people including indonesia perceive happiness as a social relationship within society. conducted to semantic explication that wibriezka and goddard explained (ye, 2012) the cultural happiness in indonesia can be described as below: “someone takes care in other happiness” someone feel something for some time because this someone thinks like this at this time: i know that i can be with some people at many times i feel something very good when i feel good to this people i feel something very good when i think about these people at the same time, i know that it is like this: these people feel something very good towards me these people often think about me these people want to do good things for me when this someone thinks like this, this someone feels something very good like people often feel when they think like this for some time it is good for this someone if it is like this the explanation below will show how the word “kebahagiaan/happiness” is referred to indonesian culture: wealth and happiness context it is inevitable that money plays an important role in the human life. many people argue that happiness is based on how much money you have and how you can overcome your economic problem with your wealth. but, are people more satisfied with their life because of their economic conditions or do happy people asses their economic condition favorably? easterlin (1974 cited in landiyanto et. al. 2010, 3) suggested a test for whether greater riches had made american happier. he looked at whether reported happiness rose as national income did. his paper concludes: “….. in the one time series studied, that for the united state since 1946, higher income was not systematically accompanied by greater happiness. this result would mean that economic growth fail to pay well-being. in indonesian context, when talking about the relation between happiness and wealth (kebahagiaan dan kekayaan), people does not intend to assume that the source of happiness is depend on wealth. obviously, the value of goods or money would not buy well-being, but in the daily life conversation, the word happiness is always labelled to those rich people. does happiness here has another meaning? the example below will give us what does kebahagiaan/bahagia means when coined with wealth: “budi adalah orang yang paling bahagia karena memiliki kekayaan yang melimpah. dia tidak perlu lagi memikirkan kehidupan dan masa depannya” (budi is the happiest person as he has abundant wealth. he does not need to think about his life and his future). “the happiest person in this context” is simply assumed as a person who can enjoy his life because of money they have. happiness, then, is more as a way how to “enjoy” life rather than the state of feeling “happy” in the heart. however, wealth or income is not a sole factor in determining happiness, because some studies have shown that only a minimal correlation between money and happiness (for example; diener et al., 1995) .when basic needs are met, a rise in income does not necessarily raise the level of one’s happiness. in other words, if a country achieves a certain standard of prosperity and if it becomes more prosperous, the level of happiness in the country rises only a little. thus, the word “bahagia/happy” in some cases in indonesian culture does not refer to happiness itself; it is likely a key word to show the joyful the one has regardless of his or her satisfaction and “happy”. happiness context in family relation as a collectivistic society, family in indonesian culture plays an important role in shaping its member according to the family’s regulation. according to jaafar (et. al. n.d.) the results of their study over happiness in indonesia shows that family is an important factor that brings happiness to the indonesian . if one member of a family did a remarkable prestige, the impact will bring whole family members to be proud and “happy” and vice versa. for example, someone would say to success parents “you are the “happiest” parents because all your children graduated from excellent universities and succeeded to find a good job in the government” (engkau adalah orang tua yang paling “berbahagia” karena semua anakmu lulus dari perguruan tinggi yang terkenal dan berhasil mendapatkan pekerjaan yang baik di pemerintahan). the term “bahagia/happy” in this context means that parents are proud because their family members had gained a high status in the society which is no everyone can afford that such prestige. happiness context in religion term by religion human can expect to reach the happiness by practicing its te aching. all religions in the world suggest their followers to gain happiness in their life here in the world and the day -after. to the believers of the religion, following the spirit of the god is the peak of happiness where there is no the happiest state except to submit our live to the god (to be surrender before the lord). la yard (2005 cited in atherton et. al. (eds.) 2011) states that people who believe in god are happier. in indonesia, the most populous muslim country in the world, the happiness that is related to the religion is (based on the arabic phrase) called sa’adah fid dunya wa sa’adah fi al -khirah (gaining happiness in the world as well as in hereafter).this kind of happiness is claimed as the best achievement in the life of human. according t o haidar bagir (www.mizan.com), the teaching of islam is linked with that of positive psychology regarding happiness concept. in the positive psychology, every human -being has a potential to be happy, the task of ps ychology is just to unleash that potentia l to achieve the happiness. the sentence below shows the meaning of happiness which is related to the religion concept: “nak! kalau kamu ingin bahagia di dunia maka perbaiki ibadahmu, jaga hubunganmu dengan tuhan dan perbanyak melakukan kebaikan dan hinda ri perbuatan -perbuatan yang dapat merusak” (m y son! if you want to be happy in your life take care of your worships, keep your mind upon the god, do frequently good deeds, and avoid things that can lead you to the doom). the word “happy” in this context i s related to the spirit term which is, for the believers, assumed as the high hierarchy of happiness. by following the spirit of religion one can control his or her mind and action, and absolutely to make heart more peacefully and securely. conclusion based on the analysis, the happiness in indonesian culture has many conceptual meanings according to the context. the study of happiness will not represent all indonesian perspectives as the country is vast extended archipelagos. b y illustrating some of the ways the people express the word “bahagia/kebahagiaan” in different contexts, it is found that in economic term, “kebahagiaan/ happiness” is mostly refer to “kenyamanan/joyful”; in the family context, the word is often correlated with “kebanggaan/pride”; a nd in religious context “kebahagiaan/happiness” is associated with the spiritual concept, and it is assumed as the top of happiness hierarchy references altarriba, j., basnight, d. m., & canary, t. m. (2003). emotion representation and perception across cultures. in w. j. lonner, d. l. dinnel, s. a. hayes, & d. n. sattler (eds.), online readings in psychology and culture. washington: center for crosscultural research. atherton, j. graham, e. and steedman, i. (eds.). (2011). the practices of happiness: political economy, religion and wellbeing. new york: routledge press diener, e. and diener, m. (1995). cross-cultural correlates of life satisfaction and selfesteem. journal of personality and social psychology. 68, 653-663. frank. (2010). happiness formulas. retrieve from www.iswb.org 2010. jaafar, j.l.s. haslina, m. hanapiah, s.a.a. afiatin, t. and sugandi, y.s. n.d. the index of happiness of the malaysian and indonesian peoples. academia.edu landiyanto, e. a. ling, j. puspitasari, m. and irianti. s.e. (2010). wealth and happiness: empirical evidence from indonesia. indonesian regional science association (irsa) international conference. july 28-29, 2010. surabaya, indonesia: faculty of business and economics. lu, l., gilmour, r. and koa, s. f. (2001). culture values and happiness: an east-west dialogue. journal of social psychology. 141: 477-493. shaver, p.r. murdaya, u. and fraley, r.c. (2001). structure of indonesian emotional lexicon. asian journal of social psychology. 4: 201-224. tim penyusun kamus besar bahasa indonesia. (2008). kamus bahasa indonesia.jakarta: pusat bahasa. wierzbicka, anna. (1999). emotion across languages and cultures: diversity and universal. cambridge, uk: cambridge university press. ye, zhengdao.(2012). an inquiry into happiness and mental pain in chinese. international symposium on happiness and pain. canberra: the australian national university. http://www.mizan.com/kolom-haidar-bagir/apa-itu-bahagia-2.html http://www.iswb.org/ http://www.mizan.com/kolom-haidar-bagir/apa-itu-bahagia-2.html bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||259-285|2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php investigating ell teachers’ knowledge and practice in vocabulary instruction bekele daba shube bekeledaba45@gmail.com arsi university, ethiopia article history: received: 15 october 2022 accepted: 03 december 2022 the purpose of this study was to investigate efl teachers’ knowledge and practice in vocabulary instruction. the study involved thirty six secondary school english teachers from three randomly selected schools. simple random, purposive and available sampling techniques were employed for the study undertaken. data was collected from the participant teachers through questionnaire, semistructured interview, classroom observation and stimulated-recall interview. the findings show that, teachers’ knowledge was generally consistent with their classroom practices and this marked their knowledge guides their pedagogical practices. however, a few inconsistencies were also noticed. at the same time, the finding exhibited factors which could contribute to the mismatches between teachers’ knowledge and practices in vocabulary instruction. these factors include: students’ lack of ability, their lack of motivation, lack of resources, large class size and others. the discussion of these findings suggests implications for practices and recommendations for future research to improve vocabulary instruction in secondary school context. keywords: contextual factors; practices; teachers’ knowledge; vocabulary instruction http://jurnal.uin-antasari.ac.id/index.php mailto:bekeledaba45@gmail.com p a g e | 260 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 introduction teachers’ knowledge and how they implement their knowledge is central to the process of teaching and learning. teachers’ knowledge refers to the total knowledge and insights underlying teachers’ actions in practice. according to borg (1999), teachers’ knowledge implies “the beliefs, knowledge theories, assumptions and attitudes that teachers hold about all aspects of their work” (p. 9). research in teacher cognition also demonstrates that teachers’ knowledge is an important element that has the potential to provide insights into teachers’ innate ability to make images and interpretations about what they are teaching, who they are teaching and the context in which teaching takes place (carter, 1990; freeman, 2002). the investigation into teachers’ knowledge in terms of ‘what’ teachers know about what they do in the classroom has become a core interest in typical educational research since the mid-1970s. at this time, the significance of teacher cognition inquiry has been increased and the center of attention in l2 research education has immensely changed from studying teachers' observable behaviors towards teachers’ knowledge and beliefs (meijer, verloop, & beijaard, 1999). the relationship between teachers’ cognition (knowledge and beliefs) and practices has received substantial attention in the field of teacher education. it is generally believed that teachers’ cognitions play a crucial role in classroom teaching and what teachers know or believe and what teachers think have a powerful influence on their classroom practices. the relationship between teacher knowledge and practice is also understood when looking at teaching as a knowledge-based activity. what teachers do in the classroom is informed and consequently is justified, by what they know. hegarty (2000) offers an explicit account of how teachers’ classroom behavior can be informed by their underlying knowledge. his account is focused on the teaching moment when a teacher is interacting with one or more learners so as to p a g e | 261 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 stimulate and direct their learning. such moments happen within a context of prior contact, syllabus expectation and lesson planning and so on. in the early 1990s, research in language education also shifted to focus on the cognitive aspects of teaching and attention was seriously paid to the central role of teachers’ knowledge in helping to improve language teaching (prabhu, 1990).within efl context as well, there has recently been an increasing interest in research on teachers’ knowledge in the field of english language teaching. to this end shulman (1987) argued that, teachers’ knowledge is essential for effective language teaching. here, what deserves special attention is “the influence of teachers’ mental lives or the hidden side of teaching” on their instructional decisions (freeman, 2002:1). in the same way, researchers have viewed vocabulary as an important part of a language on which teachers’ knowledge research is required to be made. borg (2003) to this angle points out that, l2 teachers’ knowledge needs more focused research on different curricular aspects of language teaching, particularly those unstudied areas such as the teaching of vocabulary, speaking and listening. thus, investigating teachers’ knowledge and practice of teaching english vocabulary was highlighted in this study. as the researcher believes, no changes in teachers’ practice can take place without being preceded by changes in the teachers’ knowledge. this was also evidenced by zhang (2008: 25), who stated that "to better understand l2 teachers’ knowledge, more work will be needed focusing on underexamined curricular aspects of language teaching, including vocabulary instruction." in view of zhang, efl teachers’ knowledge of vocabulary instruction can be considered a critical area to be investigated as it has the potential to demonstrate how such knowledge informs the teachers’ practice in efl classes. accordingly, the researcher observed the problem at the secondary school level and explored efl teachers’ knowledge and practice in vocabulary instruction in our context. p a g e | 262 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 since the question "what teachers know’ (carter, 1990, p. 292) is considered as one of the main issues in teachers’ knowledge research, this study, thus, seeks to see what teachers know or believe about vocabulary instruction in disparity to the research traditions that emphasized teachers' observable behaviors such as teachers teaching methods or their approaches in teaching english vocabulary. therefore, teachers’ knowledge and practice in vocabulary instruction was chosen for investigation in this study at the city administration of addis ababa government secondary school level. thus, referring to the studies on l2 teachers’ knowledge in various curricular areas, the researcher explored efl teachers’ knowledge and practice in vocabulary instruction at the secondary school level in addis ababa, ethiopia. statement of the research problem teachers play an important role in students’ vocabulary development as they prepare learners for strategies that increase their vocabulary knowledge. however, borg (2009) indicates that vocabulary as an area of study has been sidelined from a teacher's knowledge perspective, and there is insufficient understanding of this curricular area of second language teaching. the researcher also agrees with borg’s idea that studies of vocabulary teaching, which aim to investigate teachers’ knowledge of vocabulary teaching and how these affect classroom practices, are rare in our context, and he believes that more research needs to be done on teachers’ role of linking knowledge and practice together in efl classes. as well, several studies have been conducted in order to find out why there is a problem in vocabulary teaching and to meet the growing demand to solve this issue. to this end, in the literature of english language teaching and learning, a recurring theme has been the neglect of vocabulary. it was often given little priority in language programs and was often left to look after itself, receiving only incidental attention in textbooks and language programs (richards and renandya, 2002; hedge, 2008). p a g e | 263 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 personal observations by the researcher revealed that, despite the fact that vocabulary is the foundation of a language, it does not receive adequate attention in efl classes to improve students' word capacity through vocabulary instruction, and thus students are unable to manipulate different vocabulary tasks in purposeful communication. it is important to realize that dessalegne (2015), for example, studied teachers’ vocabulary teaching in efl classes, and his finding revealed that vocabulary teaching was given little emphasis and teachers didn’t help students to become empowered in the classroom to participate in different vocabulary improvement activities. with this in mind, it seems that the approach in which vocabulary may often be taught in classes and the manner in which teachers may tend to leave their students to learn vocabulary on their own without their instruction or guidance is not considered by the researcher to be beneficial. this may possibly lead learners to rely on rote memorization of words rather than the active use of words. in effect, it makes communication difficult. moreover, english teachers indicate that vocabulary is taught through some other language skills such as reading, listening, and writing. as a consequence, teaching vocabulary is considered by most teachers as a secondary activity in secondary schools, and students also prefer to learn grammar and other language skills than vocabulary in efl classes for their upcoming college entry. thus, the researcher believes the way the students at secondary school have been taught english vocabulary needs to be investigated. hence, the researcher thinks the growth of vocabulary knowledge is one of the essential elements for language learning, and this growth of vocabulary knowledge can be possible when teachers employ their knowledge for effective vocabulary teaching. as connelly, clandinin, & he (1997) underscore, what teachers know and how they express their knowledge is central to students' learning and determines their performance to a great extent. accordingly, the researcher believes teachers’ lack of vocabulary instruction knowledge and practice is part of the problem and needs to be studied the relationship between teachers’ knowledge and practice in vocabulary instruction at the secondary p a g e | 264 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 school level. borg (2006: 133) underlined that "further studies into the full range of teachers’ knowledge that informs vocabulary teaching practices are thus also required". although worldwide there is a large body of literature documenting research findings about teachers’ knowledge and their classroom practices with regard to different curricular areas, it seems less attention has been paid to such kinds of research in our context, and little is known about how teachers conceptualize teaching and how their thinking is related to their classroom practices in vocabulary instruction. moreover the existing local research works were mainly dealt with interactive or observable behaviors of efl teachers teaching vocabulary than teachers’ cognitive behaviors (teachers’ knowledge and belief) of vocabulary teaching. consequently, secondary school efl teachers' knowledge and practice in vocabulary instruction remain unexplored, and it seems there is no close study of what teachers know in reference to teachers’ knowledge in efl teaching in general and vocabulary instruction in particular in our context. therefore, this study filled the gap by exploring teachers’ knowledge and practice in vocabulary instruction at an efl secondary school level in addis ababa, ethiopia. objectives of the study the main objective of this study was to investigate secondary school efl teachers’ knowledge of and practice in vocabulary instruction. the specific objectives of this study were to examine the relationship between secondary school efl teachers’ knowledge and practices in vocabulary instruction and to identify factors that may affect the implementation of teachers’ knowledge of vocabulary instruction in practice. p a g e | 265 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 research design and methodology the study adopted an explanatory mixed-method design by combining quantitative and qualitative methods as complementary strategies appropriate to the research questions. explanatory design sets out to explain information and seeks to ask "why" and "how" questions those go on to identify the actual reasons a phenomenon occurs (creswell et al., 2003). this design starts with the collection and analysis of quantitative data. the second, qualitative phase of the study is designed so that it follows from (or connects to) the results of the first quantitative phase. the reason behind the sequence of the explanatory design is that the quantitative data and their subsequent analysis provide a general understanding of the research problem. the qualitative data and their analysis refine and explain those statistical results by exploring participants’ views in more depth (ibid.). consequently, in the first phase of data collection, the researcher conducted a questionnaire, followed by semi-structured interviews, observation, and stimulated recall in the second phase. based on some of the findings from the first phase, integration of the two phases was carried out, and further exploration of teachers’ knowledge and practice of vocabulary instruction in an efl secondary school context was made. thus, the researcher decided to use an explanatory sequential mixed method through which information of both quantitative and qualitative nature was collected using different instruments for a more dependable result. as johnson, onwuegbuzie & turner (2007) note, the design has a number of advantages: it can lead to richer data; it allows researchers to be more confident of their findings; and it stimulates creative ways of collecting data. thus, an explanatory mixed method design was chosen to generate a greater understanding of the issue under study. participants of the study the participants of this study were efl teachers who were teaching english at randomly selected secondary schools. for the study, thirty-six english teachers from p a g e | 266 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 representative secondary schools took part in filling out the questionnaire. as well, for semi-structured interviews, classroom observations, and stimulated recall interviews, four purposefully selected teachers from these representative secondary schools were engaged. data gathering instruments for answering the research questions, four instruments were employed in order to gather the necessary data for the study undertaken. these instruments are: questionnaire, interview, classroom observation and stimulated recall. the aim and justification of each of them are presented below. questionnaire using a questionnaire has several advantages in research. it is applicable to measure a large number of inquiries effectively within a short time and at low cost (brown, 2001). in addition, the questionnaire aids in gaining a preliminary understanding of the phenomenon under study. this is supported by teddlie & tashakkori (2009) that first, a questionnaire helps to obtain a general overview of the research. secondly, if the strategy of data collection is sequential (similar to this research), findings from the questionnaire paved the way for the development of other qualitative data-gathering tools such as interviews, observations, and stimulated recall interviews. the principal aim of this questionnaire was to obtain an overview of the beliefs and attitudes secondary school teachers of english have about their knowledge and practice in vocabulary teaching. thus, certain aspects of teachers’ knowledge and practice of vocabulary teaching arising from the findings of the questionnaire were further investigated, and certain issues generated by the first investigation were addressed through the participants’ views and understandings. as morse (2003) maintained, by employing more than one method within a research design, the p a g e | 267 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 researcher is able to obtain a thorough understanding of human behavior and experience. studies conducted through questionnaires are familiar in many educational research contexts. in view of this, meijer et al. (2001), for example, used a five-itemlikert scale closed format questionnaire to explore efl teachers’ knowledge about teaching reading comprehension to high school students. this example suggests the possibility of using quantitative surveys when studying teachers’ knowledge. thus, this study also used a five-item-likert scale questionnaire to acquire respondents' degree of views about teachers’ knowledge and practice in vocabulary instruction. interview an interview is a widely used research instrument when exploring teachers’ knowledge and practice, either in education in general or in tefl in particular (johnston & goettsch, 2000; meijer et al., 2001). employing an interview in this study helped the researcher to better explore the research problem from the teachers’ perspectives. thus, this study employed face-to-face semi-structured interview, which was guided by a list of interview questions and was designed to put interviewees at ease and allowed them to express themselves. the semi-structured interview in this study served a number of purposes. first, it dug deep into the minds of the interviewees to explore efl government secondary school teachers’ knowledge and practice in vocabulary instruction. second, it provided further insight into justifying the claims made by the respondents to the questionnaire. third, it allowed the researcher to ask questions that were not in the guide, and the researcher could use prompts to encourage the participants to elaborate on the original response. such a distinctive feature helped the researcher to gain a thorough understanding of teachers’ knowledge and practice in vocabulary instruction. in light of the research questions and aims, the semi-structured interview questions of this study were formulated with the help of the relevant literature in the p a g e | 268 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 area and based on the findings from the questionnaire. it was conducted after a purposive selection of four teachers was made. observation the main purpose of employing classroom observation in the study was to assess teachers’ practices, e.g., their actions, decisions made, vocabulary learning tasks given to students in class, etc. in addition, classroom observation is a good tool for investigating the teachers’ level of proficiency and english teaching skills as well as the kind of english environment in which students are exposed to in order to practice the language. this is in parallel with the work of kuzborska (2011), who attempted classroom observation as an instrument to explore what teachers practice in their classrooms. in line with this study, observation assists the researcher to further explore teachers’ knowledge and practice in actual classroom situations. as mcnamara (2001) suggested, research on teachers’ knowledge needs to be carried out in the classroom context in order to understand the lived experience of teachers. in order to obtain a comprehensive picture of each participant’s knowledge and practice of vocabulary instruction, the researcher used observation as a tool to observe each participant’s actual classroom teaching during observation periods, each lasting forty-five minutes. for this study, observations took place in three representative government secondary schools with four purposely selected teachers for a total of four observations. observation data was used to help triangulate emerging findings from questionnaire, interview, and stimulated recall data. stimulated recall gass and mackey (2000) describe stimulated recall as a means of attempting to explore subjects’ thought processes and strategies by providing them with some sort of support, such as a video or audiotape to talk about their thought processes at the time of actual activity. p a g e | 269 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 the use of stimulated recall in this study was aimed at accessing each participant’s thoughts about key vocabulary instruction issues in teaching practices. during the stimulated recall, the stimuli video recording and transcript of the observed lessons were used to give the teachers the opportunity to articulate their thoughts in relation to the immediate context of their own classroom teaching. the teachers’ articulation during the stimulated recall sessions after observation revealed the underpinning knowledge bases of their practices and the challenges they faced while teaching english vocabulary. in the study, the participant teachers responded to the questions such as how they thought the lesson went, what vocabulary items they taught, why they taught the way they did, if they were to deal with the same vocabulary item, what would they do differently and other related questions were raised. the teachers’ stimulated recall guide question for this study was adapted from a source by nelms (2001), used for teachers’ stimulated recall inquire purposes. stimulated recall was also used for the purpose of triangulation. data collection procedures in this study, data was collected sequentially in two phases. the first phase of data collection was the administration of the questionnaire. in the second phase, the researcher used his time to conduct qualitative data such as semi-structured interviews, classroom observations, and stimulated recalls with purposely selected teachers at representative government secondary schools, respectively. results and discussion this section provides a discussion of research findings with reference to each of the two research questions. in each of these two sections, the quantitative and qualitative findings were synthesized and briefly reported, followed by an interpretation of the results with reference to the literature reviewed and existing relevant research evidence. p a g e | 270 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 relationship between teachers’ knowledge and practice in vocabulary instruction in this section, teachers’ actual classroom practice of vocabulary teaching is discussed. in order to address this question, teachers were asked to indicate which vocabulary teaching practices they used. they also required to report other vocabulary teaching practices they performed. the result of the vocabulary teaching practice they described is shown in table 1.1 below. table 1.1 english teachers’ practices about vocabulary teaching in the classrooms (one participant may have more than 1 item responses) no items of teachers’ practices in vocabulary teaching responses percentage 1 i use implicit instruction techniques on a case-by-case or ad hoc (informal) basis. 11 30.6 2 i advise learners to learn vocabulary outside of a class or use dictionaries. 12 33.3 3 i use explicit instruction techniques, such as explaining word form, word meaning, or word use when teaching vocabulary. 26 72.2 4 i use association, for example, by identifying productive prefixes and postfixes, synonyms or antonyms, or by letting students infer. 18 50 5 using vocabulary teaching strategies, i teach some new words first and then give some activities for practice. 24 66.7 6 i encourage students to discover strategies for new word learning for themselves. 15 41.7 7 i provide students with a lot of opportunities to use new words in context. 22 61.1 8 since some words are difficult for students, i use students’ l1 to explain the meaning. 9 25 9 other (specify) 3 8.3 p a g e | 271 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 as the figures on table 1.1 note, most teachers highlighted the importance of explicit instruction techniques, such as explaining word form, word meaning, or word use when teaching vocabulary. for instance, 72.2% of participants reported that they provided students with explicit instruction techniques in their vocabulary teaching, whereas only 30.6% of participants reported that they used implicit instruction techniques in their vocabulary teaching. similarly, 66.7% of the teachers stated that they teach some new words using different vocabulary teaching strategies and then give some activities for practice. besides, 61.1% of the participants stated that they provide students with a lot of opportunities to use new words in context. likewise, 50 % of the participants use association, for example, by identifying productive prefixes and postfixes, synonyms or antonyms, or by letting students infer. again, more than 41 % of the participants reported that they encouraged students to discover strategies for new word learning for themselves. analysis of the data also indicated that a small number of the participants (33.3%) advise learners to learn vocabulary outside of a class or use dictionaries. comparatively, very small percentages of the participants (25%) and (8.3%) reported that they use students’ l1 to explain the meaning of the new words and use other methods of vocabulary teaching, respectively. in general, explicit instruction techniques, giving vocabulary learning activities for practice, use of new words in context, and use of association for vocabulary teaching are some of the techniques frequently practiced by most teachers in efl classes. in the preceding section, vocabulary teaching practice was investigated through a quantitative study. in the following section, major findings addressing teachers’ knowledge and practices in vocabulary teaching are discussed qualitatively. to get an answer about teachers’ knowledge and their classroom practices, the researcher raised various questions regarding this issue. the following are some of the questions and their subsequent answers given by the participants on the issue. p a g e | 272 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 in their response to the question ‘could you tell me your ideal way of vocabulary teaching?’ the participants gave various answers about their ideal way of teaching vocabulary. teacher 1 (t1), for example, stated that most of the time i employed sentence construction techniques using the new words to develop students’ productive knowledge of vocabulary... i use this technique to get students to generate their own sentences with the words they learned. besides listing key words on the blackboard, i asked them to find synonyms and antonyms for the new words (semistructured interview). the participant stated that in his vocabulary teaching he mainly employed sentence construction techniques and let the students find the synonyms and antonyms of the new words in their vocabulary learning. data from classroom observation revealed that t1 employed sentence construction techniques and let them find antonyms and synonyms of personalitydescribing words when he engaged in vocabulary instruction. to be specific, when he was teaching the day’s lesson, he (t1) started by listing the personality (characters) describing words on the blackboard and asked students to tell him their antonyms or synonyms, and then gave examples to show how they are used in sentence construction. episode 1 below illustrates how t1 presented a vocabulary lesson (adjectives to describe characters) to his students in class. episode 1: teacher1 (t1 hereinafter): there is an important vocabulary lesson here. please look at the adjectives to describe characters on page 111 of the increase your word power section. do you notice these adjectives have a special feature in describing leaders? students (s hereinafter): (said), yes t1: please pay attention to these adjectives. they are unique in describing people’s characters. next, i would like to give you synonyms for some of these words, and you will tell me their antonyms. for example, synonyms for strong (resilient), popular (known), and fair (reasonable). what are their antonyms? s: (saying the antonyms together) week, normal, unfair. p a g e | 273 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 t1: very good! i would like to give you an example to show how to use these adjectives in sentence construction. for example, he is popular in sports. s :( they started constructing sentences using adjectives describing character) in this episode, t1 used a method he stated in the interview. first, he told them the synonym of the adjectives, and then he asked students to find the antonym, and he showed the students how they were going to construct sentences using these personality-describing adjectives. in teacher 2’s (t2) case, however, it was indicated that his vocabulary teaching usually concentrated on context approach. as he explicitly says, “using the context i let the students to guess the meanings of the new words. i most of the time use the context approach for students to understand and practice vocabulary learning in the classroom” (ssi). supporting t2’s idea t3 also says, “though there is no one best method for vocabulary teaching most of the time i personally prefer context approach” (ssi). in episode 2, t2 used context approach in his vocabulary teaching. episode 2 t2: today, our topic is ‘guessing the meaning of unknown words from the context’. who can tell me how to guess the meaning of the unknown words using the context? s: (silent) t2: when we meet a new word in a text, guessing from the context is important. look at this sentence. we can’t cut bread with that knife because it is blunt. look at the word blunt. what does it mean? we can work it out by: 1. looking carefully at the rest of the sentence; 2. thinking about what we need to cut bread – our knowledge of the world; 3. looking at what kind of word it is – a noun, a verb, an adjective, an adverb. we should be able to work out that blunt means not sharp, and p a g e | 274 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 that it is an adjective. who can guess the meaning of the underlined word in the following sentence? 1. her father was very strict but she still felt great affection for him. s: (some students raised up their hands and one of them said) love or respect t: yes, great. in this instructional episode, t2 employed a context approach to guess the meaning of unknown words, and he thought this method was ideal for vocabulary teaching. however, this is not the only method he used. he may also have employed other methods based on the vocabulary lessons he planned to teach. this is revealed in a subsequent classroom observation (look episode 2) made with him when he was teaching a vocabulary lesson to grade 10 students on pages 87 and 88, guessing the meaning of unknown words from the students’ textbook. the other question raised by the researcher is: "do you feel your knowledge and your classroom vocabulary teaching practice match?" for this question, t1 asserted that, "my vocabulary teaching knowledge and my classroom practices match." i am implementing what i know. that means the two are congruent. "what i have in my mind and what i accomplished go in line" (ssi). the observation data (see episode 1) also illustrates that his vocabulary teaching shows consistency between his knowledge and his classroom practices. he was presented with what he knew and prepared for the day’s lesson, and students were also pursued the lesson and practiced what they were told to do by their teacher. this was revealed in a subsequent stimulated recall interview conducted with him, and he mentioned that: “i think the lesson was successful. first, most students understood what i tried to teach. this is because i was checking what they were performing” (stimulated-recall interview). generally, the data in episode 1 revealed that the teacher (t1) presented what he thought in his mind and said in the interview. this disclosed his knowledge to be p a g e | 275 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 mutually interacting with his classroom activities. that is, his knowledge guides his pedagogical practices. thus, the teacher’s knowledge and his pedagogical practices are revealed to be congruent. factors affecting teachers’ knowledge of vocabulary instruction in practice this section discusses findings about factors affecting vocabulary teaching quantitatively. the questionnaire in this part consists of 5 items designed to identify these factors. table 2 below shows the frequency and percentages of the responses with reference to each item. table 2. frequency and percentages of factors affecting vocabulary teaching response no factors affecting vocabulary teaching sa a cd d sd total f % f % f % f % f % f % 1 vocabulary instruction time is too limited to teach vocabulary well. 8 22.2 13 36.1 4 11.1 8 22.2 3 8.3 36 100 2 the class size is too big to manage teachers’ vocabulary teaching practices. 9 25 17 47 2 5.6 6 16.7 2 5.6 36 100 3 students’ english proficiency level is too low to apply teachers intended vocabulary instruction techniques. 1 1 30.6 16 44,4 1 2.8 5 13.9 3 8.3 36 100 4 students’ lack of interest (motivation) to learn about new words affects their vocabulary knowledge. 8 22,2 17 47.2 3 8.3 5 13.9 3 8.3 36 100 5 the existing english language materials and resources do not encourage teachers to apply their vocabulary teaching purpose. 6 16.7 14 38.9 2 5.6 9 25 5 13.9 36 100 key: sa = strongly agree, a = agree, cd = can’t decide, d = disagree, sd = strongly disagree p a g e | 276 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 based on their classroom practices, participants in the quantitative part of the study marked the following details about factors affecting vocabulary teaching: as the responses in table 2 indicate, more than half of the respondents (58.3 %) reach a decision that the time given for vocabulary teaching is inadequate to practice different vocabulary activities compared to the time given for teaching other language skills. however, a significant number of the respondents (11 teachers) argue against the statement that the time given for vocabulary teaching is relatively adequate to teach vocabulary. regarding class size, a large number of the respondents (72.2 %) asserted that class size is one of the factors that critically affect teachers’ vocabulary teaching and that teachers with large classes have problems in teaching vocabulary compared to teachers dealing with small classes. yet again, majority (75 %) of the respondents affirmed that students’ low level of language ability affected teachers’ implementation of vocabulary instruction techniques. here, teachers may lack interest in presenting what they prepared for the day’s lesson due to their students' low level of competency. similarly, according to the data in table 2, 69.4% of respondents chose to strongly agree and agree with the statement "lack of motivation affects students' vocabulary knowledge." this implies that the limitation of vocabulary items on university entrance exams deters students from practicing it and focusing on other language skills rather than vocabulary to pass the exam. concerning materials and resources, 55.6 % of the respondents didn’t doubt the appropriateness of the existing materials and resources for teaching english vocabulary. however, a significant number of the respondents (38.9 %) claim the existing materials and resources have their own drawbacks concerning vocabulary teaching. p a g e | 277 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 in order to gain a comprehensive understanding of the factors influencing vocabulary teaching, qualitative data were collected in addition to quantitative data. the following are questions raised by the researcher in the semi-structured interview and its subsequent responses made by the participants about these factors. the first question is, "what factors made your vocabulary instruction knowledge and practice not congruent?" as the evidence revealed, a set of contextual factors and challenges affected participants' ability to realize their knowledge in action in vocabulary instruction. the following analysis showed how problems with resources and students’ lack of capacity had an impact on the application of teachers’ knowledge in vocabulary instruction. to this end, t1, for example, says, "there is no language laboratory for practicing different vocabulary activities and the only thing that is found in the classroom is a chalkboard" (ssi). he further states, "if there is a language lab equipped with different kinds of resources, we can teach not only vocabulary but also other skills at large" (ssi). besides, this participant commented more on students’ capacity as one of the factors that affect teachers’ knowledge in practice. to this angle, he said, "most of our students lack the vocabulary to explain what is expected of them in the classroom setting" (ssi). t4 also shared t1’s view and said: "students’ low perception of vocabulary learning and their level of capacity are major challenges in efl class (ssi). episode 3 below, showed how t4 taught prefixes in his vocabulary class and his students difficulty with a vocabulary lesson about prefix. episode 3: t4: please listen to this note here. a prefix is a group of letters added to the beginning of a word which changes its meaning and makes a new word. who can tell me words formed by prefixes? s: (silent) p a g e | 278 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 t4: you are not familiar with the words formed by prefixes? s: (quiet) t4: alright, please look at these words and tell me the letters added at the beginning of the words dishonest, impatient, irresponsible, illegal, unlock, disappear s: (some students said) dis, im, ir, il, un, dis t4: alright. let’s look at the meanings of these prefix added words. who can tell me their meanings? s: (most students seem to have a little understanding about their meanings but a few of them tried… dishonest (lying), irresponsible (careless), disappear (vanish) t4: please notice that many prefixes give the opposite meaning to the word they are put in front of. in this instructional episode, t4 explained to the students what a prefix is and how they can form opposite meanings. besides, he gave them examples to show how prefixes are formed by adding letters to root words. however, except for a few of them, most students are passive in the class due-to lack of capacity to learn the lesson. though the teacher applied what he knew in teaching vocabulary, reasons such as students’ low level of proficiency and their lack of motivation made him not practice what he knew in an actual classroom setting. thus, these constraints affected the implementation of teachers’ knowledge of vocabulary instruction in practice. in the same way t3 clarified his view by saying, "when i want to teach vocabulary using different kinds of posters, pictures, or visual aids, i can’t get these materials." the implementation and knowledge are sometimes incongruent due to lack of resources (ssi). likewise, t2 affirmed, "there are many factors that make knowledge and practice not match." for example, problems with resources, students’ lack of capacity, large class size, etc. are the major ones" (ssi). moreover, t1 argued, "i found little time to deal with vocabulary in the textbook because the other skills took most of the time" (ssi). the other question about factors affecting vocabulary teaching states: "what other constraints do you think have an influence on the actual practice of vocabulary p a g e | 279 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 teaching?" as the participants revealed, students’ lack of reading to improve their vocabulary knowledge is one of the significant problems efl teachers face. from this angle, t1 said, "one thing which i observed is students’ lack of motivation in reading" (ssi). he further says, "when you let them read some kinds of supplementary materials, they are not interested in reading those materials" (ssi). likewise, t2 stresses students’ high attachment to their mother tongue in efl class as a constraint to his vocabulary teaching. he pointed to the same problem in different words, saying "... instead of guessing from the context or using other techniques, students are very keen on using their mother tongue for the meaning of the new words when learning efl vocabulary" (ssi). likewise, t3 asserted that “lack of facilities such as conducive classes, visual and audio aids etc. influences teachers’ actualization of vocabulary knowledge in practice” (ssi). moreover, t4 asserted, “in-service or pre-service training given to efl teachers didn’t focus on vocabulary teaching” (ssi). besides, remarking the policy of language teaching, t3 explicitly pointed out that: grammar gets more attention because of the policy, and students were focusing on learning grammar. 8090 % of the exams are related to grammar and reading skills, and how can they listen to you when you are teaching vocabulary? so, the attitude is the result of the policy, and it is the challenging factor (ssi). generally, these findings revealed different factors have an impact on teachers’ vocabulary teaching and these factors affected the implementation of teachers’ knowledge of vocabulary instruction in practice. these challenging constraints can also illustrate the picture of the problems. reducing them would possibly allow vocabulary instructions to be effective in a secondary school context. discussion and conclusion teachers’ knowledge and their classroom practices in vocabulary instruction was investigated through quantitative and qualitative studies. the findings elicited p a g e | 280 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 through both the questionnaire and an in-depth study revealed that teachers’ practices were consistent with their knowledge. there were, however, a few mismatches due to various reasons. to give an overall representation of vocabulary-related techniques influencing instructors’ pedagogical knowledge for their teaching, participant teachers outlined certain techniques they employed, especially those they thought to be effective in developing their learners’ vocabulary knowledge. some of the techniques include: sentence construction technique; finding synonyms and antonyms of the new words; employing context clues; and allowing students to guess the meanings of the new words. from this angle, it is difficult to single out one specific technique as being especially beneficial for students due to the number of techniques teachers use. however, as one of the participant teachers says, my ideal way of vocabulary teaching is to put words in their best context. at that point, the students don’t need a dictionary. they don’t need to ask their friends or go anywhere. they just try to answer things from the context (t3; ssi). besides, majority of the shared teaching techniques indicated in the interviews were observed in the teachers’ pedagogical practices. a commonly used strategy for teaching vocabulary reported by the participants in the questionnaire was providing contextual clues to familiarize students with unfamiliar words. this instructional strategy was matched with their pre-observation interview results and was reflected during observation sessions. this methodology is also supported by thornbury (2002), who suggests that words in context increase the chances of learners' understanding not only their meaning but also their typical environments, such as their associated collocations or grammatical structures. according to the results of the questionnaire in teachers' actual classroom practices, (61%) of respondents agree on providing contextual clues to familiarize students with unfamiliar words. this means that one way to foster vocabulary development and retention is to teach words in the p a g e | 281 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 best possible context, where students can use contextual clues to apply word meaning to unknown words. teachers who answered the questionnaire also claimed vocabulary should be taught explicitly and more than 72 % of the teachers said we use explicit instruction techniques, such as explaining word form, word meaning, or word use, when teaching vocabulary. it is clear that vocabulary is best taught explicitly, which is also what many researchers of second language acquisition promote. explicit vocabulary teaching is the best way for students to acquire new words (lightbown; patsy and spada 2006; milton 2009; allan 2010; schmitt 2010). as a consequence, the response in the questionnaire is consistent with the results made through classroom observations, where most teachers in a classroom were using explicit techniques of vocabulary teaching. the results of the study also reflected the relationship between teachers’ knowledge and their practices when they were teaching vocabulary. teachers’ knowledge has been found to be mutually interacting with their pedagogical practices. to this end, some of the observation results illustrate that teachers' teaching about a word shows consistency between their knowledge and their classroom practices. for example, t1 presented what he knew and prepared for the day’s lesson, and students also pursued the lesson and practiced what they were told to do by their teacher (see episode 1), and this was revealed in a subsequent stimulated recall interview with the teacher. to this end, the observed teacher mentioned in his postobservation interview, "as you observed, the lesson was very interesting and based on our student’s level of understanding, it was good and i did what i had in my mind" (t1, sri). this means a teacher’s knowledge guides his pedagogical practices, and this finding is similar to many previous studies which have concluded that language teachers’ knowledge is consistent with their practices (e.g., borg, 2011; farrell & ives, 2015). p a g e | 282 bekele daba shube let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 in the same respect, borg (2006) stated that the context in which teachers work has a major impact on their knowledge and practice relationships. thus, teachers often considered the context as a causing factor that they had to deal with. to this end, in this study, a set of challenges affected the participants to realize their knowledge in action in vocabulary instruction. factors such as lack of resources, students’ lack of capacity, their lack of motivation, large class size, and little time given for vocabulary lessons in the textbook are some of the challenges. these challenges are attributed to the inconsistent relationship between teachers’ knowledge and practice in vocabulary instruction. as one of the participant teachers reveals, "there are many factors that make knowledge and practice relationships not be congruent." among them, problems of resources, students' lack of capacity, their lack of motivation, and large class size are the major ones" (t2’s ssi). these findings lend support to the literature review that demonstrates how contextual factors impede the congruence of teachers’ practices and their knowledge (phipps & borg, 2009; basturkmen, 2012). it also seems that the findings of this study in terms of challenging factors can give a picture of the barriers whose removal would possibly cause vocabulary instruction to be effective in an efl secondary school context. generally, the way of revealing the relationship between teachers’ knowledge and practice in vocabulary instruction in the context of this study brought relevant research evidence concerning this issue. the rationalized practices evident in this study also bear some 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(2008). in search of english as a foreign language (efl) teachers’ knowledge of vocabulary instruction. unpublished doctoral dissertation, gsu, atlanta. how character building can be integrated in the total physical response (tpr) on the speaking ability of the blind third graders cindy irawati, s.pd cent.dhee@gmail.com state university of malang, east java abstract. it was realized that everyone has the right to get the learning especially language. it has no exception for children with special needed, more over for the blind children. on their learning process, it can be sure that the process will be different to the other common children because they must be given special behavior. although inclusive learning is developed, recently, it still has some lacks on its application. indonesian rules (uud’45) guarantee its people to get their right on education and no discrimination for every single human, but there is a special behavior that given to the some cases. on its application, the teachers have to have the ability to reach the goal which is stated on the curriculum, so they must have a skill to develop the content of that curriculum. basically, the learning of every languages, especially english, has the purpose to make someone has ability to communicate with that language fluently and correctly. for the blind children case, the english learning cannot be taught with common model but it must be given with suitable model in order to make learning process effectively. this is a descriptive bibliography method. the writer tries to differentiate between references in some books and articles which are written by the experts and also add some ideas here. the purpose of this research is to find some sub topics which have connection to children with special need, the learning model of tpr and also the application of tpr model on speaking learning for blind children in order to get application of character building on self confidence and learning successfully. keywords: character building, tpr and speaking ability introduction according to howard gardner, one of the intelligence that the human being has is a language intelligent. every culture of them has their own language which depend on the environment and the harmoniously of the people around there. people get the spoken ability empirically. it depends on what language that is used around them. mailto:cent.dhee@gmail.com language is a necessity for every human being because it is a mean to communicate. english as a global language around the world, so every nation who wants to fill the globalization pursuit requisite english as the one language that have to master beside the mother tongue or the first language. in indonesia, english is as the foreign language, not as a daily language. it is just to complete a certain condition. so we need english learning effectively and efficiently to improve the quality of the nations through language intelligence. method or model of language learning as a foreign language has developed, especially for disability learners, in this case is for blind learners. the method for disability learners is different with the normal one.according to hidayat (lecture of plb & psychology fip upi) “disability children are they who have special needs, whether it is permanent or for a while, which is caused by social-economic condition, and/or, economic condition, politic situation, and/or disability from the newborn.” actually, disability learners are slow learners and they still specific behavior in the classroom both from the teacher or their friends. environment has many contributions on making the character of each individual. from the background, the writer interests to try explaining how character building can be integrated in the tpr on speaking ability for blind learners to improve their self confidence and learning successful. definition of speaking jones (1989: 14) stated, speaking is a form of communication.” we can say that the speaker must consider the person they are talking to as listeners. the activity that the speaker must consider the person does primary based on a particular goal. then, it is very important which everything we needs to say is conveyed in an effective way, because speaking is not only producing sounds but also a process of achieving goals that involves transferring message across. still according to jones, how we say something could be important as what we say to get our meaning across. therefore, speaking process should pay attention how to say as well as to whom appropriately. brown and yule (1989: 14) stated in their book, “speaking is to express the needs request, information, service, etc.” the speakers say word to listener not only to express what in their mind but also to express what he needs whether information service. therefore, communication involves at least two people where both sender and receiver need communicate to exchange information, ideas, opinions, views, or feelings. it takes place in everywhere and has become part of our daily activities. when someone speaks, he or she interacts and uses the language to express his or her ideas, feelings, and thought. he or she also shares information to other through communication. definition of total physical response (tpr) total physical response (tpr)is a method of teaching language using physical movement to react verbally, input in order to reduce student inhibitions and lower their affective filter (tpr world http://www.tpr-world.com/). it allows students to react towards the language without thinking too much, facilitates long term retention, and reduces students’ anxiety and stress. in order to implement tpr effectively, it is necessary to plan regular sessions that progress in a logical order, and to keep several principles in mind. tpr is not: simon says, gesture based songs, simply using commands to practice english.tpr instruction requires no translation or l1 support. it can help students andteachers make the transition to an english language environment. it is also as a new playing field with no disadvantage for academically weaker students. tpr does not depend on left-brain, “academic” skills. this gives all students a chanceto shine in a new environment. it can train students to react to language and not think about it too much. this method requires an instant reaction. as there is no time to think during tpr practice,students can break the bad habit of over-analyzing language and become morecomfortable with “going with the flow”, or guessing from context. the advantage of tpr is that it reduces pressure and stress for students. in the learning process, this method does not require a spoken response from students. also, if implemented properly,students always understand what is happening during tpr practice, resulting inincreased confidence and a lowering of the affective filter.tpr can be a break for students and teachers, a refreshingly different style ofteaching. judiciously used, it can break up a lesson or day and keep students alert.tpr results in long-term retention of language items, and the constant repetition andrecycling involved reinforces this leading to a “magic” learning experience. dr. james j. asher first described the tpr method in his book “learning another language through actions”. he and other linguists observed the following characteristics about successful language learners: 1. good language learners achieve fluency faster when they are immersed in activities that involve them in situational language use; 2. good language learners often start their language learning with a period of silence as they watch the effect of language on others; 3. good language learners show comprehension by successfully accomplishing language-generated tasks; 4. good language learners focus on overall sentence meaning rather than a sentence’s grammatical parts; 5. good language learners make faster progress when the language of instruction is consistent (though limited) on a daily basis, and 6. good language learners make faster progress when the content involves language that is clearly usable or valuable outside the classroom. http://www.tpr-world.com/ definition of disability children we know that disability children are around us. they are not someone who strange for us, but we should be their friend and we can protect them. we must care and teach them in order to make them a better person and could be proud for everyone. child with a disability means a child evaluated in accordance with sec. sec. 300.304 through 300.311 as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as "emotional disturbance"), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services (http://idea.ed.gov/explore/view/p/,root,regs,300,a,300%252e8,) disability children need special treatment from us which is “normal" in all life aspect, though every person who is not defect wish to be special, because they wish to be same with others. blind people are the one who have the permanent character. basically they only cannot see but their brain performance/ their contemplative faculties most are normal, but it is rarely that they have low contemplative faculties. on the learning process, blind students have big opportunity although linked up with normal student, but the blind students still need more on this process. sample materials a. topic : parts of body b. aims : • to help students active speaking • to improve students’ self confidence • to enrich students’ vocabulary, especially know parts of their body • to improve students’ speaking and listening ability c. level : elementary graders this are some lists of parts of body that the teacher can give the students and the command for practice it. the teachers can add another parts of body and the verb. verbs nouns touch your head face nose chest hair eye mouth back neck chin teeth stomach left arm hand thumb http://idea.ed.gov/explore/view/p/,root,regs,300,a,300%252e8 hold your right shoulder leg wrist elbow foot knee hip ear ankle open your mouth hand leg teaching procedures on tpr application for blindness learners is commonly same with another method. the difference is that the teacher must actively to guide the students because of their disability make them can not respond what the teachers do visually. the students have to be guided directly to the object which is example by teacher. tpr is perfect for teamteaching classes, as with three teachers two can serve as the model or guiding the students to act while the other calls out commands. more specifically, the teacher can do the following activities: a. warming up activity 1. the teachers give asks the students some easy question about their parts of body, such as: ▪ who have long hair? ▪ how many times you brush your teeth? ▪ what do you speak with? ▪ what do you smell something with? ▪ what do you hear some sounds with? ▪ etc. 2. the teachers ask the students to sing a song titled “head, shoulder, knees and toes.” b. pre-teaching 1. ask the children to work in group of 4 to collect some words they know for parts of body. give them a couple a minute to do this. 2. ask the children about some verb or command that relate to the topic, such as: touch, hold, open, close, etc. c. whilst-teaching 1. the teachers stand near the students in a small group of 6-10 students for each group. 2. the teachers move the students’ hand to touch their nose or another part of their body and said “touch your nose”, then touch their lips and said “touch your lips”. this activity is done three or four times for each part of the body. then, the teachers can change the verb or command, such as: “open your mouth.” 3. next, the teachers repeat those words without giving them some helping to move their hands and do the teachers’ command. 4. the last, the students were asked to try by themselves and followed by teachers and another students. d. post-teaching 1. ask the students to find another word of parts of body. 2. ask the students to find another command or verb that relate to do act this topic. 3. ask the students to practice in front of the class. sample lesson plans form teacher: __________________________ m o n d a y goal: students will able to identify 6 parts of the body (head, nose, chin, face, teeth, mouth) + touch your materials: team-teaching new vocabulary: as above activities: listen and point outcome: teacher will evaluate students’ proficiency by having them: individually demonstrate competence by correctly identifying a minimum of four of the six words. reflection teaching english through tpr to improve speaking ability for the third blind graders is one way to integrate students’ self confidence on their character building. the teachers use the repeating model to make the students be usual to use those words. this model or theory based on the habitual action. besides, the students were hoped can enrich their vocabulary building. conclusion 1. teachers have an important role to make the students, especially to the disability students, to integrate the character building, improve their self confidence, and their learning successful. so, the teachers should give more attention to them. 2. the aim of tpr for blind students is to make them move their body in doing certain activity which is relevant to the material, such as: knows the thing. the teachers as the instructor who help the students to move their body and touch something. then, the teachers say it in english in many times for some objects, and the teachers let the students to try by themselves, (knowing, listening, speaking, and repeating). 3. the effect of tpr technique to integrate the character building especially to improve the students’ self confidence and their learning successful could be felt with some games which is in order to accept own self and show the ability by repeating many times so self confidence and learning successful could be reached. references asher, j. james. (1977). learning another language through actions. sky oaks productions. garcia, ramiro. (1996). instructor’s notebook: how to apply tpr for best result. sky oaks productions. hidayat. (2009). proposal: model dan strategipembelajaran abk dalam setting pendidikaninklusif. bandung. nugraha, d. (2010). proposal: the total physical response (tpr). bandung. silver, m. (2003). proposal: total physical response (tpr): a curriculum for adults. st. louis. english language and literacy center. suhendra, y. (2008). foundation of linguistics. http://cyberlinguistics.blogspot.com wehmeier, s. (2000). oxford advance learner’s dictionary.new york: oxford university press. woremnæs, s. 2008.proposal: mendidik tenaga pendidikbagisiswa yang berkebutuhankhusus. the effects of language input, learning environment, and motivation toward second language acquisition muhamad ali agung baroto state university of malang abstract in l2 learning process, the role of language input has been of foremost importance in much sla research and theory. second language acquisition is influenced by several aspects. three of them are language input, learning environment and motivation. this study aims to find out the effects of language input, learning environment, and motivation toward second language acquisition. the subject is a fresh graduate of senior high school. the data was collected through interview and questionairre. this study discovered that each of them has effects in learner language, specifically in english speaking proficiency, in terms of fluency and accuracy. keywords: language input, learning environment, motivation and second language acquisition. introduction second language acquisition can be defined as a study of the way in which people learn a language other than their mother tongue, inside or outside of the classroom. thus, the scope of sla includes not only the informal l2 learning which takes place in informal contexts but also the formal l2 learning which takes place in classroom (ellis, 2000). the scope of sla also includes a mixture of the settings and circumstances. it is strengthened by krashen (1982) who stated that the l2 learning process can take place in a natural setting or through formal classroom instruction. in l2 learning process, the role of language input has been of foremost importance in much sla research and theory. in fact, the review of the related literature on the role of input in developing sla is indicative of the fact that the majority of the studies have been concerned with the role, the importance, and the processing of linguistic input. in many approaches to sla, input is considered as being a highly essential factor while in other approaches it has been neglected to a secondary role (ellis, 2000). however, it has been widely accepted that language input provides the linguistic data necessary for the development of the linguistic system. the concept of language input is one of the essential concepts of sla. additionally, no individual can learn a second language without language input of some sort (gass, 1997). environment also plays important role in determining the second language acquisition of language learner. it includes everything the language learner hears and sees in the new language. environment can be varied in terms of the situations, such as conversation with friends or parents, watching television, reading street sign and magazines, as well as classroom activities. dulay et al. (1982) stated that the quality of the language environment is of paramount important to success in learning new language. if a learner is exposed to an environment with a very limited exposure of the second language, of course no learning can take place. motivation is another factor affecting second language acquisition. studies on motivation show that motivated learners are more successful in second language acquisition. it is very difficult to teach a second language in a learning environment if the learner does not have a motivation to learn a language. reece & walker (1997), express that motivation is a key factor in the second language learning process. they stress that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. from the theories and facts above, thus, the purpose of the present study is to investigate the effects of three aspects, namely language input, environment, and motivation for the learner in acquiring the second language, especially in indonesia context. the effects will be seen in form of language proficiency of the learners in speaking english. each aspect will be investigated and analyzed based on its contribution to the learner’s level of english speaking proficiency. language input input is a central aspect in learning second language. increased input, or exposure, of the target language will contribute to lasting better english skills. input as an important factor in language learning can be seen especially in the cases where the language learner has the opportunity of natural immersion through living in the language community (sivertzen, 2013). input may be operationally defined as oral and/or written corpus of the target language (tl) to which l2 learners are exposed through various sources, and recognized by them as language input (kumaravadivelu, 2006:26). input has to be made available to learners or they have to seek it themselves. there are three types of input attributable to three different sources from which learners are likely to get/seek input, namely: interlanguage input (the still-developing language of the learners and of their peers with all its linguistically well-formed as well as deviant utterances); simplified input (the grammatically and lexically simplified language that teachers, textbook writers, and other competent speakers use in and outside the classroom while addressing language learners); and nonsimplified input (the language of competent speakers without any characteristic features of simplification, that is, the language generally used in the media (tv, radio, and newspapers), and also the language used by competent speakers to speak and write to one another). each of these three sources of input can manifest itself in various forms: spoken and written, formal and informal, and so on. learners are exposed to input from these sources at different points in their learning experience and in varying degrees. input has to be recognized by learners as language input, and accepted by them as something with which they can cope. in other words, input should be linguistically and cognitively accessible to them. the language input that is available, but not accessible, is no more than noise (kumaravadivelu, 2006). more input will necessarily lead to more frequent encounters with certain words and language constructions. nick ellis (2002) emphasizes the importance of such frequency in language processing. ellis stresses that “learners have to figure language out”, and that the way they can do this is by frequent exposure to the target language. through this exposure, the learner frequently encounters the linguistic features of which the language is composed. according to ellis, the more frequently the construction has been encountered, the more readily the learner will recognize or produce it. conducive environment learning environment includes two factors, macro-environmental factors and microenvironmental factors. macro-environmental factors deal with the exposure of the target language whether it is natural exposure or formal exposure. moreover, it is also related with the role of the learner towards the target language, the availability of concrete reference and the model of the target language. meanwhile, microenvironmental factors are the broad overall characteristics of the language environment; it is the specific structures the learner hears. dulay et al. (1982) have investigated the effect of micro-environmental factors; they are salience, feedback and frequency. as the effect of macro-environmental factor is the naturalness of exposure. the focus of exposure determines the quality of the learner’ second language acquisition. the exposure can be determined into two types, natural exposure and formal exposure. when the focus of the speaker is on the form of the language, the language environment is formal; when the focus is on the content of communication, the language environment is natural. both types of exposure have its own advantages and disadvantages for the process of acquisition. apparently, natural exposure to the new language triggers the sub conscious acquisition of communication skill in that language. an ordinary conversation between two people is natural, and so are verbal exchanges at public places such as store, bank, or a party. on the other side, natural exposure has also limitation including a lack of peers who speak the target language natively, incomprehensibility of communication and the lack of silent period. although research indicates that a formal language learning environment is not the best environment for learning language fluently, it has certain benefits. for those who have interest in the structures they are learning, formal environment are stimulating and useful. unfortunately based on dulay et al. (1982) being able to recite rules doesn’t guarantee a proficient use of a language. another effect of macro-environmental is the role of the learner in communication. we can distinguish three-types of communication in which learners participate: (1) oneway communication where the learner listens to or reads the target language but does not respond, (2) restricted two-way communication where the learner responds orally to someone, but learner does not use the target language, (3) full two-way communication where the learner speaks in the target language, acting as both recipient and sender of verbal message. the third features of macro-environmental that affect successful of language learning is availability of concrete reference. concrete reference can be defined as subjects or events that can be seen, heard or felt while the language is being used. micro-environmental feature is different from macro-environmental feature. microenvironmental factors may affect second language learning only when learners have reached certain points in their second language development, means that they are ready to internalize given structure. three micro-environmental features that have been investigated are salience, frequency and correction. motivation motivation is an important key toward language learning. its significance becomes the source and reasons why language learners tirelessly study the second language. according to gardner (2006: 242), motivation is a very complex phenomenon with many facets and it is not possible to define it in one simple definition. this is because the idea of motivation has been viewed differently by different schools of thought. from behaviouristic theory, motivation simply means an anticipation of reward (brown, 2000). whereas, from the cognitivist theorist sees motivation as the choice that people make to what experiences or goals they will approach or avoid, and the degree of effort they exert in that respect. however, the constructivist defines motivation as further emphasis on social context as well as individual’s decisions. it is easy in second language learning to claim that a learner will be successful with the proper motivation. students with higher levels of motivation will do better than students with lower levels (gardner, 2006). motivation has been regarded as one of the main factors that influence the speed and amount of success of foreign language learners. specifically to l2 motivation, it is the extent to which an individual works or strives to learn the language because of desire to do so and the satisfaction experienced in this activity. several theories about motivation of second language learners usually distinguish between two main types of motivation namely instrumental and integrative motivation. integrative motivation is learning a language because the learner wishes to identify himself with or become integrated into society of the target language. it can also learn the target language culture. it is believed that students who are most successful when learning a target language are those who like the people that speak the language, admire the culture and have a desire to become familiar with or even integrate into the society in which the language is used. in contrasts to integrative motivation, instrumental motivation does not aim to learn target language to know the culture or even integrate in target culture society. instrumental motivation is defined as learning a language because of someone have less clearly perceived utility it might have for the learner. in other words, a learner is instrumentally motivated when s/he wants to learn a language in order to pas examination, to use it in one’s job, to use it in holiday in the country, or as a change from watching television. instrumental motivation is generally characterized by the desire to obtain something practical or concrete from the study of a second language (brown, 2000). with instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, etc. method participant the participant of this research is a fresh graduate student from senior high school. his name is muhamad hussein. he comes from pasuruan east java. he is 19 years old and currently pursuing a flight attendant training center in malang. he has been learning english for several years. the subject was chosen due to his ability to perform english especially in the speaking skill. the researcher assessed him by using rubrics adapted from heaton (1988). his speaking performance is considerably well and had a high score of english proficiency which is 80. he is extremely good in fluency, but the pronunciation is slightly affected by his mother tongue and is not being able yet to perform high accuracy in english. instrument in this present study, the researcher applied interview and amtb questionnaire to gain the data. the interview covers intentional learning and unintentional learning questions. numbers of questions were addressed to gain information about language input, the subject’s macro-environmental factors, micro-environmental factors and motivation. in addition, the type questionnaire in form of amtb (attitude/motivation test battery) questionnaires developed by gardner (1960) and extended by gardner and lambert (1972) is also used in this study. procedure this research was conducted through a systematically and carefully designed procedure. the first step was to select participant which has adequate proficiency level of english. secondly, the researcher set the interview time with participant. after finishing the interview, the participant was given the amtb questionnaire. the last step was to collect and analyze the data which came from the amtb questionnaires and the interview. findings and discussion from the results of interview and questionnaire, the three aspects can be categorized in table below: table 1. aspects of second language acquisition aspects category very good good moderate poor the availability of language input √ language learning environment √ motivation √ as already stated previously, the subject current level of english speaking proficiency is very good in fluency, but the pronunciation is slightly affected by his mother tongue and not being able yet to perform good accuracy in in english. this can be influenced by language input, language environment and motivation of the subject in learning english. the contribution of each aspect toward subject’s current level of english speaking proficiency can be discussed as follows: the availability of language input interlanguage input is sought from whether the subject practices or uses english to speak with his colleagues, friends or family who are not native speaker. it is found that the subject rarely has chance to speak english with his friends. he prefers to use l1 to communicate daily inside or outside classroom. however, simplified inputs from teacher or native speaker were considered exist since his teachers tend to explain materials with english and he also has foreign friends and uncle who can speak english with him. the most input was in form of non-simplified input, in which the subject likes to watch foreign movie and listen to the music. the subject has his own ways to acquire the language. in spending the spare time, the subject stated that he likes listening to western music and watching foreign movies. while listening to music, he tried to find the meaning of every word and imitate the way to pronounce the words. it is similar to the movie; movie usually consists of conversations from which the subject also learns how to produce the target language. he paid attention to every expression used in the movie and imitated it. by doing those activities, the subject can learn receptively but not very effective in productivity. it helps him to know the pronunciation of a word or sentence but in a very limited way since he doesn’t have partner for feedback and negotiation of meaning. from the speaking ability, the pronunciation of the subject is considered as good but the vocabulary used is very limited. this is also because the subject stated that doesn’t like to read books or sources in english. thus, it also affects the knowledge of his vocabulary in english. language environment as the result of the interview, dealing with the language exposure, the researcher found that the subject got a very limited exposure of the target language. the subject got more formal exposure than natural exposure. in the family environment, the subject stated that there isn’t any member of his family who can speak english. however, the subject has an aunt who married with a native. thus, sometimes, he used english to have a chat with his uncle through phone or facebook. the following concern of the interview is about the subject’s role of communication. as the result of the interview, the subject stated that he is in the position of one-way communication. in classroom environment, his teacher tends to use teacher-centered approach. he rarely got a chance to have a conversation neither with his teacher nor with his classmates. dealing with the availability of concrete referents, from the result of the interview, it indicated that it was difficult for the subject to get a concrete references. as mentioned before the exposure of the target language is limited to formal environment and his hobby of listening music and watching movies in english. it can be concluded that the subjects doesn’t get enough concrete reference to help him acquire the target language. knowing the fluency of subject’s spoken language, the researcher also investigate the target language model of the subject. the subject stated that he learns more about english from music and movies. in addition, the subject also has two friends from another country who speak english as the language model. one of his friends is from arabic and the other one is from us. the one who comes from arabic has met and spent a few weeks with him. it helps the subject to implement and use english to communicate. the other one is a friend he knows from social media, therefore he only get limited access to communicate with this friend. even though the model of target language is limited, the subject always try hard to learn a lot by imitating the model, therefore, his english proficiency keep improving. even though micro-environmental factors doesn’t seem to have major effect on second language acquisition, the researcher were also gain information from the subject related to this factor. according to the result of the interview, the subject gave a lot of attention to every sources of the target language which makes the degree of salience is high. it is similar to the frequency of the exposure; the subject is highly motivated to learn the target language. as the implication, the frequency of the exposure is high and improves the fluency of his spoken language. unfortunately, the subject doesn’t get enough feedback and correction whether from the teacher in the classroom or his language models. as the results, the subject grammar is still needed to be improved. motivation from the result of the investigation, it is clear that integrative motivation becomes the one that works the most toward subject. as the analysis of the interview, the subject stated that he learns english because he wants to go abroad and live with the native speaker of english. from the subject point of view, the culture of the western people looks cool to be followed and it is really tempting to join their community. this finding is supported by the result of amtb (attitude and motivation test battery). the amtb test shows that the subject has a great effort to learn english even without assistance from somebody else. the subject also does not believe that his teacher is the best english source for him to be fluent in english. therefore, the subject tried to find another way to learn english which is by listening to the english songs. this finding reflects that the subject’s motivation was not distracted by the fact that his teacher cannot provide him with the target language properly. however the subject did not think that his english class is boring because it is still an aspect that can help him to learn english better. his motivation also leads him to practice english without any feeling of anxiety because he believes that practice makes perfect. he has a strong desire to learn and know all aspects of english. normally, people will get nervous when they have to talk to a tourist. however, the will to know the culture of foreigners help him to decrease the level of the nervousness. the result of the amtb test also reveals that his motivation works only on speaking skill. the subject bothered to check his homework if it is related to writing or reading task. from the subject’s perspective, the most important part to learn the target language is by using the language in form speaking. instead of doing his homework, he chose to keep update for any information related to the language use, for instance, watching english news from television. conclusion second language acquisition is influenced by several aspects. three of them are language input, learning environment and motivation. this study discovered that each of them has effects in learner language, specifically in english speaking proficiency, in terms of fluency and accuracy. thus, teachers, lecturers and parents should consider each of the aspect to accommodate the process of second language acquisition inside and outside the classroom. references brown, h. d. (2000). principles of language learning and teaching. new jersey : prentice hall ellis, r. (2000) second language acquisition. shanghai foreign language education press. ellis, nick c. (2002). frequency effects in language processing. studies in second language acquisition, 2(24), 143-188. gardner, r. c. (2006). the socio-educational model of second language acquisition: a research paradigm. eurosla yearbook. vol 6 (237-260). gass, s. m. (1997). input, interaction, and the second language learner. mahwah, nj: lawrence elrbaum. heaton,j.b. (1988). writing english language tests. new york: longman krashen, s. (1982). principles and practice in second language acquisition. oxford: pergamon press. krashen, s.d. (2003). exploration in language acquisition and use. portsmouth, nh: heinemann. kumaravadivelu, b. (2006). understanding language teaching: from method to postmethod. london: lawrence erlbaum associates, publishers. nguyen,v.l. & franken, m. (2010). conceptions of language input in second language acquisition: a case of vietnamese efl teachers. language education in asia, 2010, 1(1), 62-76. http://dx.doi.org/10.5746/leia/10/v1/a06/nguyen_franken reece, i & walker, s. (1997). teaching, training and learning. a practical guide. (third ed.). great britain: business education publishers limited. sivertzen, t.g. (2013). the role of input in early second language acquisition: a study of the long-term effects of initial extra english input on norwegian 4th graders' receptive vocabulary. master’s thesis in english, ntnu, autumn 2013. the effective technique in teaching listening 1 analysis of politeness strategies used in lt. waters’ directive utterances in the film tears of the sun fuad ridha an alumni of english department at faculty of tarbiyah and teachers training iain antasari banjarmasin puji sri rahayu a lecturer of english department at faculty of tarbiyah and teachers training iain antasari banjarmasin abstract the problem formulations of this research are what the kinds of the politeness strategies are used in lt. waters’ directive utterances in the film tears of the sun and what kind of politeness strategies most frequently used in lt. waters’ directive utterances in the film tears of the sun. this research aims to determine the kinds of the politeness strategies used in lt. waters’ directive utterances in the film tears of the sun and to find the kind of politeness strategies are most frequently used in lt. waters’ directive utterances in the film tears of the sun. the result of this research states that the researcher found that there are 127 directive utterances used by lt. waters in the film tears of the sun. in this research, the researcher can conclude that all politeness strategies based on brown and levinson theory were applied by lt. waters in his directive utterances. the researcher found out that directive utterance in bald on record is the most frequently used. there are 86directive utterances and the most reason is powerful speaker. keywords : politeness, politeness strategy, and directive utterances politeness is an important subject matter in communication. politeness is the practical application of good manners or etiquette. in this case, the speakers try to avoid embarrassing other person, or making his feel uncomfortable. politeness strategies applied in a communication also become an important thing in islamic precept. considering the importance of politeness, the writer is interested in analysing the strategies of politeness of directive utterances. there are some reasons why this research analyses directive utterances. first, directives is a kind of speech act that often used by speakers in daily conversation. second reason is directive show a strong relationship between speaker and hearer. the next reason is because directive utterances are used to get greatest attention from listener in communication. yet, it is not the analysis of politeness strategies which occur in real society, it is the analysis of literary work that is film. researcher believes that film is one of good media to be learnt by learners especially for learning the language. a film titled tears of the sun is the interesting subject to be analysed. this film is chosen because the researcher 2 feel challenged to analyse politeness in the war film. many people consider that the characters in the war film seldom utterance politely, so that the researcher wants to know the truth of that issue. based on the description above, the research on “analysis of politeness strategies used in lt. waters’ utterances in the film tears of the sun” is significant to be conducted. the writer investigates the kinds of the politeness strategies used in lt. waters’ directive utterances in the film tears of the sun and the kind of politeness strategy most frequently used in lt. waters’ directive utterances in the film tears of the sun. in running the research the writer chooses library research and presents the study with descriptive qualitative. theoretical review politeness politeness is a word which requires people to face problematical operation in using any language. it is difficult to learn because it involves understanding all the implied aspect of language. not just the language itself but also the social and cultural values of the community where the language grows, because language cannot be separated with the community who use it. moreover, using language must be appropriate with the social context of the speaker. and it also involves particular the role relationships and relative status of the participants in a discourse. directive utterances directive is a kind of speech act that often used by speakers in daily conversation. in using directive, the speaker attempts to make the world fit the word via the hearer. through directive utterances, the speaker utterances make hearer do something. the most prominent context in directive utterance is about the hearer, and the relationship between speaker and hearer. relationship between speaker and hearer can be an indicator that makes speaker use different way to ask hearer do something for them. this is the logically reason why directive speech act divided is into four specific aspects. they are: commands, orders, requests, and suggestions. in daily conversation, command properly use to friend or younger hearer, but request, order, and suggestion can be used for any age of hearer. (oktoberia, 2007, p. 1) politeness strategy the study of politeness strategy is basically the study of knowing the way the people use the language while they are having interaction or communication. it preaches how to use the language and conduct the conversation run well and go smoothly. according to brown and levinson (1987), politeness strategies are developed in order to save the hearers' "face." face refers to the respect that an individual has for him or herself, and maintaining that "self-esteem" in public or in private situations. usually people try to avoid embarrassing the other person, or making them feel uncomfortable. people use various politeness strategies to protect the face of others when addressing them. under politeness theory, there is a positive and a negative face. positive face reflects the desire to have one’s self-image approved of by others. negative face is a 3 part of personality that desires not to be imposed upon. politeness strategies will differ depending on whether a person is dealing with another’s positive or negative face (wisegeeek). theories of politeness strategies the most well-known and dominant theory on linguistic politeness is that of brown and levinson. brown and levinson (1987, p. 65) present four strategies; bald on record, negative politeness, positive politeness, and off-record strategy, which are schematized as follow: bald on record bald on-record strategy provides no effort by the speakers to minimize the impact of the fta’s. the speakers usually shock the hearers, embarrass them, or make them fell a bit uncomfortable. the prime reason for bald-on record is whenever s wants to do the fta with maximum efficiency more than he wants to satisfy h’s face. however, this type of strategy is commonly found with people who know each other very well, and very comfortable in their environment such as close and family. brown and levinson (1987. p. 94-101) divide bald on record strategy into two strategies, they are: a. cases of non-minimization of the face threat this is mutually known to both speaker and hearer that face redress is not necessary. first, in cases of great urgency of desperation, redress would actually decrease the communicated urgency. second, non-redress occurs when the speaker’s want to satisfy hearer’s face is small, either because speaker is powerful and does not fear retaliation or non-cooperation from hearer third, in cases where non-minimization likely occurs where doing the fta (face threatening act) is primarily in hearer’s interest. thus, sympathetic advice or warnings may be baldly on record. b. cases of fta-oriented bald on record this case illustrates the way in which respect for face involves mutual orientation, so that each participant attempts to foresee what the other participant is attempting to foresee. there are three subjects where one would expect such pre-emptive invitations; first, welcomings (or post-greetings), where speaker insists that hearer may impose on his negative face. second, farewells, where speaker insists that hearer may transgress on his positive face by taking his face. third, offers, where speaker insists that it may impose on speaker’s negative face. positive politeness brown and levinson states that the positive politeness is approached-based, try to show that s wants what h’s wants (shares h’s positive face wants) i.e. that they are “the same” in some ways, or that s like h in order to have h’s positive face. positive politeness is redress directed to the addressee’s positive face, his perennial desire that 4 his wants (or the action / acquisitions values resulting from them) should be thought of as desirable. moreover, positive politeness emphasizes shared attitudes and values. besides that, the positive politeness is a face saving acts which is concerned with the person’s positive face which tends to show the solidarity, emphasize that both speakers and hearer want the same thing, and they have a common goal (yule, 1996, p. 62). however, positive politeness is face work that is aimed at positive face. brown and levinson (1987, p. 103-129) reveal the positive politeness strategy into: a. claim common ground 1. speaker may convey that some want (goal or desired object) of hearer’s admirable of interesting to speaker too strategy 1. notice, attend to hearer (his interests, wants, needs, goods) strategy 2. exaggerate (interest, approval, sympathy with hearer) strategy 3. intensity interest to hearer (‘by making ‘a good story’) 2. claim in-group membership with hearer strategy 4. use in-group identify markers a) address forms b) use of in-group language or dialect c) use of jargon or slang d) contraction and ellipsis 3. claim common (point of view, opinions, attitudes, knowledge, empathy) strategy 5. seek agreement a) safe topics b) repetition strategy 6. avoid disagreement a) token agreement (in order to pretend to agree). b) pseudo-agreement (speaker draws his/her own conclusion) c) white lies d) hedging opinions strategy 7. presuppose/raise/assert common ground a) gossip, small talk b) point-of-view operations c) personal-centre switch: speaker to hearer d) time switch e) place switch the use of proximal rather than distal demonstratives (here, this) f) avoidance of adjustment of reports to hearer’s point of view g) presupposition manipulations h) presuppose knowledge of hearer’s wants and attitudes i) presuppose hearer’s values are the same as speaker’s values j) presuppose familiarity in speaker-hearer relationship k) presuppose hearer’s knowledge strategy 8. joke b. convey that speaker and hearer are cooperators 1. indicate speaker knows hearer’s wants and is taking them into account strategy 9. assert or presuppose speaker’s knowledge of and concern for hearer’s wants. 5 2. claim reflexivity strategy 10. offer, promise strategy 11. be optimistic strategy 12. include both speaker and hearer in the activity strategy 13. give (or ask for) reasons 3. claim reciprocity strategy 14. assume or assert reciprocity c. fulfill hearer’s want for some x strategy 15. give gifts to hearer (goods, sympathy, understanding, cooperation) negative politeness negative politeness strategy (formal politeness/respect politeness)has the main focus on assuming that you may be imposing and intruding on h’s space. in other words, speaker attempts to minimize the imposition on h or acknowledge h’s negative face. this strategy assumes that there might be some social distance or awkwardness between speaker and hearer and it is likely to be used whenever a speaker wants to put a social brake on his interaction (brown and levinson, 1987). it is also impersonal and it can include expressions that refer to neither the speaker nor the hearer. its language emphasizes the speaker’s and the hearer’s independence (yule, 1996). negative politeness is also known as respect politeness where every participant in the social process has the need not to be disturbed and to be free. in holmes` opinion (1992,p. 297), negative politeness pays people respect and avoids intruding on them. however, brown and levinson (goody, 1996, p.134) said that negative politeness is redressive action addressed to the addressee’s negative face; his want to have his freedom of action unhindered and his attention unimpeded. brown and levinson (198, p. 130-211) distinguish the doing of fta into two categories: a. on record → be direct strategy 1. be conventionally indirect 1. politeness and the universality of indirect speech acts gordon and lakoffdrew attention to a systematic way of making indirect speech acts in english: by stating or questioning a felicity condition. yule (1996, p.50) says that felicity conditions are certain expected or appropriate circumstances for the performance of a speech act to be recognized as intended. 2. degrees of politeness in the expression of indirect speech acts a) the more effort a speaker expends in face-preserving work, the more he will be seen as trying to satisfy hearer’s face wants. b) the strategic choices will be preferred over other strategies that satisfy the end to a lesser degree. c) b. redress to hearer’s want to be un-impinged upon 1. don’t presume/assume strategy 2. question, hedge 2. don’t coerce h. give hearer option not to do act: a. be indirect b. don’t assume hearer is able/willing to do action 6 c. assume hearer is not likely to do action strategy 3. be pessimistic strategy 4. minimize the imposition strategy 5. give deference 3. communicate speaker’s want to not impinge on hearer strategy 6. apologies there are four ways to communicate regret or reluctance to do an fta: a) admit the impingement b) indicate reluctance c) give overwhelming reasons d) beg forgiveness strategy 7. impersonalize speaker and hearer: avoid the pronouns ‘i’ and ‘you’ a) performatives b) imperatives c) impersonal verbs d) passive and circumstantial voices e) replacement of the pronouns ‘i’ and ‘you’ by indefinites f) pluralization of the ‘you’ and ‘i’ pronouns g) address terms as ‘you’ avoidance h) reference terms as ‘i’ avoidance i) point-of-view distancing. strategy 8. state the fta as some general social rule strategy 9. nominalize. 4. redress other wants of hearer’s derivative from negative face strategy 10. go on record as incurring a debt, or as not indebting hearer. off record off record strategy has the main purpose of taking some pressures off of the hearer. in this case, the speaker performs an act in a vague manner that could be interpreted by the hearer as some other acts. such an off record utterance usually uses indirect language that constructs more general utterance or actually different from what one mean. therefore, the interpretation of the utterance greatly depends on the existence of contexts that frames up the utterance. brown and levinson (1987, p. 213:227) classifies the off-record strategies by the kinds of clues that are presented by the speaker for the intended inferences to be derived from: a. invite conversational implicatures, via hints triggered by violation of gricean maxim. 1. violate relevance maxim strategy 1. give hints a) motives for doing action b) conditions for action strategy 2. give association clues strategy 3. presuppose 2. violate quantity maxims strategy 4. understate strategy 5. overstate 7 strategy 6. use tautologies 3. violate quality maxims strategy 7. use contradictions strategy 8. be ironic strategy 9. use metaphors strategy 10. use rhetorical question b. be vague or ambiguous 1. violate manner maxim strategy 11. be ambiguous strategy 12. be vague strategy 13. over-generalize; it relates to the use of proverbs. strategy 14. displace hearer strategy 15. be incomplete, use ellipsis findings and discussion to get better understanding about the kinds of politeness strategies used in lt waters’ directive utterances in the film tears of the sun, the writer reviewed the movie many times then listed the directive utterances and its politeness strategies used by lt. waters.here is the table of finding of politeness strategies used in lt. waters’ directive utterances in the film tears of the sun based on brown and levinson theory. table 3.1 finding table of politeness strategies used in lt. waters’ directive utterances in the film tears of the sun based on brown andlevinson theory no time lt. waters’ directive utterances addressee kind of directive utterance kind of politeness strategy 1 07:46 can you take me to dr. lena kendricks? a local civilian request negative politeness 2 07:50 nice and easy, come on. a local civilian request bald on record 3 07:53 zee, we’re moving! zee ( one of his men) command off record 4 08:11 open! doc ( one of his men) command bald on record 5 09:33 i need your things packed and let’s get out of here, now. a nurse request positive politeness 6 09:28 doc, maybe you can help her out. doc command negative politeness 7 09:57 hurry up doc! doc command bald on record 8 10:05 yes ma’am. come with me, please. dr. lenakendri cks request negative politeness 9 10:11 get your things dr. request bald on 8 together, but pack light. lenakendri cks record 10 10:13 zee, bring your perimeter up. keep flea in place. zee command bald on record 11 10:43 we’re here to get you out. now, i suggest you go find the priest, go find the nuns, pack your things and get ready to move. dr. lenakendri cks suggestion bald on record 12 11:04 now please, get your thing packed and get ready to move. dr. lena kendricks request bald on record 13 11:33 alright doc, give me a minute. dr . lena kendricks request negative politeness 14 11:38 sixty seconds. i suggest you use that time to go find the priest. dr. lena kendricks suggestion bald on record 15 11:47 get command on the horn. zee command bald on record 16 12:32 alright doc. you win, get your people together. we leave in a half an hour. dr. lenakendri cks request bald on record 17 12:46 hurry please. dr. lena kendricks request bald on record 18 13:06 the doctor is the mission, red. stick with her. … go on. red (one of his men) command bald on record 19 15:06 can only bring what they carry by back. zee command off record 20 15:36 take us out of here, but don’t run away from us. zee command bald record 21 15:43 keep them moving. keep them moving. his men command bald on record 22 15:49 keep them moving, slo. get slo (one of his men) command bald on record 9 her out of there 23 19:10 alright. roll them up asap. red command bald on record 24 19:48 watch those trees. his men command bald on record 25 20:33 here you go ma’am. come on. one of the refugees request negative politeness 26 20:47 let’s go doctor. dr. lena kendricks request negative politeness 27 21.03 rest for 30. zee command bald on record 28 21:05 lake, hold it up. we’re gonna rest for 30. lake (one of his men) command bald on record 29 21:08 set a perimeter. zee command bald on record 30 22:48 dr. kendricks, come with me right away. come here. dr. lenakendri cks request negative politeness 31 22:54 you must do everything you can to keep that baby quiet. you understand me? dr. lena kendricks request bald on record 32 22:58 whatever it takes. go now. dr. lena kendricks request bald on record 33 26:43 lake, lead us out before they realize their tail gunner’s gone. and find us a safe place to rest. lake command bald on record 34 27:04 i don’t presume to know them all. red? red command off record 35 27:09 let’s go. come on dr. lena kendricks request positive politeness 36 28:18 dr. kendricks, i suggest you get some rest. dr. lena kendricks suggestion negative politeness 37 30:31 flea, lake, status? flea and lake (his men) command negative politeness 38 30:40 zee. zee command off record 39 32:04 slo, bring her up. slo command bald on record 10 40 32:43 keep your head down! dr. lena kendricks request bald on record 41 32:54 get on the helicopter! dr. lena kendricks request bald on record 42 33:16 secure the doctor. helicopter crews command bald on record 43 33:30 let’s go! let’s go now! let’s go! his men command positive politeness 44 35:56 doc! doc command off record 45 37:05 let’s turn it around. one of helicopter crews command positive politeness 46 38:25 we can only take 12 people. old, young, anybody who’ll slow us down. dr. lena kendricks request off record 47 38:40 hurry, please. a woman refugee request bald on record 48 39:12 hurry, please. dr. lena kendricks request bald on record 49 39:44 get them ready, zee. zee command bald on record 50 40:01 we gotta go. let’s go. come on! woman refugee request positive politeness 51 40:07 get her out of there. zee command bald on record 52 40:11 keep your head down. woman civilian request bald on record 53 40:22 ma’am, you gotta take this baby! hold her tight. another woman refugee on helicopter request negative politeness 54 40:31 come on let’s go. here we go. stay low. dr. lena kendricks request positive politeness 55 41:44 it’s difficult to explain, sir. .. we’re marching them to lz bravo. request three helicopters to take them out. the captain request negative politeness 56 41:50 oh come on, give me three choppers. i’ll have them in the captain request bald on record 11 cameroon in 20 minutes. 57 45:21 keep an eye on them. slo command bald on record 58 45:29 get them up, get them ready to move. zee command bald on record 59 45:35 dr. kendricks, could you come with me for a second, please? dr. lena kendricks request negative politeness 60 46:02 think hard. dr. lena kendricks request bald on record 61 46:06 get your people ready to go now. dr. lena kendricks request bald on record 62 46:15 red, help the doctor get ready to move. red command bald on record 63 47:51 zee, keep them moving. zee command bald on record 64 48:03 get to the point. red commanded bald on record 65 49:19 go lake. lake command bald on record 66 49:29 get doctor kendricks up here. slo command bald on record 67 49:32 dr. kendricks, we’ll rest here for a minute. stay down in these trees. listen to my men. go! dr. lena kendricks request negative politeness 68 49:36 slo! slo command off record 69 49:39 zee, flea, with me. zee and flea command bald on record 70 50:07 flea, get eyes on. flea command bald on record 71 50:17 bring them up. zee command bald on record 72 50:52 hand me the binoculars. red command bald on record 73 51:03 zippo first. flea command bald on record 74 51:05 red team, right flank. this way. his men command bald on record 12 edge of clearing. wait for my go. silent and quick. gold team, on me. 75 53:25 go! his man command bald on record 76 56:24 go! run! get out of here! civilians request bald on record 77 56:26 doc, get them out of here! move! doc command bald on record 78 1:10:17 get them up, take their weapons away. we search everybody right now. zee command bald on record 79 1:10:23 lena. get up. point out everybody that came into the mission in the last three days. right now. dr. lena kendricks request bald on record 80 1:10:58 silk. silk ( one of his men, a sniper) command off record 81 1:11:10 get back there with the others! go on! dr. lena kendricks request bald on record 82 1:12:36 let him bleed out. doc command bald on record 83 1:12:57 zee, flea, get them up. zee and flea command bald on record 84 1:13:52 red. red command off record 85 1:13:57 somebody’s gonna tell me. somebody’s gonna start talking right now. interrogated refugees request negative politeness 86 1:14:36 now you got something to say to me, don’t you? arthur azuka ( son of samuel azuka, president on nigeria) request positive politeness 87 1:16:53 get in, get out. okay? lake command bald on record 88 1:16:38 come on. see red command bald on 13 you. hurry back. record 89 1:18:23 good hustle, red. come on up and brief zee. red command bald on record 90 1:18:47 let the other men know. lake command bald on record 91 1:19:55 put yourself in my shoes, bill. the captain request off record 92 1:20:00 send in an air evac immediately and get these people and my team out of here, sir. the captain request negative politeness 93 1:20:49 bring them up. zee command bald on record 94 1:21:39 speak freely. his men command bald on record 95 1:22:47 strip those packs down to rolling gear only. have the refugees drop anything that don’t go “boom”. his men command bald on record 96 1:23:36 we gotta go. let’s go. dr. lena kendricks request positive politeness 97 1:24:02 come on. we gotta hurry. dr. lena kendricks request positive politeness 98 1:25:34 everybody down. get down! get down! refugees request bald on record 99 1:26:26 zee! zee command off record 100 1:29:01 lena, listen. wake up. lena, listen to me. we’ve gotta get out of here now! dr. lena kendricks request positive politeness 101 1:29:09 slo, zee, get these people ready to go now. slo and zee command bald on record 102 1:29:12 sit up. dr. lena kendricks request bald on record 103 1:30:35 zee, get these people ready to go. do it now. zee command bald on record 104 1:30:39 silk... get his weapons and silk command bald on record 14 ammunition. 105 1:31:28 open up those toolboxes, boys. they’ll be coming! conserve your ammo! his men command bald on record 106 1:31:37 stand by to lay down cover fire for red. on my mark! his men command bald on record 107 1:31:46 and now! his men command bald on record 108 1:32:31 launch! his men command bald on record 109 1:32:53 stand by to peel! his men command bald on record 110 1:32:55 zee, get them out of here now! zee command bald on record 111 1:33:55 ready! peel left! his men command bald on record 112 1:34:00 go! red command bald on record 113 1:34:54 hold the line! his men command bald on record 114 1:35:29 get ready to go. help me get her up! arthur azuka request bald on record 115 1:37:38 get that knife off me. arthur azuka request bald on record 116 1:37:44 tie it around my leg. tight! tight! arthur azuka request bald on record 117 1:37:58 you guys are gonna have to help me. arthur and dr. lena request positive politeness 118 1:38:30 go! go! go! now! run! run straight for that gate! arthur and dr. lena request bald on record 119 1:39:04 hang on! hang on! we’re here. zee request bald on record 120 1:39:23 doc, check him out. doc command bald on record 121 1:40:13 let it rip, todd. danger close. the jet pilot command off record 122 1:40:46 red, come on! get down! get your head down. red command bald on record 15 123 1:40:53 cover! his men command bald on record 124 1:41:55 keep zee moving. red command bald on record 125 1:43:51 take care. a woman refugee request bald on record 126 1:44:44 i have men down in the field, sir. the captain request off record 127 1:44:48 the doctor needs medical attention. my men also…. the captain request off record from the table, it can be seen that there are 127 directive utterances in the film “tears of the sun”. those are catagorized as request, command, and suggestion. the table showed that all of the politeness strategies which are based on brown and levinson theory are used by lt. waters in the film tears of the sun. it means that bald on record, positive politeness, negative politeness, and off record were found. then writer will present the figure and the table of frequencies of occurrences of each politeness strategies. table 3.2 frequencies of occurrences of each politeness strategies no politeness strategies frequencies 1 bald on record 86 2 positive politeness 12 3 negative politeness 15 4 off record 14 total 127 in table 3.2 above, the data showed that most kind of politeness strategies used in lt. waters’ directive utterances is bald on record, with frequency of occurrences 86 times. the second level of kind of politeness strategies is negativepoliteness. the third is off record. then, the fourth is positive politeness. conclusions politeness is a communication strategy that people use to maintain and develop relationships. there are four politeness strategies, namely bald on record, positive politeness, negative politeness, and off record. after analyzing and discussing the politeness strategies used in lt. waters’ directive utterances in the film “tears of the sun”, the researcher can conclude that all politeness strategies based on brown and levinson theory were applied by lt. waters in his directive utterances. the researcher found that there were 127directive utterances used by lt.waters. in this research, the researcher found out that directive utterance in bald on record is the kind of politeness strategy most frequently used in lt. waters directive utterances in the film 16 tears of the sun. there are 86directive utterances which is the most reason is powerful speaker. references brown, p. & levinson, s. c. 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(2003). wisegeek : what is the politeness theory.retrieved february 10, 2014, fromhttp://www.wisegeek.com/what-is-the-politeness-theory.htm watts, r. (2003). politeness. (excerpt). retrieved october 24, 2011, from http://assets.cambridge.org/97805217/90857/excerpt/9780521790857_excerpt.p df white, m. (2005). politeness. canadian journal of sociology online, januaryfebruary. retrieved october 17, 2011, from http://www.cjsonline.ca/reviews/politeness.html wikipedia: the free encyclopedia. (2004). fl: wikipedia foundation, inc. retrieved february 10, 2014, from http://www.wikipedia.org varma, sujit. (2003) tears of the sun plot summary, retrieved february 10, 2014, from http://www.imdb.com.title/tt0314353/plotsummary.html yule, george. 1996. pragmatics. oxford: oxford university press http://www.wisegeek.com/what-is-the-politeness-theory.htm http://assets.cambridge.org/97805217/90857/excerpt/9780521790857_excerpt.pdf http://assets.cambridge.org/97805217/90857/excerpt/9780521790857_excerpt.pdf http://www.cjsonline.ca/reviews/politeness.html http://www.wikipedia.org/ 18 cohesion analysis of islamic reading textbooks sayyidatul fadlilah the lecturer of iain walisongo semarang abstract there are many students of islamic education and teacher training facultyof iain walisongo semarang who have complained that islamic reading texts used by their teachers are hard for them to understand. i examine this issue by seeing some linguistic aspects of those reading texts. this qualitative and descriptive approach highlighted the types of grammatical and lexical cohesive devices and the realization of cohesiveness of those reading textsbased on halliday and hasan’s theory.the result of the study shows that the six reading texts (a.1, 2, 3; and b.1, 2, 3) stated in reading textbooks: english for islamic studies, english for islamic studies 2, understanding islam; for islamic studies; in terms of cohesion (following halliday and hasan’s principles of reading texts) respectively the average score of anaphoric references: 54.17% for text a.3, 53.85% for text b.2, 53.06% for text a.1, 48.57% for text b.3, 41.86% for text b.1, 33.33% for text a.3. after consulting to the halliday and hasan’s principles of cohesion of the reading texts (1989), that the most cohesive reading texts is text a.3, whereas the least cohesive one is text a.2. finally, these factors will assist lecturers and students in choosing the appropriate book for them. key words: cohesion, a cohesive text, reference, anaphoric reference, and exophoric reference cohesion of reading texts used in english textbooks for the students of state institute for islamic studies (iain) walisongo semarang is my concern here because i teach english subject at islamic education and teacher training faculty of iain walisongo. the main purpose and objective of those books, in accordance with the syllabus of iain walisongo semarang, is reading skills. it means that english lecturers at iain can teach some language components through reading. for example, a lecturer can teach grammar. in this case, the lecturer does not teach grammar directly, but he/she teaches it by using reading text as a medium. so, teaching reading is very important. however, many reading texts used at iain are difficult to understand. this happens not only to the students but also their lecturers, including me as an english lecturer. although the lecturer has already translated the reading passages, the students still cannot understand well and it is very time consuming. i often find out that my students are overwhelmed by the messages contained in the reading texts although they have translated the texts. probably, this is because those reading texts contain some ambiguities and are hard to understand. one contributing factor that helps students in understanding is cohesion. it may be easier for the students to understand the reading texts which are written cohesively. cohesion can reduce confusion in understanding the texts because the students will know how sentences or paragraphs are related. this will help them understand the plot of the reading texts and also the character of the story. the other factor that can contribute to readability of texts is coherence. coherence means that a group of sentences which relate to the context. here, i will pay special attention to cohesion of reading text. for the reason above, i want to examine the cohesiveness of reading texts that are used in english textbooks for students of iain walisongo semarang. there have been many studies related to cohesion before this. one of them is written by utomo (2000). the difference between the research and my study is that the reading passages of textbooks of second year of senior high school are easier to understand by the students and lay people in general because they are closed to the things and phenomena in people’s daily life. whereas, the textbooks designed for iain students more focus on islamic studies, in other word, it is based on esp (english for specific purposes) syllabus in which there are many technical terms which are strange and difficult to be understood by the lecturers, students, and certainly the common people because most of those texts talk about the abstract concepts of moslem devotion act, so this research can also be a reference for someone who wants to study more about texts of islamic studies. theoretical framework communicative competence communicative competence can be defined as the knowledge that enables someone to use a language effectively and their ability actually to use this knowledge for communication. for hymes (1972), such competence involves: not only knowing the grammatical rules of a language but also what to say to whom in what circumstances and how to say it; that is, the rules of grammar are useless without the rules of language use. thus, the real objective of linguistic research should be the study of how language is performed in different contexts, with different people, on different topics, for different purposes. hymes included both rules of grammar and rules of use into it, which he generalized into four questions as the framework of communicative competence, as follows: (1) whether (and to what degree) something is formally possible. (2) whether (and to what degree) something is feasible. (3) whether (and to what degree) something is appropriate. (4) whether (and to what degree) something is done. according to widdowson (1978) and savignon (1990), communicative competence can be based as the basis of communicative language teaching (clt) implicitly or explicitly. widdowson (1972:7) explains: communicative competence is not a matter of knowing rules for the composition of sentences and being able to employ such rules to assemble expressions from stretch as and when occasions pre-assembled patterns, formulatic frameworks, and a kit of rules, so to speak, and being able to apply rules to make whatever adjustments are necessary according contextual standards. in addition, swain (1980:9) explains: communicative competence consists of four components, they are; grammatical competence, sociolinguistics competence, discourse competence and strategic competence. grammatical competence is the knowledge of the language code (grammatical rules, vocabulary, pronunciation, spelling, etc), sociolinguistic competence is the mastery of the sociocultural code of language use (appropriate application of vocabulary, register, politeness, and style in a given situation), discourse competence is the ability to combine lingual structures into different types of cohesion texts. strategic competence is the knowledge of verbal and non-verbal communication strategies which enhance the efficiency of communication and where necessary, enable the learner to overcome difficulties when communication breakdowns occur. based on the two quotations above, students should develop communicative competence in order to be able to read the reading passage well. these communicative competence here are; grammatical rules, vocabulary, spelling and also pronunciations. besides those communicative competencies above, there is another factor that makes students read the reading passages well, like cohesion of texts. cohesive text is the text that is tied closely by some components, such as pronouns, conjunctions, ellipsis, and so on. the componential model of swain is then developed by murcia et al. they develop the components into five, that are; linguistic competence, actional competence, discourse competence, sociocultural competence, and strategic competence. firstly, linguistic competence is the knowledge of the basic elements of the language code (syntax, morphology, vocabulary, phonology, orthography). historically, the most thoroughly discussed/analyzed component of this competence needs no further specification, though distinctions may not be as clear-cut as often assumed. secondly, actional competence is the ability to understand and convey communicative intent by interpreting and performing language functions (complimenting, reporting, agreeing/disagreeing, predicting, suggesting, etc.). there is no one-to-one relationship between linguistics forms and function. thirdly, discourse competence is the ability to combine language structures into different types of unified spoken and written discourse (dialogue, political speech, poetry, academic paper, cookery recipe, etc). this happens as an interplay of two levels; micro-level of grammar and lexis which is called cohesion and macrolevel of communicative intent and socio-cultural context which is called coherence. although cohesion and coherence are interrelated, it occurs that (i) a cohesive text may appear to be non-coherent, or (ii) that a coherent text has no cohesive ties. fourthly, socio-cultural competence is the mastery of the social rules of language use; that is the appropriate application of vocabulary, register, politeness, and style in a given social situation within a given cultures. it has some variables such as social contextual, stylistic appropriateness, task, cultural, and non-verbal communicative. the last but not least is strategic competence. it is the knowledge of verbal and non-verbal communication strategies which enable us to overcome difficulties when communication breakdowns occur. moreover, it is the ability to express oneself in the face of difficulties or limited language proficiency. competent language users employ different types of strategies in order to cope in real-time interaction, e.g. achievement/compensation, self monitoring or interactional or time-gaining strategies. the figure below presents celce-murcia et al’s (1995: 10) model of communicative competence the following will be disscussed only the discourse competence and the role of cohesion in the text. discourse competence according to celce-murcia et al. (1995:13) , discourse competence concerns the selection, sequencing, and arrangement of words, structures and utterances to achieve a unified spoken or written text. bachman and palmer (1996: 13) state: discourse competence concerns the selection, sequencing and arrangement of words, structure, sentences and utterances to achieve a unified spoken and written text, this is the bottom-up lexico-grammatical microlevel of communicative intent and sociocultural context to express attitude and passages and to create texts. there are many sub-areas that contribute to discourse competence: cohesion, deixis, coherence, generic structure, and the conversational structure, the conversational structure inherent to the turn-taking system in conversation. both bachman and palmer suggest that a good text should be cohesive. the paragraphs in the text should tie together. they link one another closely by using discourse components. a text will be considered to be a unified text, if it is written by using the bottom-up lexicogrammatical microlevel interest the top-down signals of the macrolevel of communicative intent and sociocultural context to express attitude and passages. the following are the suggested components of discourse competence, according to murcia et.al. (1995:13) a) cohesion: reference (anaphora, cataphora), substitution/ellipsis, conjunction, and lexical chains, parallel structure. b) deixis: personal pronouns, spatial (here, there, before) c) coherence: organized expression and interpretation of content and purpose. the thematization and staging (theme and rheme development) management of old and new information prepositional structures and their organizational sequences. temporal, spatial, cause-effect, condition-result, etc. temporal continuity/shift (sequence of tenses) d) genre/generic structure narrative, interview, service encounter, research report, sermon, etc. e) conversational structure: how to perform openings and reopenings. topic establishment and change how to hold and relinquish the floor. how to interrupt. how to collaborate and backchannel how to preclosings and closings adjacency pairs first and second pair parts not all the suggested components of discourse competence above will be discussed here. i will discuss only the components of cohesion because it is the main concern in this research. i will present the cohesion in detail in the following section. cohesion the term cohesion is familiar in the study of language. it is part of the system of a language. the simplest definition of cohesion proposed by halliday and hasan is that “it refers to relation of meaning that exist within the text and that define it as a text”. halliday and hasan (1989: 4) state: cohesion occurs where the interpretation of some elements in the discourse is dependent on that of another. that one presupposes the other, in the sense that it cannot be effectively decoded except by resource to it. when this happens a relation of cohesion is set up, and the two elements, the presupposing and the presupposed, are thereby at least potentially integrated into a text. moreover, cohesion is area of discourse competence that most closely associated with linguistic competence. halliday and hasan (1989: 15) explain: it deals with the bottom-up elements that help generate the texts, accounting for how pronouns, demonstratives, article and other markers signal textual coreference in written and oral discourse. cohesion also accounts for how conventions of substitution and ellipsis allow speakers/writers to indicate coclassification and to avoid unnecessary repetition, the use of conjunction (e. g. ‘and’, ‘but’, ‘however’) to make explicit links between propositions in discourse is another important cohesive morphology device. lexical chains and lexical repetitions which relate to derivational, semantics, and content schemata, are a part of cohesion and also coherence. finally, the conventions related to the use of parallel structure (also an aspect of both cohesion and coherence) make it easier for listeners/readers to process a piece of texts such as ‘i like swimming and hiking’. that is to process an unparalleled counterpart such as ‘i like swimming and to hike’. from the quotation above, we can see that a text may be easier for students to understand if it is written cohesively. a cohesive text is a text which consists of paragraphs that tie together. the paragraphs can be linked by cohesive ties such as, co-referentiality, coclassification, and co-extention. halliday and hasan (1989: 80-81) classify cohesion into two types. firstly, grammatical cohesive devices which consist of (a) reference: pronominal, demonstrative, definite article and comparative, (b) substitution and ellipsis: nominal, verbal and clausal, and (c) conjunction: adversative, additive, temporal and causal. secondly, lexical cohesive devices which consist of repetition, synonymy, antonimy, and meronimy. kinds of cohesion grammatical cohesion halliday and hasan (1989) explain that grammatical cohesion consist of references, substitutions, ellipsis, and conjunctions. a. reference the term reference is traditionally used in semantics for the relationships, which holds between a word and what it points to in the real world (baker 1992:181). according to halliday and hassan (1989: 308-309) reference is the relation between an element of the text and something else by reference to which it is interpreted in the given instance. it is potentially cohesive relation because the thing that serves as the source of the interpretation may itself be an element of text. halliday and hasan (1989: 82) classify reference into anaphoric and exophoric reference. anaphoric reference is a reference which follows its linguistic reference. for example: the word “muslim” means one who submits to the will of god, regardless of their race, nationality or ethnic background.(mahsun and mariam, 2005: 1) the pronoun their in the paragraph above is anaphoric reference because it follows its linguistic reference of muslims. exophoric reference is that when the source for its interpretation lies outside the co-text and can only be found through an examination of the context. for example: this fast is one of the five pillars of islam and an obligation for all devout muslims who have reached the age of puberty.(mahsun and mariam, 2005: 2) the message of the example is highly implicit, and none of the items this, the can be interpreted, except by reference to the immediate context of situation. gerot and wignell (1994) explain that the reference refers to system that introduce and track the identity of participant through the text. reference which is preceded by the object is called anaphora. for example; islam means both obedience to god and peace. it seeks peace trough obedience to god.(darwis, 1995: 30). (anaphora) b. substitution substitution is of a particular a relation within the text. a substitution is a sort of counter which is used in place of the repetition of a particular item. for example: in the muslim calendar, each most starts with the first sit seeing of the new moon and ends with the first sight seeing new one for the following month.(mahsun and mariam, 2005: 8) one is substitutes: one substitutes moon. c. ellipsis halliday and hasan (1989: 74) say that ellipsis is simple substitution zero. ellipsis can be familiar notion, that is, something left unsaid. there is no implication here that what is unsaid is not understood, on the contrary, “unsaid” implies but understood, where understood is used in the special sense of “going without saying”. halliday and hasan (1989: 75) say that ellipsis can be: nominal ellipsis, clausal ellipsis, and verbal ellipsis. for example: a) tono reads a history book and watches tv. (nominal ellipsis) b) how many hours a day did you do lesson? said alma. “four hours the first day”, said ana, “four the next, and so on”. (clausal ellipsis) c) would you like to hear another verse? i know twelve more. (verbal ellipsis) d. conjunction according to martin and rose (2003: 110), conjunction looks at interconnections between processes: adding, comparing, sequencing, or explaining them. these are logical meanings that link figures in sequences. gerot and wignell (1995: 170) explain that “conjunction is the semantic system whereby speakers relate clauses in the terms of temporal sequence, consequence, comparison and addition”. temporal relations connect clauses depending on whether the actions they encode take place at the same time or one after the other. consequential relations connect clauses as cause and effect. comparative relations pick out contrasts and similarities between clauses. additive relation simply adds or substitutes extra alternative clauses to a text. halliday and hasan (1989: 82) say that conjunctive elements are cohesive not in themselves but indirectly, but they express certain meanings which presuppose the presence of other components in the discourse. for example: those, whose health would be negatively affected, may not need to fast, such as pregnant woman, nursing mothers and those physically ill, also menstruating women may not fast. however, with the exception of the mentally ill and aged, all other individuals are expected to fast at a later time on their number of days they did not fast during ramadan and or they are feed a number of poor people. (mahsun and mariam, 2005: 8) lexical cohesion gerot and wignell (1989: 177) say that lexical cohesion refers to relationship between and among words in a text. here, they are concerned with content words and in the relationship among them; these can be either more or less permanent. for example: to enable believers to arrange their day, major newspaper and handouts provide a schedule for imsak and maghrib. the mosques call people to prayer before imsak and maghrib.(mahsun and mariam, 2005: 8) the word imsak and maghrib are repeated in the second sentences. it belongs to the lexical cohesion, repetition. lexical cohesion is the cohesive function of the class of general noun. a general noun itself a borderline case between a lexical item (member of an open set) and a grammatical item (member of a closed system). the class of general noun is a small set of nouns having generalized reference within the major noun classes, such as “human noun”, “place noun”, and “fact noun”. they can be a repetition, synonymy, antonymy, and hyponymy (halliday and hasan, 1985: 80-81). the repetititon of the same lexical unit creates a relation simply because a largely similar experiential meaning is encoded in each repeated occurance of the lexical unit. in synonymy, the experiential meaning of the two lexical items is identical; this does not mean that there is a total overlaps of meanings, simply that so far as one kind of meaning goes, they ‘mean the same’. the standards literature in semantics, for example, mentions such pairs as ‘man’ and ‘male’, ‘thin’ and ‘skinny’, and ‘scream’ and ‘shout’ etc. antonymy can be described as the oppositeness of experiential meaning; the members of our co-extentional tie silver and golden are an example of this kind of relation. hyponymy is a relation that holds between a general class and its sub-classes. the item referring to the general class is called super-ordinate; those referring to its sub-classes are known as it hyponyms. if we take flower as an example of super-ordinate then its hyponyms are rose, jasmine, orchid, etc. meronymy is the term refers to a part-whole relation as in the case of part of face, eyes, and nose, where eyes and nose are co-meronyms, naming parts of the subordinate face. reading text in learning a new language reading appears to be an essential thing since it helps people think in the new language, it also build a better vocabulary (mickulecky, 1986: 1). it means that in order to deeply internalize the language learners learn, they need to read much. reading itself is defined as the cognitive process of understanding a written linguistic message (http//jac.gsu.edu/jac/11.1/articles/g.htm). it means, in the process of reading there must be a written material. halliday and hasan (1989: 10) give definitions about text as the following: a text is a language that is functional. by functional, we simply meant language that is doing some job in some context. so, any instance of living language that is playing some part in a context of situation, we call a text. it would be either spoken or written or indeed in any other medium of expression that we like to think of. they further proposed that the important thing about the nature of a text is that: 1) a text is really made of meaning, 2) a text is essentially a semantic unit, 3) a text is a product and process, and 4) a text is a social exchange of meanings. the four components of text cannot be separated from one another. another definition of text is explained by adam (1979: 23) as follows, a text is the mind of reader, the text itself consists only of instruction for the reader as how to retrieve or construct that meaning. the words of a text evoke in the reader concepts, their past interrelationship, and their potential interrelationships as defined by their semantic properties. the definition of text is also stated by davies (1995: 219), reading is private. it is a mental or a cognitive process which involves a reader in trying to follow and respond a message from a writer who is distant in space and time. from those definitions, it can be deduced that text can be defined as something that is in the reader’s mind. different readers can have different understanding about the texts. on the other hand, a text is an active process as stated by robinson and thomas (1972: 245), reading is an active process; it does not happen to the students and it is not done for him. since it requires attention or a favorable attitude or set, it is not mechanical. an aroused interest or a felt need starts it and keeps it going. the readings feeling of purpose is the motivating and effective, sustaining force. most basically, reading is a thinking process, since its central aspect is extracting meaning from point. the essential unit of meaning is the idea, the concept, the thought, the image, the statement. meaning does not emerge from an arbitrary string of words, but from words in relationship. the sum total of these relationships make up the context of the reading material, and only within a context do words (or other symbols) have meaning. the text has meaning if it contains the idea, the thought, and the statement. the relationship of words in a text can form a context. a text is passive, so students should be active. they should pay attention to the text to grasp the meaning. the text should be as a medium where readers can find information that they need. the text can be in the form of spoken or written text. it can also be short or long. the text only consists of instruction how to catch the meaning. the text is something in the reader’s mind, means that readers are able to comprehend text based on their semantic properties. the messages of the text can be different if the texts are read by different people. qualities of reading text according to halliday and hasan (1989: 1), the word text refers to any passage, spoken or written, of whatever length, that does form a unified whole. it is a unit of language in use. a text is best regarded as a semantic unit: a unit not of form but of meaning. thus it is related to a clause or sentence not by size but by realization, the coding of one symbolic system in another (halliday and hassan, 1989: 2). a text is considered to be good text if it is linked closely between one sentence to the other ones or one paragraph to the other ones. in order to link sentences in a paragraph or paragraphs in a text, the paragraphs can be linked by cohesion. cohesion can be used to tie one sentence to the other one. if the text is written cohesively, the text will be coherent. it means that the clauses or sentences in the text relate to the context. the text is considered to be a good text if the text does not confuse the reader. malcolm and coulthard (1981: 179) say; a good text is a text that does not create confusion or worse because the author himself has failed to maintain a consistent imagined reader from sentence to sentence or paragraph to paragraph. when we begin to contemplate how we might improve this short text, the first step is to define more clearly a single imagined reader, who is interested in the problems. a good text is the text that is suitable to the students’ need. the text should be easy for the students to understand and also have information that is useful for them. a good text should not be ambigous. ambigous text will make the students confused. a text can be ambiguous because it may have more than similar pronouns, such as the following sentences; the parents give their children pocket money every morning. they are very happy. the pronoun they is ambiguous because it refers the parents or the children or can be both of them. i conclude that a reading text should have some supporting components; i.e. cohesive, coherence, unambiguity, and clear meaning. relationship between cohesion and reading text reading texts may be easy for readers to understand if they are written cohesively. it means that sentences and paragraphs in the text tie together by cohesive ties. the reading texts that are written not cohesively may create ambiguity to the readers. it may make the readers misunderstand to the messages. it can be said that cohesion is important factor that makes reading texts readable. reading texts will function as a medium in the instruction if the reading texts are good in cohesion. the cohesion in the reading texts must be compatible. cohesion can be used to be a consideration whether the text is good or not. the text is considered to be a good reading text if it is written cohesively and vice versa, the text will be considered not to be a good one if it is not written cohesively. method of research based on the characteristics of the study, it is qualitative and descriptive approach in nature. qualitative approach is used to unfold the types of grammatical and lexical cohesive devices of reading texts. it is also descriptive in the sense that this study is intended to describe the realization of cohesiveness of those reading texts. the unit of analysis in this study is cohesion devices of reading texts of english textbook for islamic studies used at iain walisongo semarang. cohesion devices consist of two types; grammatical and lexical cohesive devices. grammatical cohesive devices can be reference, substitution, ellipsis, and conjunction. on the other hand, lexical devices can be reiteration and collocation. technique of data collection 1. selecting text books there are a lot of textbooks that are used at iain walisongo semarang, but i have selected three textbooks to be studied. they are: a. english for islamic studies (darwis, 1995). i choose this book because it is used by many lecturers of iain walisongo semarang to teach english for islamic studies. b. english for islamic studies 2 (mahsun and mariam, 2005). i choose this book because it is also designed to meet the need of students and lecturers of iain walisongo. c. understanding islam; english for islamic studies (muslih, 2009). i choose this book because this is the newest one at iain walisongo and it is designed based on the syllabus of english for specific purposes (esp). it means that the goal of this book is to develop the students’ knowledge of islam and to develop their english skills 2. selecting the topics there are fourteen topics for each term. i selected the same topics available at those three books. there are only two similar topics. the two selected topics are pilgrimage, and fasting in islam. i think that the students have been familiar with these topics. i also assume that these topics are interesting enough for iain students. 3. deciding reading texts i have selected three reading texts for each topic. so, there are nine reading texts. they are: a. reading texts from english for islamic studies (darwis, 1995) i choose are fasting in islam (a1) and pilgrimage (b1). b. reading texts from english for islamic studies 2 (mahsun and mariam, 2005) are fasting practice in ramadan month (a2), and the pilgrimage to makkah (b2). c. reading texts from understanding islam; english for islamic studies (muslih, 2009) are fasting (a3), pilgrimage (b3). i choose those six reading texts that are classified into three topics. each topic consists of three reading texts. i classified those reading texts because i wanted to compare them and to know which text is good in terms of cohesion. after i choose the three reading texts that are in the same topics from three selected textbooks, i continued doing analysis. technique of data analysis 1. steps in analyzing the data i analyzed the data based on halliday and hasan (1989) theory. the reading texts were analyzed on the basis of the following steps: (1) to find cohesive ties, cohesive chains, chain interaction, grammatical cohesion, lexical cohesion, (2) to interpret the data by putting clause by clause of reading texts in bars, analyzing word by word to get cohesive ties, making lists of lexical rendering, drawing the chains interaction and counting the number of grammatical and lexical cohesive devices, and (3) to interpret the result. 2. interpretation i interpreted the data by doing the following activities: (1) putting clause by clause of reading passages in bars, (2) analyzing word by word to get cohesive ties, (3) making list of grammatical and lexical cohesive devices, (4) drawing the chains interaction of clause, (5) making lists of lexical rendering, (6) drawing the chains interaction of paragraph, (7) counting the number of grammatical and lexical devices, and (8) interpreting the result. findings and discussion the findings are based on the analysis of types of cohesion of the reading text. they are: co-referentiality, co-classification, and co-extension. the findings are also based on the analysis of the levels of cohesion of the reading text. they are: grammatical cohesive devices, frequency of 1 per clause, percentage of 1 entering in chains, explicit lexical tokens, cohesive interpreted anaphorically, percentage of 1 interpreted ambiguous. the analysis is presented successfully follow by the discussion of the analysis results. types of cohesion of reading texts. the text is considered to be good if it is written cohesively. in order to know whether the english textbooks for islamic studies used at iain walisongo is good or not, it should be analyzed based on the standard quality of a good text book. in this study, the books i studied are english for islamic studies (mahsun and maryam , 2005), english for islamic studies (darwis, 1995), and understanding islam; english for islamic studies (muslih, 2009). those books are analyzed on the basis of cohesion. this section deals with the analysis of the textbooks in terms of types of cohesion. they are:cohesive ties, co-referentiality; cohesive ties, co-classification; and cohesive ties, co-extension. cohesive ties, co-referentiality halliday and hassan (1989: 37) explained that cohesive-ties, co-referentiality can be pronominals, demonstratives, definite articles, and comparatives. the followings are the findings and discussions of cohesive ties, co-referentiality in my research. cohesive ties, co-referentiality in text a.1 there are four kinds of cohesive ties, co-referentiality in text a.1. they are pronominals, demonstratives, comparatives, and definite articles. this text may be considered to be a good cohesive text because one sentence and the other one are tied closely. these sentences are tied by pronominal his, he, and them, demonstratives, comparatives, and definite articles. excerpt (1)-(4) are examples of pronominal: (1) first, to bear witness that there is no other god but allah and that muhammad is his messenger. (2) one should feel the sufferings of hunger and thirst in order to be quick to help those who are suffering when seeing them. (3) when one is fasting he should not utter bad words, he should not raise his voice. (4) i swear by god, who has muhammad’s soul in his hand that the smell of mouth of the one who fasts is better than perfume in the sight of god. in the excerpt (1) and (4) his refers to the god; in (2) them refers to those who are suffering; in (3) he and his refer to one who is fasting. these items indicate that the information is to be retrieved from elsewhere. they make the text tied closely because they link one sentence to the other ones. they belong to anaphoric reference because these pronouns are preceded by certain object, such as god, these who are suffering and one who is fasting. these excerpts are relevant to cohesion. it may not cause ambiguity. excerpt (5) is an example of demonstrative: (5) this is because the prophet (peace upon him) said islam is upheld by five pillars. this refers to fasting during ramadhan is one of five pillars of islam. pronoun his belongs to anaphoric reference, it is preceded by god. the following are examples of definite articles: (6) the reward of the accepted fasting is paradise. (7) fasting during ramadhan is one of five pillars of islam. this is because the prophet (peace upon him) said islam is upheld by five pillars. the in excerpt (6) belongs to definite articles. the stated in the clause above are interpreted in immediate context of situation, they are called exophoric reference. the reference is identifiable on extralinguistics grounds no matter what the situation. this has something in common with the generalized exophoric use of the personal form. it happens because there exists only one member, e.g. the fasting month (ramadhan). the other references happens because there exists only one member of the class of object referred to, e.g. the prophet in excerpt (7). article the can never prefer forward cohesively. it can only prefer to a modifying element within the nominal group as itself. this excerpt is not relevant to cohesion. it may create ambiguity. excerpt (8) is the example of comparative: (8) i swear by god, who has muhammad’s soul in his hand that the smell of mouth of the one who fasts is better than perfume in the sight of god. the word better is a comparative degree of the smell. this word compares the smell of mouth of the one who fast to perfume in the sight of god. the first has the higher level than the second. the cohesive co-referentiality in text a.1 are not 100% cohesive. the text has either anaphoric or exophoric references. anaphoric reference may not make ambiguity, whereas the exophoric may create ambiguity. this text has more anaphoric references cohesive ties, co-referentiality in text a.2 there are four kinds of cohesive ties, co-referentiality in text a.2. they are pronominals, demonstratives, comparatives, and definite articles. this text can be considered to be a good cohesive text because one sentence and the other one are tied closely. these sentences are tied by pronominal it, demonstratives, comparatives, and definite articles. the following are the examples of pronominal: (9) muslims consider it an especially holy month during which all eligible muslims are to fast. (10) to enable believers to arrange their day, major newspapers and handouts provide a schedule for imsak and at maghrib. in excerpt (9), it refers to the month of ramadhan; in (10) theirrefers to believers. these items indicate that the information is to be retrieved from elsewhere. they make the text tied closely because they link one sentence to the other ones. they belong to anaphoric reference because these pronouns are preceded by certain object, such as the month of ramadhan and believers. these excerpts are relevant to cohesion. it may not cause ambiguity. excerpt (11) is the example of demonstrative: (11) this fast is one of five pillars of islam this in excerpt (11) refers to the month of ramadhan. it is a kind of demonstrative and it belongs to anaphoric reference. it is preceded by the month of ramadhan in the previous sentence. the following excerpt is the example of definite articles: (12) since imsak and maghrib very according to the seasons, efforts are made to inform the public as the precise time will be each day. the definite article the in the excerpt (12) is interpreted in immediate context of situation called exophoric reference. the reference is identifiable on extralinguistics grounds no matter what the situation. this excerpt is not relevant to cohesion. it may create ambiguity. as for example of comparative, it can be shown in example (13) as follows: (13) however with the exception of mentally ill and aged, all other individuals are expected to fast at a later time on their own the number of days they did not fast during ramadan the word later is a comparative degree of the days they can fast. this word compare the days of ramadhan and the days in another month. this comparison is not referential because they are self–defining, and for the reason they regularly act as defining modifiers. cohesive ties, co-referentiality in text a.3 example of pronominal: (14) it was practiced by lay persons and clergy in ancient religions, as well as by jews and christians. (15) though its purposes differed from religion to religion, there was general agreement that fasting was a self-preparation for communion with divinity. (16) its occasion imposed upon them the prohibition of war and hunting, and brought about an uninterrupted peace during which travel and movement of goods across the desert were safe from attack. the above excerpts are the examples of pronominals. the word it in excerpt (14) and its in excerpt (15) refers to fasting. whereas its in excerpt (16) refers to the month of ramadhan while them refers to the arab. all of the items are also the examples of anaphoric. it means that the sentences are easy to understand. example of demonstrative: (17) islam prescribed a rigorous fast (called siyam in arabic) for all healthy adult muslims. this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. (18) exempted from this duty are children and persons suffering from sickness or undergoing the tremendously heavy burden of desert travel. this in excerpt (17) and (18) is the example of demonstrative. this here demonstrates a rigorous fast. this is conveyed anaphorically so the reader can understand the text well. example of definite articles: (19) the body may not partake of anything in any way or contact another of the opposite sex without breaking the fast. (20) exempted from duty are children and persons suffering from sickness or undergoing the tremendously heavy burden of desert travel. (21) in such cases, the exempted person is not to forego the fast. (22) long before islam, the month of ramadan was regarded by the arab as a holy month. article the in the four exceprts above is the example of definite articles. the in excerpt (19), (20) and (22) belongs to exophoric reference, whereas the in excerpt (21) belongs to anaphoric reference. examples of comparative: (23) in such cases, the exempted person is not to forego the fast but to postpone it to another, healthier or more restful time before recurrence of the following ramadan. (24) though its purposes differed from religion to religion, there was general agreement that fasting was a self-preparation for communion with divinity. in excerpt (23) and (24), the underlined words indicates the examples of comparatives, i.e. they compare two things such as the person in bad condition which compared with the person in good condition, and the purposes of fasting done by one religion which are different to another religion. cohesive ties, co-referentiality in text b.1 example of pronominal: (25) pilgrimage to mecca is one of the five pillars of islam. it is obligatory for every able muslim to visit mecca once in his lifetime for pilgrimage. the word it in excerpt (25) refers to pilgrimage to mecca. it belongs to anaphoric reference. hence, it may not cause ambiguity in the readers’ mind. examples of demonstrative (26) it is obligatory for every able muslim to visit mecca once in his lifetime for pilgrimage because the holy qur’an says: “pilgrimage is a duty man owes to god. those who can offer the journey…” (27) once the pilgrim has done these the word these in excerpt (26) demonstrates the man but it is conveyed exophorically, and the word these in excerpt (27) demonstrate the rites of hajj and it is also conveyed anaphorically. example of definite articles: (28) the prophet also said: “islam is built upon five pillars. (29) second to observe the five daily prayers. article the in excerpt (28) and (29) is interpreted in the immediate context of situation. it is called anaphoric reference. the article is not preceded by a certain object. example of comparative: (30) first, there is no other god but allah and muhammad is his messenger. (31) this is one of the most essential things of the pilgrimage and should not be dispensed with. in excerpt (30), allah is compared to muhammad, i.e. allah as the god and muhammad as his messanger. whereas in excerpt (31), the comparative is shown by the use of the underlined phrase. it is stated that the intention of performing hajj or umra is one of the most essential things of the pilgrimage. cohesive ties, co-referentiality in text b.2 example of pronominal: (32) the annual pilgrimage (hajj) to makkah is an obligation once in a life time for those who are physically and financially able to perform it. (33) in this type of hajj, a pilgrim should declare his intention to perform with ‘umrah and hajj together. the word it in excerpt (32) refers to the annual pilgrimage (hajj) and the word his in excerpt (33) refers to pilgrim. they belong to anaphoric references. hence, it may not create ambiguity in the readers’ mind. example of demonstrative: (34) in this mosque is the kaaba (the black building in the picture). this in excerpt (34) demonstrates haram mosque. it belongs to anaphoric reference because it is preceded by certain object, i.e. haram mosque in the previous sentence. example of definite articles: (35) the kaaba is the place of worship which god commanded the prophets abraham and his son, ishmael, to build. the excerpt (35) contains two article the, and both belongs to exophoric references because this article is not preceded by certain objects. example of comparative: (36) male pilgrims wear special simple clothes which strip away distinctions of class and culture so that all stand equal before god. the word distinctions in excerpt (36) shows that the class and culture of each person is distinctive. it is compared one man to another man. cohesive ties, co-referentiality in text b.3 example of pronominal: (37) the pilgrimage to makkah is incumbent only upon the adult muslims who have earned the wealth needed for the trip, have paid the zakat due on it, have fulfilled all their debts, and have provided adequately for their dependents during their projected absence. the three words of their in excerpt (37) refer to adult muslims in the previous clause. it is explained anaphorically so that it may not create ambiguity. example of demonstrative: (38) each pilgrim then puts on two pieces of unsewn white linen or cotton. then in this excerpt is also one of the examples of demonstrative. the reference refers to the step of the ritual done by the pilgrim in hajj. example of definite articles: (39) pilgrimage is the last of the five pillars of islam, the religious duties which constitute the fundamental obligations of islam. the in excerpt (39) belongs to anaphoric references because this article is not preceded by certain objects and it may create ambiguity in the reader’s mind. example of comparative: (40) henceforth pilgrims may not shave, cut their hair, clip their fingernails, or wear anything which might distinguish them from the other pilgrims. the comparative in the above excerpt is shown by the use of the word distinguish. it means that the sentence compare one thing to another things, in this case the pilgrims to another pilgrims. cohesive ties, co-classification according to halliday and hasan (1989), cohesive ties, co-classification are substitution and ellipsis. substitution as the replacement of one item by another, and ellipsis as the omission of an item. the substitution and ellipsis consist of nominal, verbal, and clausal. the followings are the findings and discussions of cohesive ties, co-classification of my research. cohesive ties, co-classification in text a.1 example of substitution: (41) one must always learn to feel the fear of god and his mercy. the example in the above excerpt refers to nominal substitution. the word one in the excerpt (41) substitutes person, but it is stated exophorically because the person is not mentioned in the text. it may create ambiguity because of this exophoric reference. examples of ellipsis: (42) fasting can be defined as abstaining from eating, drinking,smokingand having sexual intercourse from dawn to sunset. (43) fasting during ramadhan is one of five pillars of islam. (44) the aim of ordering people to fast is that they should learn how to be patient, to have good morals, to purify their hearts, to ennoble their character and to be gentle in dealing with people. the excerpt (42) belongs to clausal ellipsis. the next sub clauses only have adverb; i.e. drinking, smoking, and having sexual intercourse. the subject and the predicate in the main clause are omitted to make the structure of the sentence more effective. in line with the previous excerpt, the excerpt (43) also belongs to nominal ellipsis because the sub clauses omit some part of the main clause. the excerpt (43) is also the example of nominal ellipsis. it may not create ambiguity because the excerpts are cohesively relevant. cohesive ties, co-classification in text a.2 example of substitution: (45) in the muslim calendar, each month starts with the first sight-seeing of the new moon. in excerpt (45), the word each substitutes the month in the muslim calendar, though it is mentioned exophorically. it may cause ambiguity. example of ellipsis: (46) ramadan is the ninth month of the muslim calendar. this excerpt belongs to nominal ellipsis because the sentence omitted the first to eight month, instead it directly mention the ninth month. i.e. ramadhan. therefore, it is called ellipsis. cohesive ties, co-classification in text a.3 examples of substitution: (47) in such cases, the exempted person is not to forego the fast. (48) the body may not partake of anything in any way or contact another of the opposite sex without breaking the fast. such in excerpt (47) substitutes the cases that allow person to not fasting in the previous sentence. whereas in excerpt (48), another of the opposite sex substitutes man and woman. example of ellipsis: (49) throughout its duration, they were especially keen to please, to settle old debts and disputes, to do good to their neighbors. excerpt (49) is called clausal ellipsis because the main clause is omitted. to settle, and to do are in the same position as to please. they are actually preceded by the previous clause. cohesive ties, co-classification in text b.1 example of substitution: (50) these months are shawwal, zul-qa’da, and zul-hijja. the pilgrimage to mecca can only be accepted at these times. (51) “the hajj is performed in certain months.” (52) the first thing to do is to enter ihram which means the sacred state, and then the one who is performing hajj must fulfill the following conditions: these in excerpt (50) and certain in excerpt (51) substitutes the months of shawwal, zul-qa’da, and zul-hijja. whereas in excerpt (52), one substitutes muslim who is performing hajj, it is stated exophorically and may create ambiguity. and followingin excerpt (52) substitutes the conditions which are fulfilled in hajj. example of ellipsis: (53) pilgrimage to mecca is one of the five pillars of islam. one in the above excerpt belongs to nominal ellipsis. it is stated exophorically. it is not preceded by certain object. cohesive ties, co-classification in text b.2 example of substitution: (54) after fulfilling the hajj rituals, one should offer a sacrificial animal. one in excerpt (54) substitutes the pilgrim, but it is stated exophorically so that it is not understandable for the reader. example of ellipsis: (55) the rite of the hajj include circling the kaaba seven times and going seven times between the hillocks of safa and marwa, as hagar did during her search for water. excerpt (55) is the example of clausal ellipsis. its second clause omits the main clause and directly starts with verbal word, i.e. going. cohesive ties, co-classification in text b.3 example of substitution: (56) one piece covers the body from the waist down, the other from the waist up, leaving the head bare. other in the excerpt above substitutes another piece covering the body which has been mentioned previously. example of ellipsis: (57) the pilgrimage to makkah is incumbent only upon the adult muslims who have earned the wealth needed for the trip, have paid the zakat due on it, have fulfilled all their debts, and have provided adequately for their dependents during their projected absence. (58) when the time comes for travel, the whole community goes out to bid the pilgrims farewell and wish them a pilgrimage acceptable to god. (59) pilgrimage is the last of the five pillars of islam, the religious duties which constitute the fundamental obligations of islam. excerpt (57) and (58) is the example of clausal ellipsis which the main clause (i.e. muslims who have earned) is omitted so that the next clause only adding the verbal group to start a new clause. on the other hand, excerpt (59) is the example of nominal ellipsis because the sentence directly states the last without mentions the first, second, etc. cohesive ties, co-extension according to halliday and hasan (1989), cohesive ties, co-extension can be repetition, synonymy, antonymy and meronymy. the followings are the findings and discussions of cohesive ties, co-extension of my research. cohesive ties, co-extension in text a.1 example of repetition: (60) it has come down to us in the traditions of the prophet when he said: “any kind of good action done by the children of adam will be rewarded ten times to seven hundred times and may be more, according to the will of god. the word times refers back to times. it belongs to reiteration, i.e. a form of lexical cohesion which involves the repetition of a lexical item. the repetition is relevant to cohesion and it may not cause ambiguity. example of synonymy: (61) if someone insults him, or fights him, he should remind himself that he is fasting by saying: “i am fasting. (62) god the almighty gives great rewards for fasting as much or more than we can realize. (63) fasting is an ancient form of worship prescribed by god from the beginning of time. (64) godthe almighty gives great rewards for fasting as much or more than we can realize. in excerpts (61) to (64), the words belong to synonymy are insults and fight (61), great and much (62), ancient and the beginning of time (63), god and the almighty (64). the words are in the same class and they have mostly similar meaning. the synonymy is relevant to cohesion and it may not cause ambiguity. example of antonymy: (65) one must always learn to feel the fear of god and his mercy. the underlined words in the excerpt (65) refer to antonymy because the words the fear of god has the contrary meaning to the words his mercy. the antonymy is relevant to cohesion and it may not cause ambiguity. example of meronymy: (66) fasting can be defined as abstaining from eating, drinking, smoking and having sexual intercourse from dawn to sunset. (67) one should feel the sufferings of hunger and thirst in order to be quick to help those who are suffering when seeing them. the underlined words in excerpt (66) are called meronymy because they refer to a partwhole relation of the activities forbidden in fasting; i.e. eating, drinking, smoking, and having sexual intercourse. whereas, in excerpt (67) the meronymy can be found in the words hunger and thirst. they belong to subordinates of fasting. the meronymy is relevant to cohesion and it may not cause ambiguity. example of hyponymy: (68) fasting in islam has been prescribed by the qur’an and the saying of the prophet. the qur’an and the saying of the prophet is the hyponymy of islamic law. cohesive ties, co-extension in text a.2 example of repetition: (69) the television stations and radio stations also broadcast the call to evening prayer as well. the word stations in excerpt (69) refers back to stations. it belongs to reiteration, i.e. a form of lexical cohesion which involves the repetition of a lexical item. the repetition is relevant to cohesion and it may not cause ambiguity. example of synonymy: (70) ramadan is the ninth month of the muslim calendar. example of antonymy: (71) in the muslim calendar, each month starts with the first sight-seeing of the new month and ends with the first sight-seeing of the new moon for the following month. the word starts in the excerpt (71) has the opposite meaning of the word ends. it is called antonymy. example of meronymy: (72) this fast is one of five pillars of islam and an obligation for all devout muslim who have reached the age of puberty who are mentally or physically fit by fasting. physically and financially fit in excerpt (72) are meronymy of the requirement of fasting. example of hyponymy: (73) the insane and the senile are not mentally fit to participate. the insane and the senile are hyponimy of the persons who are not fit mentally. cohesive ties, co-extension in text a.3 example of repetition: (74) though its purposes differed from religion to religion, there was general agreement that fasting was a self-preparation for communion with divinity. (75) this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. in excerpt (74) the word religion is repeated twice as many as the word month in excerpt (75). it is called repetition. example of synonymy: (76) islam prescribed a rigorous fast (called siyam in arabic) for all healthy adult muslims. (77) long before islam, the month of ramadan was regarded by the arab as a holy month. (78) the arabs reckoned ramadan as the month of spiritual stocktaking. in the above excerpts, rigorous fast in except (76) is the synonymy of siyam; the month of ramadhan in excerpt (77) is the synonymy of holy month; and ramadhan in excerpt (78) is the synonymy of the month of spiritual stocktaking. therefore each of them can substitute each other. example of antonymy: (79) in such cases, the exempted person is not to forego the fast but to postpone it to another, healthier or more restful time before recurrence of the following ramadan. in excerpt (79) forego has the opposite meaning to postpone. forego means do something whereas postpone means delay something. example of meronymy: (80) this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. examples of hyponymy: (81) it was practiced by lay persons and clergy in ancient religions, as well as by jews and christians. (82) it was practiced by lay persons and clergy in ancient religions, as well as by jews and christians. (83) this fast requires total abstention from food, drink, and sex from dawn to sunset during every day of the month of ramadan, the ninth month in the islamic calendar, which is based on the lunar year. in the above excerpts, jews and christian are hyponymy of kind of religion; lay persons and clergy are hyponymy of human; whereas dawn and sunset are the hyponymy of time. cohesive ties, co-extension in text b.1 example of repetition: (84) he should cut his moustache and hair and nails, have a bath or ablution, put some perfume on his body and then put on the dress of ihram. (85) once the pilgrim has done these he has started on the sacred state which we call ihram and then he should start the talbiyah with aloud voice, particularly when he climbs to a high place, or descends to a low place, or meets a group of people, or a single person, and towards the end of the night, and at the end of each prayer. in excerpt (84) the word put on is repeated twice as many as the word the end in excerpt (85). they belong to repetition. examples of synonymy: (86) third to give zakat, the divine tax. (87) the first thing to do is to enter ihram which means the sacred state, and then the one who is performing hajj must fulfill the following conditions: zakat in excerpt (86) is the synonymy of divine tax. whereas ihram in excerpt (87) is the synonymy of the sacred state. examples of antonymy: (88) once the pilgrim has done these he has started on the sacred state which we call ihram and then he should start the talbiyah with aloud voice,particularly when he climbs to a high place, or descends to a low place, or meets a group of people, or a single person, and towards the end of the night, and at the end of each prayer. the word climbs in the excerpt (88) has the opposite meaning to the word descends. the first means to go up, and the last means to go down. examples of meronymy: (89) hajj in islam means visiting the sacred mosque in mecca during certain dates in the muslim year, which are called “the month of hajj”. in the above excerpts, dates and years are meronymy of time. example of hyponymy: (90) these months are shawwal, zul-qa’da, and zul-hijja. shawwal, zul-qa’da, and zul-hijja are the hyponymy of months in muslim calendar. cohesive ties, co-extension in text b.2 example of repetition: (91) the rite of the hajj includes circling the kaaba seven times and going seven times between the hillocks of safa and marwa, as hagar did during her search for water. the word seven times is repeated twice in excerpt (92). this is called repetition. example of synonymy: (92) this, and eid al-fitr, a feast day commemorating the of ramadhan, are the two annual festival of the muslim calendar. (93) only when he throws the jamrah al-aqabah, gets his hair shaved or cut that he can put off his ihram. eid al-fitr and a feast day commemorating the of ramadhan in excerpt (92) has a close meaning, i.e. both indicates the feast day. whereas in excerpt (93), shaved and cut has the similar meaning of making something shorter by using sharp tools. therefore, it is called synonymy. examples of antonymy: (94) male pilgrims wear special simple clothes which strip away distinctions of class and culture so that all stand equal before god. the word distinctions has the opposite meaning of equal. it belongs to antonymy. examples of meronymy: (95) the annual pilgrimage (hajj) to makkah is an obligation once in a life time for those who are physically and financially able to perform it. (96) male pilgrims wear special simple clothes which strip away distinctions of class and culture so that all stand equal before god. (97) in this type of hajj, a pilgrim should declare his intention to perform with ‘umrah and hajj together. physically and financially able in excerpt (95) are meronymy of the requirement of hajj; class and culture in excerpt (96) and umrah and hajj in excerpt (97) are also the examples of meronymy. example of hyponymy: (98) the end of the hajj is marked by a festival, eid al-adha, which is celebrated with prayers. eid al-adha is the hyponymy of a festival is which is celebrated with prayers. cohesive ties, co-extension in text b.3 example of repetition: (99) pilgrimage is the last of the five pillars of islam, the religious duties which constitute the fundamental obligations of islam. the word islam is mentioned twice in the above excerpt. islam in the first has the same meaning with the second islam. examples of synonymy: (100) upon arriving near makkah al-mukarromah (makkah the blessed), but before actually entering it, the pilgrims shed their clothes and ornaments, take a purifying ablution, and declare to god their niyyah, or intention, to perform the pilgrimage. (101) and declare to god their niyyah, or intention, to perform the pilgrimage. makkah al-mukarromah in the excerpt (100) is the synonymy of (makkah the blessed), whereas niyyah in the excerpt (101) is the synonymy of intention. example of antonymy: (102) one piece covers the body from the waist down, the other from the waist up, leaving the head bare. the word waist down in excerpt (102) is the antonymy of waist up. example of meronymy: (103) once the decision to undertake it is reached, the pilgrimage begins with many celebrations and preparations at home. celebrations and preparation are meronymy of the activities before going to mecca. example of hyponymy: (104) each pilgrim then puts on two pieces of unsewn white linen or cotton. linen and cotton are the hyponymy of the unsewn cloth wore by each pilgrim. level of cohesiveness of reading text the following is the table of grammatical and lexical cohesive devices in those reading passages. no. items texts a.1 a.2 a.3 b.1 b.2 b.3 1. grammatical and lexical devices 48 27 19 18 50 46 2. frequency of 1 per clause 1.3 1.29 0.95 0.44 1.85 2.71 3. percentage of 1 entering in chains 1.53 2.07 2.11 4.68 1.5 0.74 4. explicit lexical tokens 50 92 84 94 99 48 5. cohesive interpreted lexical tokens 139 105 79 131 137 74 6. total lexical tokens 189 197 163 225 236 122 7. 5 percentage of 6 73.54 53.3 48.47 58.22 58.05 60.66 8. percentage of 1 interpreted anaphorically 53.06 33.33 54.17 41.86 53.85 48.57 9. percentage of 1 interpreted exophorically 40.82 66.67 45.83 58.14 46.15 51.43 10. percentage of 1 interpreted ambiguous 6.12 according to halliday and hasan (1989), a text is considered whether it is cohesive or less cohesive by looking at the numbers of anaphoric and exophoric references. a text is considered to be more cohesive if it has more anaphoric references than exophoric ones. the text is considered less cohesive if it has more exophoric references than anaphoric ones. when i look at the table above, the most cohesive text among the six reading texts is a.3, this text has 54.17% anaphoric reference, and 45.83 % exophoric one. when i look at cohesive ties, co-classification, this text is linked closely by some kinds of cohesive ties, coclassification, such as clausal ellipsis. ellipsis is always cohesive, there is no ambiguity in ellipsis. ellipsis is always anaphoric, this is always presupposed by certain words, either noun, verb, or clause. in text a.3 consist of clausal ellipsis. in cohesive ties, co-extension, text a.3 has five kinds of cohesive ties, co-extension, such as; repetition, synonymy, antonymy, meronymy and hyponymy. text a.3 is considered to be a good text because there are some reasons. (1) it has more anaphoric references than exophoric ones. (2) it has more anaphoric of cohesive ties, co-referentiality than exophoric ones. (3) this text is linked by ellipsis closely in cohesive ties, co-classification, and (4) this text has covered all kinds of cohesive ties, co-extention, such as repetition, synonymy, antonymy, meronymy and hyponymy. it means that this text is understandable. this text may not make ambiguity, so this text is easy for someone to understand. if i look at the table above, i conclude that the text which has the least anaphoric references is text a.2, it has 33.33% anaphoric and 66.67% exophoric. texta.2 is considered to be the least cohesive among six reading texts because this text may cause ambiguity. it is because of some reasons; (1) this text is not good enough in terms of cohesive ties, co-referentiality. although it consists of all cohesive ties, co-referentiality, such as; pronominals, demonstrative, definite articles, and comparative. most of cohesive ties are exophoric, it means that the text is not easy enough for students to comprehend. (2) this text is not good enough in terms of cohesive ties, co-classification. this text has been tied by two kinds of cohesive ties, co-classification, such as; substitutions, and ellipsis. this text is considered to be the least cohesive because this text consists of more exophoric references than anaphoric ones. the following, i present the level of cohesiveness of six reading texts in the following table: no texts level/rank anaphoric (%) exophoric (%) ambiguous 1 a.1 3 53.06 40.82 6.12 2 a.2 6 33.33 66.67 3 a.3 1 54.17 45.83 4 b.1 5 41.86 58.14 5 b.2 2 53.85 46.15 6 b.3 4 48.57 51.43 from the result of the analysis above, the six reading texts (a.1, 2, 3; and b.1, 2, 3) stated in reading textbooks: english for islamic studies, english for islamic studies 2, understanding islam; for islamic studies; in terms of cohesion (following halliday and hasan’s principles of reading texts) respectively the average score of anaphoric references:54.17% for text a.3,53.85% for text b.2, 53.06% for text a.1, 48.57% for text b.3, 41.86% for text b.1, 33.33% for text a.3. after consulting to the halliday and hasan’s principles of cohesion of the reading texts (1989), that the most cohesive reading texts is text a.3, whereas the least cohesive one is text a.2. text a.3 is considered to be the first level of cohesiveness among six reading texts, because this text is the most cohesive among those reading texts. this text is considered to be the most cohesive because of some reasons as i mentioned before; (1) in terms of cohesive ties, co-referentiality, this text has more anaphoric references than exophoric ones. anaphoric means that the text is linked closely by presupposing items in the preceding sentence s. exophoric means that the text is linked not cohesive, it is linked by references that are not preceded by presupposing item. anaphoric makes the text understandable, whereas exophoric may cause ambiguity. (2) in terms of cohesive ties, co-classification, this text is linked closely by using substitution and ellipsis. substitution and ellipsis are always anaphoric, it means that the sentences in the text tied by some words that are related to each others. this text may be unambiguous. (3) in terms of cohesive ties, co-extension, this text is linked by all kind of cohesive ties, co-extension, as suggested by hasan and halliday (1989), they are; synonymy, antonymy, meronymy, hyponymy and repetition. and i look at the table above text a.3 has the most anaphoric reference among six reading passages, and this text has the least exophoric reference among those reading texts. i conclude that the text a.3 is the most cohesive and the most understandable among the six reading texts. text a.2 in the table above has more exophoric references than anaphoric reference. this text is of the lowest level among the six reading text in the table, it is because of the text has more exophoric references than anaphoric ones. this text is considered to be the least cohesive and it is also the lowest level of cohesiveness out of six passages, meaning that the text is not understandable. this text may create ambiguity. conclusions based on the research findings, i can draw the following conclusion: 1. a text is considered to be cohesive if the sentences and paragraphs are written cohesively related to one another. the sentences and the paragraphs are linked closely by using cohesion. the cohesion i mean are cohesive ties, co-referentiality; cohesive ties, co-classification; and cohesive ties, co-extension. halliday and hasan (1989) said that a text is regarded to be good text if it consists of more anaphoric references than exophoric references and does not have many exophoric references which may create ambiguity. 2. when we look at the numbers of cohesion that are stated among six reading texts, the text a.3 has the most anaphoric references, it has 54.17% anaphoric references and 45.83% exophoric ones. when we look at the types of cohesion, this text has all types, such as, co-referential cohesive ties, co-classification cohesive ties, and co-extension cohesive ties. based on the findings above, i conclude that the text a.3 is the most cohesive reading text. this text may be understood more easily by the students, because it does not create ambiguity. this implies that the text is linked closely by those cohesive ties which may make students easy to catch. when english teachers deliver a reading text cohesively, and they use communicative approach, the teaching and learning process can run well. 3. when we look at the list of cohesive levels of text a.2, i find that it is the least cohesive reading text. this text consists of 33.33% anaphoric references, and 66.67% exophoric references. based on the types of cohesion that are found in those six reading texts, all texts having all kinds of cohesive ties, such as cohesive ties co-referentiality, coclassification, and co-extension. therefore, i conclude that all of these booksare considered to be good textbooks, in addition, it is very useful for students to study them. this tends to create students to read it, in other words it gears a good learning and teaching process with the hope that the teaching and learning objectives can be achieved. references adam, mj. (1979). a schema-theoritic view of reading. new jersey: ablex publishing co. bachman, palmer. (1996). communicative competence: a content specified model. modern language journal. vol. 6:7-8. bogdan, r.c.and s.k. biklen. (1998). qualitative research in education. london: allyn and bacon. coulthard, m. and montgomery, m. 1981. studies in discourse analysis. london: routledge and kegan paul. darwis, d. (1995). english for islamic studies. jakarta: pt rajarafindo persada eggins, s. (1994). an introduction to systemic functional linguistic. london:pinter publishers. gerot, l. and p.wignel.(1994). making sense of functional grammar. new south wales: gerd stabler. halliday, m.a.k. and r. hasan. (1985). language, context, and text: aspect of language in a social semiotic perspective. melbourne: deakin university press. halliday, m.a.k. and r. hasan. (1989). cohesion in english. london:longman halliday, m.a.k. (1994). an introduction to functional grammar. london: edward arnold. horning, a. readable writing: the role of cohesion and redundancy. http//jac.gsu.edu/jac/11.1/articles/g.htm ( retrieved october, 9th 2010). hymes, dell. (1982). the concept of communicative competence revisited. charlottesville: university of virginia. mahsun ,t and siti maryam. (2005).english for islamic studies 2.semarang: unit pembinaan bahasa.. mickulecky, b. s. (1986). reading power. massachusetts: addison wesley publishing company. murcia, m.c. et al, (1995). communicative competence: a pedagogically motivated model with content specifications. the modern language journal. vol. 6. muslih mz.(2009). understanding islam; for islamic studies. semarang: walisongo press. patton, m.q. (1980). qualitative evaluation methods. london:sage publications ltd. savignon. (1990). receptive vocabulary acquisition for reading comprehension. the modern language journal vol. 3. swain, (1980). classroom explanatory discourse: a look at how teacher explain things to their students. the journal of language awarness. vol. 5. utomo,s. (2000). cohesion of reading passages used in english textbooks for the first term, second year of senior high school. a thesis. semarang: graduate program, state university of semarang. widdowson, h.g. (1972). the teaching of english as language communication. in brumfit and johnson. digital games in digital learning environment; what makes them effective in embodying vocabulary mastery? ririn ovilia ririnolivia0602@gmail.com rofinus daton warat ofinn171@gmail.com state university of malang abstract the rapid development of technology has triggered several changes in the realm of education which significantly contribute to language instruction. one of the changes is the integration of digital games in vocabulary learning. digital games, either online or offline, have become inseparable from students’ daily life. a number of students playing games are exceptionally growing in many countries. due to this fact, the researchers and practitioners have been stimulated to investigate the effects of digital games on language learning, particularly in vocabulary learning. thus, a lot of studies have been carried out to find out the effectiveness of this integration. this paper aims to discuss the aforementioned studies as the insights to give empirical evidence on how digital games enhance students’ vocabulary mastery and what makes them effective to be used in the learning process. besides, it also attempts to succinctly delineate the challenges, the threats that might occur during the learning process, and some considerations to be noted by the teachers such as the selection of the games, the tasks, and the rules in using the technological devices. keywords: digital games, vocabulary mastery. introduction technology and human’s life have been two inseparable elements in the world nowadays. rapid technological development has assisted human beings to reach easier and dynamic lives. in realm of education, technology has played a significant role in this modern era as teaching medium or teaching and learning’s assistance. in language learning in particular, the existence and development of information and communication technology has been found to be helpful both for teachers and language learners. in educational milieu, the integration of technology in classroom practice has been originated since decades ago. in language teaching particularly, the introduction of utilizing technology is signified by the establishment of language laboratories since it was first developed in 1961 in great britain (stern, 1983). nowadays, where language learning sources are only a click away, technology (mainly the internet) has turn to become a powerful learning tool (wijayani as cited in cahyono, 2015). many researchers have conducted studies to prove how technology can help language educators to enrich their students’ language learning experience. among other topics related to the implementation of technology in classroom setting, blended learning is widely discussed by either language learning researchers or practitioners. language teaching and learning practice has placed information and communication technology at the heart of classroom activities in order to elevate the effectiveness of language mailto:ririnolivia0602@gmail.com mailto:ofinn171@gmail.com teaching and learning process (zhao, 2003). the implementation of the mixture of conventional and virtual classroom is getting popular in line with the progress of communication and information technology. additionally, it is communication and information technology which makes it possible to have distance classes via internet. learners do not have to come to a traditional classroom, but sitting in front of their computers and carry out activities similar to ones in conventional classroom. the integration of technology in the classroom activities is not considered only as an attractive idea in foreign language teaching and learning, but also as a necessity in this globalized technological period (alberth, 2013). language teachers, both digital and non-digital natives, utilize computer and internet in accomplishing their works (brown & lee, 2015). using computer programs and sources from the internet for classroom activities where students are familiar with these devices is beneficial for teachers in term of saving their time and energy. for students, on the other hand, they do not necessarily depend only upon teachers and learn to study independently. in the era where teachers are expected to perform in the classroom more as facilitators for their students, technology of computer and information are excellent media. as it has been discussed aforementioned, technology (especially information and communication) serves as teaching and learning media. the use of information and communication technology for teaching and learning has been common among plethora of teachers. the way they employ technology to assist their teaching and learning might be various in terms of different computer programs and internet applications. it is obvious that many popular technological applications are possible to be made useful for teachers and learners. one of them is virtual games. digital games are potential sources of second or foreign language input for learners (dehaan, reed, kuwada, 2010). it is apparently because english digital games, for instance, provide original language input for non-native speaker gamers. moreover, it is believed that learning through digital games can enhance learning motivation as well as proficiency (chik, 2011). in case of developing vocabulary mastery, digital games have a great potential to help language learners (dehaan, reed, kuwada, 2010). put in short, studies on learning a foreign language, especially english, through digital games have indicated many positive results which can help language learners to improve their ability, particularly in term of vocabulary mastery which is the main focus in this article. this article will also present the empirical evidence that digital games are effective in vocabulary mastery both as intramural and extramural activity. additionally, reviewing some research related to this topic will reveal the rationales behind the effectiveness of digital games. digital games and vocabulary mastery enhancement through the history of english language teaching, vocabulary has received a great deal of attention from teachers and researchers. as well as other linguistic components, vocabulary is one of basic constituents a language learner should master in order to be able to use the language being learned. mastering vocabulary is considered to play a major role in the success of a learner’s language learning (alemi, 2010) brown and lee (2015), provides a brief history of english vocabulary teaching in some different periods. they highlight that traditional language teaching methods devoted their time focusing on vocabulary learning through lists, definition, written, and oral drills. however, as the emphasis of language learning shifted to natural and authentic classroom activities, space for vocabulary learning has been decreased. teachers, as they took role more as facilitators in the classroom, rarely lead their students to vocabulary learning focused classroom activities. more recent studies show that vocabulary needs to be given systematic attention to create better learning outputs (brown & lee, 2015). therefore, since the end of twentieth century, english teachers have revitalized vocabulary teaching in a more organized way. . in this digital learning environment, the teachers are challenged to cope with the advancement of technology. there are many new computer applications and software available to use in language learning. many researchers have noted the importance of technological integration in language learning process. besides, many practitioners, especially in the developed country have come to know the benefits of incorporating technology in language learning and have applied it as well. one of the applications is digital games which becomes a tool and media of vocabulary learning. games have been quite popular in engaging the learners to learn vocabulary (yip et al, 2006; honarmand et al, 2015; taheri, 2014, lucht & heidig, 2013). as it is delineated aforementioned, digital games which involve computer, internet and other technological devices have been a better alternative to teach vocabulary in recent years since it is tedious to teach vocabulary using traditional ways, especially for learners who grow up in the digital age and live in digital environment (yip et al, 2006). concerning the types of games played, people who are not familiar enough with digital games would simply categorize them into online and offline games. in playing online games, people must have internet connection. conversely, playing offline games do not need internet connection since these type of games only need to be downloaded and saved in a computer. this categorization is not necessarily wrong; however, it is still considered to be too general. dickey, as cited in sylven & sundqvist (2012), specifically categorizes the games into two multi – and single player. one example of multi-player game which is mostly preferred by boys is multiplayer online roleplaying games (mmorpgs). the multi-player games usually need internet connection to play since the player needs to interact to another player during the games, while single player can be online or offline. an instance of popular single player game which is mostly played by girls is the sims. additionally, kinzie and joseph (2008) precisely categorized the games based on the modes of the game. according to them, there are six activity modes of games; active, explorative, problem solving, strategic, social, and creative play. they further explained that each of these modes determines different activities the players engage in. active mode, for instance, requires the players to be active in the game, for example, to be a shooter, soldier, etc. in explorative mode, the players are challenged to explore or have a virtual adventure in an unknown place where they have to learn new environment and study about it. knowing the modes of the games used enable the teacher to plan, design or choose the appropriate games for the students. looking at the advancement of technology in this era, many preferences of games are available in the internet or any other search engines. games selection there are two possibilities of obtaining games; selecting the available games and designing particular games for the purpose, in this case, of education. nowadays, abundant of game preferences are available in many websites. compete cited in leith (2016) provides six reputable sites which are most visited. they are ign, gamefaqs, gamespot, giantbomb, gamerdna, and mobygames. the teachers’ job, therefore, is to select the appropriate games which suit the intended learning objective and outcome. in selecting the suitable games, a number of researchers propose a framework for game evaluation. one of the frameworks is suggested by panoutsopoulos et al (2014) who provides six evaluation dimensions, namely game content and goals, in-game support, interaction, realism, credibility, and acceptability. game content deals with information presented for game user and goal deals with the task provided. game-support is related to feedback provided from the game provider and taking the form of visual display of information, prompts, warning or suggestions for further actions. interaction is dealing with negotiation of ideas in game environment. realism is about the simulation which perceived the real world situation. credibility is perceived the value of game in facilitating and achieving the intended learning outcome. acceptability is related to the use of the game whether it is easy to understand or not, it provides enjoyment or boredom, etc. this framework is expected to assist the teachers in selecting and adapting the games. although preferable games are available in various websites, it is possible for the teachers to create their own. however, this option is time and money consuming. besides, providing games is usually done by professionals who are expert in ict field. hopscotch is an example of game designed for educational purpose adopted from a famous children’s outdoor game in which they hop on a series of numbered squares in the sequence of their numbers (lucht et al, 2013). lucht et al (2013) further explain how to play the game; “when playing the game, the player receives questions presented on a monitor and is asked to enter the solution by jumping on the sensor mat.” additionally, in term of learning vocabulary, they are asked to translate the german word into english. the number of the letter is presented in the monitor and they just need to jump in sensory mat. this is mostly appropriate used for elementary students. thus, designing own games needs professionalism in ict and requires much effort. selecting the available games, therefore, could be the best option. gamebased learning in learning vocabulary the popular approach to integrate games into teaching and learning is known as games based learning; some others call it digital game based learning. in some countries with high social prosperity, such as sweden, japan, finland and netherland, this approach has been presumably common (sylven and sundqvist, 2012). it emphasizes the extensive integration of games into learning instruction. tang et al (2009) precisely define digital game-based learning as “the use of computer games that possess educational value of different kind of software application that use games for learning purposes such as learning support, teaching enhancement, assessment and evaluation of learners.” to achieve the certain objective of learning, the activities are provided by the teachers. games give the enjoyment and fun. the rationale behind the integration of learning activities and games is that to provide interesting and motivating learning experience which could enhance the higher achievement in learning (lucht et al, 2013). it is more than just a media employed to interest the students. additionally, there have been a number of studies carried out to probe the effectiveness of games in language learning, particularly vocabulary learning. jere-folotiya et al (2014) conducted an experimental research which aimed to examine the effectiveness of desktop computer or cell phone based phonics games, called graphogame, as supplementary resource for literacy instruction in zambian public schools. graphogame was designed in finland to help students who had reading difficulties. in this study, the game was installed in students’ cell phone and used under the teachers’ supervision. besides, there were a number of tests administered, including vocabulary test to investigate its effect toward vocabulary achievement. the result showed the significant improvement on students’ literacy, including vocabulary mastery, in experimental class. besides, yip et al (2006) conducted an experimental study in which the experimental class was taught by playing online games in two reputable websites. another experimental study by zafar et al (2014) tried to find out the effect of computer game in students’ performance. suh et al (2012) also investigated the effect of mmog called nori school for elementary students in korea. the results indicated positive result in which the students’ scores in experimental group significantly higher than control group. moreover, nonexperimental research has similarly succeeded providing the empirical evidence of effectiveness of games in vocabulary enhancement. one breakthrough research related to gaming and l2 proficiency and vocabulary was conducted by sylven and sundqvist (2012). they investigated the time spent playing games either online and offline as their extramural activity and their l2 proficiency, including vocabulary mastery. the study showed that there was a positive correlation between time-spent in playing game and the vocabulary mastery. the students who spent time more were more fluent in english compared to those spent less time playing game. the test conducted also involved the vocabulary mastery test in which the result displayed the increasing vocabulary mastery in experimental group. what makes the games effective in vocabulary learning? a game is not a completely new way of teaching vocabulary. a lot of studies investigating the role of games in improving the students’ vocabulary have been increasingly discussed. in the past years, the researchers investigated the effect of traditional games to vocabulary mastery. most of the research showed positive results. in more recent years, digital games have received much attention from researchers and practitioners. since then, there has been much follow-up research abovementioned investigating the effectiveness of digital games (online and offline) toward vocabulary mastery. reviewing the studies aforementioned, visual simulation presented in online and offline game will give more opportunity to the students to learn vocabulary successfully. schmidt cited in yip (2006) added that visual simulation is not only useful for normal students, but also for students with learning difficulties. furthermore, interactivity in the authentic situation has been pointed out as the key to successful vocabulary mastery. besides, it gives aids to the teachers and learners significantly: they provide teachers with authentic materials (de haan, reed, kuwada, 2010), lists of corpora (brown & lee, 2015), and authentic pronunciation and spelling. it is plausible to state that with the digital games, students are exposed to authentic learning sources and have the opportunity to reach a native like language ability (saville troike, 2006). playing digital games or virtual games, is considered fun by the learners in which they learn the rules of the games, become somebody else, enter totally different environment, interact with other players, etc (sylven & sundqvist, 2012). they learn english automatically and willingly during the interaction in the games. when it is compared to learning situation at school, it is totally different in which they learn english because they have to. moreover, the emphasized importance of digital games in learning instruction is to motivate, to engage the students in learning as well as to provide the pleasure, excitement and enjoyment in learning (zafar et al, 2014; zheng et al, 2015). the learning process can take place in formal and informal setting. the challenges of using games integrating technology into learning must leave challenges for the teachers to be dealt with. they should be aware of the possible threats that could happen during the process of learning because of bringing the mobile devices to the class. the use of technological devices such as laptop, cell phones, i-pad in the classroom gives blur boundaries between learning and playing (brown et al, 2015). the teachers need to consider this issue. the extensive use of these devices should be under teacher’s supervision. if it is necessary, the teachers make a strict rule for students who cannot control the use of their technological devices during learning process. another challenge is developing the task related to the games. it is quite tricky since it demands the teacher’s creativity. then, excellent internet connection is necessarily needed when the game used is online. conclusion one of the portraits of technological integration in language instruction is utilizing online and offline games to assist teachers in running their classroom activities. online and offline games also make it possible for language educators to teach language components, such as vocabulary. this practice is found to be more popular nowadays because students of this millennial era are closely tight to technology. the use of online and offline games in classroom activities can enhance the mastery of vocabulary since students encounter more enjoyment and have much more fun in learning compared to conventional classroom activities. some people might say “it is impossible”; however, there are a lot of studies that prove the usefulness of the digital games in enhancing students’ vocabulary mastery. the integration is surely not easy. most importantly, it demands the teachers’ creativity in integrating the games into the vocabulary learning. besides, there are several considerations to be noted by the teachers: the choice of the games, the tasks, and the rules in using the technological devices. even though, it looks difficult to be done in indonesia, it is absolutely possible by planning, preparing, managing it well. hopefully, it gives a new insight for indonesian’s teachers in teaching vocabulary. references alberth, a. (2013). technology-enhanced teaching: a revolutionary approach to teaching english as a foreign language. teflin journal 24(1), 1-13 alemi, m. (2010). educational games as a vehicle to teaching vocabulary. mjal, 2(6), 425438 bogden, (2014). blended learning: bringing personalized education to scale. virginia: national association of state boards of education brown, h. d. & lee, h. (2015). teaching by principles: an interactive approach to language teaching. new york: pearson chik, a. (2011). learner autonomy development through digital gameplay. digital culture & education, 3(1), 30-45 dehaan, j., reed, w. m., & kuwada, k. (2010). the effect of interactivity with a music videogame on second language vocabulary recall. language learning & technology, 14(2), 74-94. deterding, s., sicart, m., nacke, l., o’hara, k., & dizon, d. (2011). gamification: using game-design elements in non gaming contexts. in procedings of the 2011 annual conference extended abstract on human factors in computing system. 2425-2428. vancouver, bc. canada. honarmand, r., rostampour, m.,& andorahimzadeh, s.j. (2015). the effect of game tic tac toe and flash card on zero beginners’ vocabulary learning. international journal of educational investigation, 2(3), 2741. jere-folotiya, j., chansa-kabali, t., munachaka, j.c., sampa, f., yalukanda, c., westerhom, j.,richardson, u., serpell, r.,& lyytinen, h. (2014). the effect of using a mobile literacy game to improve literacy level of grade one students in zambian schools. education tech research dev. 62, 417-436. kinzie, m,b., & joseph, d. r.d. (2008). gender differences in game activity preferences of middle school children: implications for educational game design. educational technology research & development, 56(5/6), 643-663. leith, alex. p., ratan, r.a., & wohn, d. y. (2016). the (de)evolution games: a content analysis of the representation of evolution through natural selection in digital games. j sci educ technol. 25, 655-664. lucht, m., & heidig, s. (2013). applying hopscotch as an exer learning game in english lessons; two exploratory studies. education tech research dev. 61, 767-792. saville-troike, m. (2006). introducing second language acquisition. new york; cambridge university press stern, h., h. (1983). fundamental concepts of language teaching. oxford: oxford university press suh, s., kim, s.w., & kim, n.j. (2010). effectiveness of mmorpg-based instruction in elementary english education in korea. journal of computer assisted learning, 26, 370378. sylven, k.s & sundqvist, p. (2012). gaming as extramural english l2 learning and l2 proficiency among young learners. recall. 24(3), 302-321. taheri, marzieh. (2014). the effect of using language games on vocabulary retention of iranian elementary efl learners. journal of teaching and research. 5(3), 544549. tang, s., hannegan, m., & el-ralibi, a. (2009). introduction to game-based learning. in t. connolly, m. stansfield, & l.boyle (eds), games based learning advancement for multisensory human computer interfaces: technique and practices (pp1-17). hersey: information science reference. wijayani, p., w. (2015). the emergency of being digital natives in english language teaching. in b. y. cahyono (ed.), english teacher professional development. malang: state university of malang press. yip, f.w.m., & kwan, a.c.m. (2006). online vocabulary games as a tool for teaching and learning english vocabulary. educational media international. 43 (3), 233 – 249. zafar, b., mueen, a., awedh, m.,& balubaid. (2014). game-based learning with native language hint and their effect on student academic performance in a saudi arabia community college. j. comput. edu. 1(4), 371-384. zhao, y. (2003). recent development in technology and language learning: a literature review and meta-analysis. calico journal, 21(1), 7-27. zheng, d., bischoff, m., & gilliland, b. (2015). vocabulary learning in massively multiplayer online games: context and action before words. education tech dev, 63, 771-790. md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 let: linguistics, literature and english teaching journal ||volume||12||issue||2||pages||193-214||2022|| |p-issn: 20869606; e-issn: 25492454| available online at: http://jurnal.uin-antasari.ac.id/index.php elt in covid-19-augmented-technological-educational ambience at the private universities in bangladesh md. nazmul haque nazmulhaqueibd@gmail.com pundra university of science & technology, bangladesh article history: received: 05 october 2022 accepted: 10 december 2022 this study aims to examine students’ obstacles encountered and the modifications they recommended in english language teaching and learning at private universities in bangladesh during the covid-19 pandemic. applied mixedmethod approach comprised of both qualitative and quantitative research methods. the findings of the study show that all participants go through virtual english language learning during the covid-19 lockdown and the majority of them mention the difficulties to adopt a new approach in elt suddenly, unstable network connection, costly internet data package, unskilled teachers, load shedding, mental stress, teachers’ and students’ lack of technological skills, not having technological devices and sense of remoteness as the prevailing disadvantages they face in online english language learning during covid-19. this study also recommends that university authorities should train students and teachers concerning technological devices and uninterrupted internet network and power supply, high-speed internet, and fair assessment should be ensured. the prevalent result of the study is that online english language teaching and learning at private universities in bangladesh require considerable pedagogical and technological modifications. keywords: challenges; covid-19; elt; modifications; private universities; technology http://jurnal.uin-antasari.ac.id/index.php mailto:nazmulhaqueibd@gmail.com page | 194 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 introduction as the world health organization (who) avows the covid-19 outbreak a pandemic after diagnosing coronavirus infection in different countries of the world, the government of bangladesh announces an emergency shutdown of all educational institutions from march 17 to march 31, 2020 to avoid the spread of the virus (haque & hossain, 2022; tbs report, 2020). since the covid-19 pandemic brings an unanticipated change to the life of the people and affects every sectors of the world, quarantine creates the necessity of emergency virtual e-learning at the universities of bangladesh like almost all countries of the world. consequently, on 7 may, the ministry of education (moe) and the university grants commission of bangladesh (ugc) officially allow private universities to conduct online classes and assess the university students online to continue teaching and learning smoothly (abdullah, 2020). some studies assert that online learning is one of the solutions to continue university teaching in pandemic period because virtual learning can help teacher and students in teaching and learning english (anggita, et al. 2020; azwandi, et al. 2019; syahrial & syafryadin, 2020; syafryadin, et al. 2020; septinawati, et al. 2020). thus, the educational system encounters a sudden shift from the offline traditional classroom to the virtual one. truly, this sudden transmission affects teachers’ and learners’ performance (trust & whalen, 2020) as well as resource limitations and organizational discrimination (aguilera &nightengale-lee, 2020). the existing literatures reveal that the success of online english language teaching at private universities depends on some factorssmooth and inexpensive internet connection, technologically skilled teachers and students, appropriate teaching method and the attitude and satisfaction of the students (sultana & khan, 2020; haque & hossain, 2022; islam, 2021). a study confirms ‘that although the teachers are changing their perception of their negative views about online classes, their teaching is being troubled by many external factors too. nonetheless, there are still several aspects of online classes that need to be addressed and students’ feedback can be a crucial factor’ page | 195 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 (rony & awal , 2019). dhawan (2020) also shows that the students face problems to understand the exact issues discussed in online classroom ‘because most of the online classes are conducted based on one-way interaction (teacher to student)’. another study (mondol & mohiuddin,2020) suggests ‘that personal attentiveness can be an approach to create an active learning environment and that ‘there are several external factors that affect the teaching-learning process in an online classroom, for example, the teaching-learning process gets hampered resulting in the motivation swing and less participation. this study strives to find what are the pedagogical changes the teachers of the private universities situated in district level in bangladesh bring for english language teaching classes and assessment of students in online education during pandemic crises like covid-19?, what challenges in elt do students encounter in the remote classes and assessments in english language teaching and learning?, and what feasible recommendations do learners suggest to ensure effective english language teaching at the private universities situated at the district level in bangladesh? literature review current literatures divulges that the rapid breaking out of covid-19 pandemic has compelled universities to conduct classes and assessment virtually though they started online classes and evaluation some months later (mpungose, 2020). in truth, covid-19 brought a huge changes in education had to adapt the situation. primarily, “this situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teachinglearning,” (dhawan, 2020). dhawan (2020) also envisages that the students encounter difficulties to understand the topics related to english language learning because most of the online classes are conducted through one way interaction. the study recommends that individual seriousness can be an approach to create an effective learning setting. the study of mondol and mohiuddin (2020) reveals page | 196 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 some external factors that affects the teaching learning process in an virtual classroom, for instance, “teaching learning process gets hampered resulting in the motivation swing and less participation,”. virtual english language classes is often considered the student to passive where the ‘spontaneous exchange’ of ideas does not happen between the teacher and the students in real time (shenoy et al., 2020). in the perspective of bangladesh, online teaching during covid-19 comes into existence as an urgent step to the sudden shutdown of universities along with the other educational institutions to stop the spread of the disease. the closure of the universities is so abrupt that nobody understands how to teach and evaluate students in the new normal teaching approach virtually. it becomes even more challenging for the teachers and the learners to teach and learn the english language (paul, 2022). language teaching and learning at the universities in bangladesh was already very problematic (rahman and pandian, 2018) and transforming from onsite class and assessment to online classes and assessment created things even more difficult. truly, online language teaching needs several technological supports such as computers, laptops, mobile phones, headphones, software, high-speed internet connection etc. teachers and students all around bangladesh face problems for the lack of these essential technological devices along with interrupted high-speed internet services during the covid-19 pandemic (al-zaman, 2020). particularly students and teachers from far off areas of bangladesh were deprived of these facilities. even though at the tertiary level of education some measures were taken by the authority to provide these supports, they could not do it because of many limitations (rahman et al., 2021). various studies also find that unstable internet connection was a prevalant obstacle to successful online english language teaching and learning process. (majed et al., 2020; al-zaman, 2020). the huge demand for internet can be also one of the reasons of the speed down (lightcastle partners, 2020). in the truest sense of the term, economic crisis played an important part in students' and teachers' incapacity to afford to avail the devices like computers, laptops and mobile page | 197 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 phones which are terribly indispensible for virtual education (majed et al., 2020). only about 36.7% of families in bangladesh have internet access, and only around 5.6 % have computer facilities (majed et al., 2020; al-zaman, 2020). because of these difficulties, students undergoes mental health issues such as anxiety and frustration, specifically among lower-income students because of their inability to afford required technological facilities (al-zaman, 2020). these mental stress provoked students to commit suicide (lathabhavan and griffiths, 2020; mamun et al., 2020). all these problems came together as prevalent challenges to conduct online language classes and assessment. again, raheem & khan (2020) ensured that during the countrywide along with global lockdown resulted from the covid-19 pandemic, online teaching and learning can be a safe and effective to reinforce students english language skills among many other potential courses on many facets of knowledge. during covid-19 pandemic shutdown, basilaia & kvavadze (2020) conduct a case study in georgia by using google meet among the target participants to impart virtual education and the findings reveal that the sadden move to the online mode of education demonstrated fruitful. there exist diverse problems and challenges in the way to familiarize and assimilate technologies for ranging and strengthening education in the contexts bangladesh like countries, while shohel and kirkwood (2012) finds that often many of interconnected phenomena demand concurrent decisive solution, i.e. economic solvency, availability of technical support, sociopolitical stability, attitudinal change, pedagogical adoption etc. the study of islam (2016) asserted that bangladesh, like many other countries is treating the improvement of her education system as one of the major policies to bring an end to poverty and implements development that comprises the augmentation of ict skills of the citizens and the building of a society enriched with information availability. allo‟s (2020) study uncovers that most of the learners learn virtually during coronavirus crisis. according to farah & ahmed (2014), information and communication technology (ict) is emerging swiftly and people want to enjoy its page | 198 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 multidimensional usages. ‘one of which is education through online that can be called by many names, like virtual learning, remote learning, off-site learning, web-based learning (wbl), web-based instruction (wbi), web-based training (wbt), mobile learning (or m-learning), nomadic learning internet-based training (ibt), distributed learning (dl), advanced distributed learning (adl), distance learning, online learning (ol) etc’ ( hossain, 2021). bangladesh has been being definitely digitalized and many scholars are underlining the significance of teaching through technological assimilation into bangladeshi education programs, especially the tertiary level of education curriculum. ‘therefore, the traditional setting in higher education is being relocated to non-fenced virtual classrooms from the fourwalled ones by virtue of the technology-based resources that are being increasingly applied to fruitful teaching and learning in the mode of reciprocating tools and devices including whiteboard, multimedia projector, mobile phones, tv channels, social networking websites, moodle, podcast, web quest, website, ebooks, e-journals, e encyclopedia, e-dictionary and some more virtual resources’ (mahmuda, 2016, as cited in hossain, 2021). similarly sarker, et al. (2019) mention ‘that e-learning has attained considerable acceptance among most of the students who routinely spend time internet and electronic devices regularly in learning through online arrangements, like lecture videos, course information, postings of the fellow students in the forum and comments and suggestions of the teachers. nonetheless, the researchers, sarker, mahmud, islam & islam, (2019) mention that there are a number of constraints such as: insufficiently designed learning materials, weak internet connection and unavailability of equal online as well as technological scopes to all teachers and learners; and to solve these issues and ensure an unquestionable flow of e-learning, coordinated endeavors by all stakeholders, such as students, lecturers, administrators and policy makers are must in order that the design and implementation of online education conform to the need, desire and expectations of each and every individual in it’ (sarker, mahmud, islam & islam, 2019, as cited in hossian, 2021). to make educational service and page | 199 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 activities more fruitful, academic institutions in bangladesh are categorizing to web-based tools in growing amount when many universities have developed academic gateways where teachers upload the virtual lectures and instructions, and students can join the portal to learn from all over the place ( chowdhury, 2020). as in the pandemic period, the universities of bangladesh like the universities all over the world have no option without transforming traditional onsite classes and assessments to virtual class and evaluation, online class and assessment are in function.the existing literatures cope with the problems and prospects of english language teaching during the covid-19 pandemic period at public and private universities, colleges and schools as a whole. though some studies are found specifically on elt or virtual education of public universities of bangladesh, very few researches focus on english language teaching at private universities of bangladesh but they don’t concern with the challenges the students of the private universities face in covid-19 like pandemic period. therefore, this study aims at demystifying the existing challenges in technology based english language teaching students of the private universities situated in district level in bangladesh encounter in and exploring the recommendation they suggest, on the basis of their individual as well as shared experiences in this respect. method this study, for exploring the problems the students encounter and the suggestions the participants recommend to execute virtual english language teaching and learning during the covid-19 period at private universities in bangladesh, applied a mixed-method approach combining both qualitative and quantitative methodologies on account of revealing more comprehensive findings on the research problems (o'cathain, murphy & nicholl, 2007). 10 open-ended questions were set in the research questionnaire for students of four private universities in bangladesh to divulge their individual experiences and observations relating to the challenges they encounter and the behavioural page | 200 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 adjustments they perceive when they learn english language during the ongoing covid-19 remote. population and sampling the population of this research comprised 41 english language learners from six different bangladeshi private universities namely, rabindra maitree university, pundra university of science and technology, first capital university of bangladesh, dhaka international university, northern university bangladesh, and european university bangladesh. the researchers randomly sent a questionnaire to more than 80 students of these universities in total. of them, 41 students sent responses to the questionnaires. the study developed simple random sampling because it is a neutral approach to receiving replies from an enormous group (horton, 2021). data collection the researcher collected qualitative data on the research question from the target population. since the study was conducted during the covid-19 lockdown which inhibited all sorts of in-person communications, it used various information technologies, i. e., facebook, messenger, email, and cell phone. we sent the questionnaires to the participants through email or messenger and requested them over the cell phone to answer the questions at their earliest convenience. though nearly 50% of the participants didn’t answer the questions, around 50% of them, in open-ended questionnaires, can provide relatively detailed responses which, far and away, address the questions accurately (hyman & sierra, 2016; desai & reimers, 2019). data analysis in this mixed-method research, we made collected qualitative data quantitized through unitization, categorization and coding. quantitizing refers to transforming the qualitative data into numerical forms, which emerged as a major way of mixed-method research (sandelowski, voils & knafl, 2009). we unitized page | 201 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 and categorized the data into incongruent codes to present the variables numerically (srnka & koeszegi, 2007). findings and discussions students’ perception figure-i: whether the teachers conduct elt classes and assess the students online during covid-19 period all of the participants ( 100%) participated in the open-ended survey asserted that the teachers conducted classes and assessed them online during covid-19 but some participants also added that their virtual class started three or four months later after the university grant commission and education ministry of bangladesh allowed the private universities to continue classes and assessment online. because, their university administrations were, in fact, somewhat confused about whether their online classes and assessment will be validated or not later. and at the beginning, many teachers and students didn't have any idea concerning the apps used for online classes and assessments. yes (100%) b no (0%) whether the teachers conduct elt classes and assess the students online page | 202 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure-ii: technological devices the students used for elt classes & assessment 85% of them used smartphones when attending elt classes and got assessed at the university as the technological device while about 10% of the participants used both tabs and smartphones. more specifically, 05% of the students applied both laptop and smartphone and the last one admitted that he/ she had no smartphone, tab and laptop figure-iii: assessment methods through the students were assessed as methods of assessment during covid-19, 95% of the participants revealed assignment, viva voce and class test and 05% of them mentioned assignment, viva voce and quiz test as the test formats to assess them. technological devices for elt classes & assessment smartphone (85%) tab + smartphone (10%) laptop + smartphone (05%) no device (05%) assessment methods assignment, viva-voce & class test (95%) assignment, vivavoce & quiz test (05%) page | 203 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure-iv: consistency of online english language teaching around 45% of the students regard online english language teaching as consistent while nearly 50% of the participants considered it to be both consistent and inconsistent. and 05% of the students acknowledged online assessment as inconsistent. figure-v: teachers’ efficiency in online english language teaching 80% of the students considered the teachers to be efficient in online english language teaching during covid-19 while 05% of the participants affirmed that the teachers are both efficient and inefficient. and 05% of the participants confessed the teachers to be unskilled. consistency of online english language teaching consistent (45%) both consistent and inconsistent (50%) inconsistent (05%) teachers’ efficiency in online english language teaching efficient (80%) both efficient and inefficient (15%) inefficient (05%) page | 204 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure-vi: students’ satisfaction with the current modes of online english language teaching nearly 50% of the participants were, after considering all the problems and benefits, satisfied, 40% of the participants were dissatisfied and 04 of the students were partially satisfied with the online english language teaching. figure-vii: suitable format of online english language teaching during covid-19 about 40% of the students regarded long viva-voce and presentation as suitable format for online english language teaching during covid-19 whereas 10% of the participants stated assignment and class test, 10% of the students mentioned viva, presentation and class test, the 10% revealed assignment and satisfaction in the current modes of online english language teaching satisfied (50%) partially satisfied (10%) dissatisfied (40%) suitable format of online elt assessment viva and presentation (40%) assignm ent and class test (10%) viva, presentati on and class test (10%) assignme nt and presentati on (10%) class test and viva (10%) assignme nt (10%) presentation (10%) viva, assignme nt (05%) viva (05% ) page | 205 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 presentation, 10% believed class test and viva, 10% denoted assignment, 10% considered presentation. but 02 of the 21 participants gave different opinions in regard to choosing the suitable format for online assessment. in them, 01 specified viva and assignment and the last one avowed viva-voce. figure-viii: advantages of online english language teaching during pandemic more than two third of the participants (70%) exposed the advantages they enjoyed in online assessment during covid-19 asserting that they can attend the classes and examinations from anywhere. again, 10% of the participants considered schedule benefits for appearing at the examination to be the major advantage of online assessment. 05% of the students revealed that online assessment develops the technological knowledge of the students. so, it was a great opportunity for the students to introduce themselves to the new electronic devices like and smart phone, laptop or tab or the new software like zoom meeting app or google meeting app in the new online assessment. on the contrary, about 15% of the participants found no advantages in online assessment during covid-19. they mentioned that it was difficult to adopt a new approach in elt suddenly. advantages of online elt during covid-19 students can join the classes and exams from anywhere and everywhere (70%) flexibility for appearing at the examinations (10%) online assessment enhances technological knowledge (05%) no advantage reason: not given (15%) page | 206 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure-ix: disadvantages of online english language teaching during covid19 around 80% of the participants acknowledged unstable network connection as the prevailing disadvantage they faced in online assessment whereas 15% of the participants claimed that the costly internet data package and unskilled teachers was the main downside. likewise, the last 05% of the 41 students approved that online assessment exacerbates mental stress and it also broke concentration. disadvantages of online english language teaching network problems (80%) high cost of internet data package and unskilled teachers (15%) stress and break of concentration (05%) page | 207 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 figure-x: expected modifications and considerations in english language teaching during covid-19 almost all (90%) of the students recommended that some modifications must be brought into english language teaching during covid-19 although 10% suggested no modifications. 30% of the participants commented that teacher's equal treatment in the assessment must be confirmed and also they should be very cordial to the students while 10% of the participants also added that equal evaluation in viva voce should be taken into account, 20% of them avowed that interrupted internet network and reasonable internet data cost are the prevalent recommendations. likewise, 05% of the participants emphasize making modifications and considerations no modifications (05) equal treatment towards all is to be ensured, and teachers have to be sympathetic (30) equal evaluation in viva voce has to be ensured (10%) interrupted internet network and reasonable internet data cost (20) fair means and paid option in the zoom meeting have to be ensured (05%) face to face live presentation may work well. (05%) expert teachers have to be appointed. (05%) page | 208 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 sure fair means in the online exam while 05% of students considered face-to-face live presentation making videos of their presentations and uploading them on their facebook page to be fruitful. similarly, 05% of the participants confessed that technologically skilled teachers are important so that they could evaluate the students accurately, 05% of the students recommended ensuring the validity of the assessment, and 02 of the 41 participants suggested that the elt teachers should ensure equality in marking. and the last two participants left the question of modification unanswered. discussion even though all the participants in this study assert that their teachers of elt courses at universities conduct their english language classes and assessment in online mode during the covid-19 pandemic, they were confused concerning virtual teaching and learning approaches. as all the students responding to the questionnaire of this research get taught and evaluated online, they find it sometimes problematic and sometimes beneficial. that is why, they suggest some recommendations to make english language teaching and learning more fruitful. however, the study finds that the majority of the participants used smartphones when attending elt classes and got assessed at the university as the technological device and the rest of the students used tabs and laptops. as methods of assessment during covid-19, the participants revealed assignment, viva voce, class test and quiz test as the test formats to assess them. half of the students regarded online english language teaching as consistent whereas nearly half of the participants considered it to be both consistent and inconsistent. again, most of the students considered the teachers to be efficient in online english language teaching during covid-19. the majority of the students considered the teachers to be efficient in online english language teaching during covid19 while some of the participants affirmed that the teachers are both efficient and inefficient. nearly 50% of the participants were, after considering all the problems and benefits, satisfied, 40% of the participants were dissatisfied. many students regarded long viva-voce and presentation and some students considered page | 209 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 assignments to be the suitable format for online english language teaching during covid-19. likewise, most of the participants divulged the advantages they enjoyed in english language learning at their universities during covid-19 asserting that they can attend the classes and examinations from anywhere. again, some of the participants considered schedule benefits for appearing at the examination and the opportunity for the students to introduce themselves to the new electronic devices like smartphone, laptop or tab or the new software like zoom meeting app or google meeting app in the new online assessment to be the major advantages of online assessment though few participants found no advantages in online assessment during covid-19. they mentioned that it was difficult to adopt a new approach in elt suddenly. in contrast, around 80% of the participants acknowledged unstable network connection as the prevailing disadvantage they faced in online assessment whereas the rest of the participants claimed that the costly internet data package and unskilled teachers were the main downsides and online assessment exacerbates mental stress and it also breakes concentration. limitation as the study was led during the covid-19 lockdown, the study came across several impediments and so it has some limitations too. the sample population could not be approached in person and therefore the researcher had to contact them over phone, on social media or on-internet communications to remind the responders time and again. the study also could not include a larger number of populations for more representational findings in the researched question. suggestions considering all the problems and prospects in the findings, the study proposes some recommendations which might be applicable both in bangladesh and of course in many other countries of the world on the conditions of the situation, resource capacity and academic approaches. the study recommends that the prevalent online-education-related problems the students face like interrupted page | 210 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 internet networks and low internet speed, load shedding, students’ lack of technological skills, not having technological devices, sense of detachment, etc. should be solved to make english language teaching should be more effective. each of the universities needs to launch a technological enquiry team to help the students. and equal evaluation in viva voce, uninterrupted internet connection and reasonable internet data cost are the prevalent recommendation. likewise, the research also recommends that making sure fair means in the online exam, faceto-face live presentation making video of their presentations and uploading them on their facebook page to be fruitful. similarly, the study also adds that technologically skilled teachers and ensuring the validity of the assessment are the prevailing recommendations. conclusions the grave concern of this study was to find the impediments and challenges english language learners of the private universities of bangladesh encountered when they were taught and assessed online during the covid-19 pandemic and the considerations required to make english language teaching and learning more effective. among the major obstacles faced by the students are interrupted internet connection and low internet speed, load shedding, students’ lack of technological skills, not having technological devices, costly internet packages, mental stress at the time of assessment and a sense of remoteness. as spivey & mcmillan (2014) revealed a strong affirmative connection between students’ efforts and their course performance, especially in virtual education and evaluation during the covid-19 like pandemic periods. the study speculates that english language teaching online at private universities in bangladesh has a strong possibility to serve the purpose to the hilt but some modifications are needed to make english language teaching and learning more effective. page | 211 md. nazmul haque let: linguistics, literature and language teaching journal vol. 12 no. 2 2022 references abdullah, m. 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(2021). pre-service english teachers' experience with various call applications: hindrances and reflection.studies in english language and education,8(1), 99-114. tbs report. (27 april, 2020). educational institutions may remain closed till september if virus does not fade: pm. https://tbsnews.net/bangladesh/education/all-educationalinstitutionsremain-closed-till-september-pm-74221 trust, t., & whalen, j. (2020). should teachers be trained in emergency remote teaching? lessons learned from the covid-19 pandemic. journal of technology and teacher education, 28(2), 189-199. https://www.learntechlib.org/primary/p/215995/ https://tbsnews.net/bangladesh/education/all-educationalinstitutions-remain-closed-till-september-pm-74221 https://tbsnews.net/bangladesh/education/all-educationalinstitutions-remain-closed-till-september-pm-74221 https://www.learntechlib.org/primary/p/215995/ the effective technique in teaching listening 1 using scaffolding technique to improve the writing ability of the 11th graders of sman 5 mataram yulia isnaini ali saukah johannes a. prayogo state university of malang abstract this study was intended to apply scaffolding technique as a teaching technique to solve the problems in the teaching and learning of writing report text. the research design used in this study was a collaborative classroom action research which had been conducted in two cycles. the subjects of this study were 32 eleventh graders of xi ipa 6 at sman 5 mataram in academic year 2012/2013. the research instruments used to get the data were interview, questionnaire, observation checklists, field notes, and writing task.this article highlights the potential of the scaffolding technique integrated through the process approach-with which students go through a write-rewrite process; prewriting, drafting, revising, editing, publishing in giving students chance to work in real, live process of how real writer engages in the process of writing. however, the most important finding is the technique could improve the ability of students’ writing ability in writing report text. keywords: writing ability, scaffolding, process writing approach, classroom action research. as many teachers of english as a foreign language (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 three skills. teaching and acquiring the skills needed in writing is a great challenge for both of teacher and student, especially for the students, it is mostly dealing with students’ limitation in using the language that they just learned and the rhetorical conventions of english itself. these facts is strengthened by the findings in the preliminary study conducted at sman 5 mataram in the eleventh graders from september 11thto 24th2011 by using some instruments, namely direct observation, questionnaire, interview, and writing task. related to direct observation, the researcher found that the students lacked practice in writing. most of students’ activities in english subject were taken into working on the workbook exercises and translations. students tended to translate their first language model of writing directly into english. in order to identify more about students’ problem in writing report text, a writing task was conducted. in this activity, the students were assigned to write one report text based on the pictures given. their writing score on average indicated that it was below the minimum passing level (kriteriaketuntasan minimal) that is 75. the number of students who passed this level was 1 out of 32 students (3.1%), while the rest of them (96.9%) got below the minimum passing level. 2 after having students’ writing product, the researcher the researcher therefore distributed a questionnaire to students. it was used to investigate the students’ attitude towards english writing and their writing habit. the result of the questionnaire showed that basically, most of students (62.5%) like english lesson. however, half the class (50%) like writing in english. meanwhile, 8 students (25%) believe that writing is a difficult skill to learn. to think that writing in english is easy, 5 (15.6 %) out of 32 students agreed with it. moreover, it was surprising to know the students’ response to the statement that grammar is more important than content 29 (90.6%) students were in the same opinion. 20 (60.5%) of them said that finding the appropriate words for their writing was the most difficult thing to do in writing, 11 (34.3%) agreed that organizing their writing with right mechanics was difficult and 14 students (43.75%) believed that finding and developing the idea of what to write was the most challenging part of their writing. referring the above information, it showed that students of xi ipa 6 had a low ability in writing skill especially in terms content and organization. therefore, it gives an overview for the researcher to do action research in this class. this is meant to bring about the changes for the improvement in english teaching and learning process. for that reason, the need to implement another teaching technique which will bring about the improvement is very crucial. therefore, the researcher proposed to utilize scaffolding technique as the teaching technique to solve the students’ writing problems. the term scaffolding originates from vygotsky's concept of the zone of proximal development (zpd). zpd is the distance between students’ actual developmental level and the level of potential development through problem solving under competent guidance or in collaboration with more capable peers (knapp & watkins: 2005). the form of assistance vygostky refers to is not simply provided by peers, but also by the teachers who explicitly directing student’s learning. scaffolding in an educational context is a process by which teachers provides students with a temporary framework for learning. in this sense, the teacher is not only a teacher, who teaches, explains and asks the students to do some activities but the teachers are team workers. the teachers and the students collaborated in discussing about something to write. the teacher simultaneously provides students with sufficient supports whenever students need assistance to attain one particular level of understanding.the students would not feel alone and inferior in the class and the success is possible to be reached. thus, it is helpful to foster students’ cognitive development in terms of their self-efficacy and self-esteem (rosenshine and meister, 1992). in addition, or this strategy to be successful, the teacher must provide students with the optimal amount of support necessary to complete the task, and then step by step decrease the level of assistance until the student becomes capable to the activity independently (vernon: 2001). because of the effectiveness and flexibilities of scaffolding technique, some studies were conducted to investigate its effectiveness to support and enhance student academic performance (miller, 2012; ningrum, 2012; verenikina, 2004; isnawati, 2009; vernon. 2000). result of the studies showed the use of scaffolding technique was effective as a learning strategy; however for the technique be maximally effective, the teachers need to consider the best form of scaffolding and theappropriate amount of scaffolding need 3 to be given to their students. another study was conducted by laksmi (2006). she found that it could foster student motivation in writing efl class at university level. all the results of the studies indicate that using scaffolding can improve the quality of students’ ability in learning. in addition, to assess students’ writing, the researcher used two kinds of assessments; these assessments were product and process assessment. product assessment was done by scoring students’ final product based on the analytical scoring scales through each of the writing components such as content, organization, grammar, vocabulary and mechanics (o’malley and pierce, 1996). process assessment was used during the process of teaching and learning and aimed at giving information about the students’ performance on how the students write, the strategies they employed, and the decision they made as they write. moreover, a peer assessment was also done to facilitate the students to get feedback from their peers as their readers. furthermore, feedback might be given by the teacher through discussion in students-teacher conference and, the last, self-assessment was done to encourage students to improve their writing based on the feedback they get. moreover, the revision checklist facilitated students to monitor their own draft whether they have been completely composed their draft based on the scaffolding they had. as a conclusion, by considering the possibility and suitability the researcher intended to solve the students’ problems in writing by scaffolding technique which was implemented together with process writing based approach. this technique would give potential improvement of students’ ability in writing english report texts through the process approach-with which students go through a write-rewrite process-in giving students a scaffold to work in real, live process of how real writer engages in the process of writing. research method the use of scaffolding as a teaching technique was applied through process writing. this study applied the collaborative classroom action research at the eleventh-graders of xi ipa 6 sman 5 mataram. the collaborator was the english teacher of the school. this collaboration will give contribution ‘in a more critical and substantial way’ in process of the study (burns, 2010: 13). the researcher and the collaborator worked together in planning, implementing, observing, and reflecting on the action. in the planning, the researcher and collaborator carefully designed the teaching strategy, lesson plan, set the criteria of success, and provide research instruments. in the implementation stage, the researcher conducted the teaching activity as a teacher while the collaborator acted as an observer who conducted the classroom observation. the collaborator observed the effect of the action by using observation checklist and field notes when the researcher was implementing the teaching technique. at the end of the cycle, the researcher distributed the questionnaire. in the last stage, together they evaluated and analyzed the implication of the action for classroom learning, whether the result had achieved the criteria of success or not.if the result could not achieve the criteria, the action must be continued to the next cycle. 4 the implementation of the action was focused on the lesson plan that had been designed by the researcher and collaborator. to highlight the effective use of scaffolding technique, the researcher used the modified scaffolding diagram by anderson and anderson (1997) as the main teaching. the teaching of writing activities were implemented with the process writing based approach, which the researcher believed potential to help students to understand the importance of skills involved in writing which would contribute to the development of their writing ability. figure 1.1 information report scaffold diagram (adapted from anderson & anderson: 1997). report text – animals by: ________________________ 1. classification what is it? 2. description what does it look like? the color, size& weight. 3. lifespan how long it can live? 4. range where does it can be found? 5. habitat where does it live? 6. diet what does it eat? 7. offspring how does it have babies? 8. behavior how does it live/defense system/territorial/solitary /social 9. threats is it endangered animal? and how you preserve/ save it from extinction 5 the implementation of the scaffolding technique was carried through the five stages of process writing based approach. the technique began with the prewriting stage where the students are exposed to series of pictures and videos related to particular topic, the researcher lead the discussion in the form of questions and answers that related to the picture. therefore, students were given a model of report text of a particular subject that represents information about the subject. moreover, by using the modified information report scaffolding diagram researcher helped students to scatter the topics into a detailed in a systematic order. through this step, students also learnt the linguistics feature, generic structure, and language use related to the topic. the next step was drafting, where students further organize the thoughts revealed in the prewriting step. again by using the modified information report scaffolding diagram, researcher helped students to generate ideas which later became the outline that helped students to develop their draft that visually identifies the characteristics of subject of report text. in this stage, some of the writing aspects such as spelling, punctuation, and mechanical mistakes were little of concern. moreover, to help them negated with this idea and emphasize the notion that writing is not to write an instant thought, they are assigned to label their papers “rough draft”. therefore, the next step on this approach was revising. it included the self-revision and peer revision. students made changes and rewrite their initial rough draft; the changes that the students made during the revision were classified into adding, substituting, deleting, or moving. these changes may take in the form of word, phrase, clause, sentence, or paragraph. after completing this phase, they shared the drafts with their friends in the peer revision activity. during this activity, students were actively gave their comments and compliments on each other’s work. next step was the editing stage. this was the stage where students attempted to make their writing optimally readable. students used the evaluation feedback and suggestion from the teacher and their friends to make correction as necessary. students then proceeded to the final draft, and so, the researcher assisted students to get through this process by providing them with a list of correction symbol guide for proofreading which included conventions of written standard english: capitalization, punctuation, spelling, grammar, etc. in the final stage, students published their writing by reading aloud in front of the classroom and the other students were given opportunity to give comments and suggestion about their friends’ work and performance.the summary of the steps of scaffolding strategy in the teaching activities can be seen in the table 1.1 table 1.1 summary of the steps of scaffolding technique in the teaching activities no writing stage the teaching and learning activities 1 prewriting a. the teacher showed students some pictures. b. the teacher providedquestion and answer session in the form of brainstorming/word webbing related to the picture. c. the teacher gavethe model of report text and explainedits generic structure and language 6 features. d. the teacher shows more pictures to help grasp students’ knowledge. e. the teacher explained the use of the modified information report scaffolding diagram and assisted students to create an outline by using it. 2 drafting a. the teacher providedstudents with vocabularies needed to create a text. b. the teacher assisted the students to make a draft based on the information report scaffolding diagram. 3 revising a. the teacher gave and explained the revising guideline. b. the teacher assisted the students to revise their draft and rewrite the revision. 4 editing and publishing a. the teacher gave and explained the editing guideline. b. the teacher assisted the students to edit their draft and rewrite final draft. c. the teacher asks the students to publish their writing by reading aloud in front of the classroom and other students are asked to give comments and questions on their friends’ work. to obtain the data, four research instruments were utilized during and after the implementation. the observer collected data while the teaching process is conducted. after the implementation, the teacher distributed questionnaireand administered a writing task for the students.all of the data then were reflected on the criteria of success. criteria of success, data sources, and research instruments are presented at table 1.2. table 1.2 criteria of success, data sources, and research instruments components criteria of success data source research instruments product all students are expected to be successful by achieving > 75 as the passing grade, and gained higher points over their scores in the task before the action with the different levels of preferences; high achievers: 10%, middle achievers: 20% low achievers: 30% students’ scores in writing english report text analytical scoring rubric for writing process most of students are engaged actively during the teaching and learning students’ participation among peers observation checklist and field notes 7 process and teacher in the activities most of the students respond positively to the implementation of the technique students’ responses about the implementation of scaffolding technique in the teaching and learning process questionnaire the process of evaluating the data comprised some steps for assembling the data, coding the data, comparing the data, building meaning, and reporting the outcomes. inthe process of assembling, all the data were collected and reviewed from the questions of the research, then started going through the data and looked for broad pattern or ideas which seemed to answer the questions. in coding the data, the researcher and the collaborator specified the data pattern or categories based on the broad picture, and identify the data sources. in the next steps, they compared the result of the coding to find out the similarity or difference pattern in different sets of data, and they visualized the data in a diagram or tables. for example, between the students’ scores before and after the action were compared. the following step, theyinterpret what the data mean, why and how the data emerges. the data would be reflected on the criteria of success to see whether the criteria had been achieved or not. research findings the findings cover the students’writing scores, participation, and responseduring two cycles. in addition, revision for the second cycle was also presented. findings in cycle 1 the implementation scaffolding as a teaching technique in writing report text was combined with the process writing based approach. the study in cycle 1 consisted of four meetings which covered the five steps of writing process. the first meeting as prewriting stage was conducted on april 30th 2013. the second meeting was drafting stage which washeld on april 2nd 2013. however, the third meeting was revising stage that was held on april 7th 2013. as for the last meeting of cycle 1, the editing and publishing stage, these stages were undertaken on may 14th 2013. the result of the data analysis in the cycle 1 showed that the action conducted did not yet meet the criteria of success. although the result of data from the observation checklist and field notes showed that students’ participation in the process of teaching and learning was mostly increased and they also showed a positive response in the questionnaire, however, after the sets of data were analyzed and evaluated, it showed that there were still 4 students out of 32 students got below the average score below the criteria of success. therefore, the first cycle was not considered successful, and the researcher and collaborator decided to continue the action to the cycle 2. the detailed research findings and the process of the research were presented as the following. 8 the students’ writing scores on the process of writing in the drafting stage, students were assigned to write and develop their report text based on their completed information report scaffolding diagram. the result of students writing was collected and analyzed by the researcher. it was assessed on the term of content, organization, vocabulary, grammar, and mechanics. based on the result of students’ writing product, there was quite good improvement of the students’ average score from the students’ writing products on the preliminary study. the average score on the preliminary study was 57.6 and the average score of students’ writing on cycle 1 was 85.4. it means that there was a 27.8 points of average score improvement. in the preliminary study there was only 1 students or 3.12% students who achieved the score 76 which was higher than 75 as the minimum learning mastery (kriteriaketuntasan minimal). meanwhile, in cycle 1, there were 28 students or 87.5% of them who got score equal or higher than 75 as the minimum learning mastery. for detailed information about the improvement of the students’ score in the cycle 1 compared to the gain in the preliminary study can be seen in table 1.3 table 1.3 the comparison of students’ writing scores in the terms of aspect of writing on preliminary study and cycle 1. aspect of writing stage preliminary study cycle 1 mean min score max score mean min score max score content 16.89 10.2 23.85 25.79 20.4 27.3 organization 14.55 10.2 20.4 21.48 17 27.3 grammar 9.51 6.8 13.6 14.03 11.35 15.9 vocabulary 11.13 9.1 13.6 15.9 11.35 18.2 mechanics 5.55 3.4 7.95 8.16 6,8 9.1 despite the unsuccessful result for the kkm aspect of students’ writing score, luckily, most of students showed improvement compared to gain in the preliminary study. related to this gain, the scaffolding technique played an important role in achieving this score. the most significant improvement of the aspects of writing was in the content by 8.89 and organization by 6.93 per student after the score conversion. the students’ involvement in the teaching and learning activities result of the analysis in observation checklist showed that students’ participation was 81.04% out of 26 learning activities.it meant that their involvement in the classroom was considered excellent in the classroom, and achieved slightly above the criteria of success that is 80%. the summary of their involvement in the first cycle was presented in table 1.4. table 1.4summary of the students’ involvement during the writing activities in c1 meeting numbers of activities stage of writing process percentage (%) interpretation 1 10 prewriting 70 % good 9 meeting numbers of activities stage of writing process percentage (%) interpretation 51-75% of the students involved in the activity 2 6 drafting 79.16% excellent 76-100% of the students involved in the activity 3 5 revising 85% excellent 76-100% of the students involved in the activity 4 5 editing and publishing 90% excellent 76-100% of the students involved in the activity total 81.04% above the criteria of success which is 80% in addition to the use of observation checklist, the data also were supported by findings in field notes. during the process of teaching and learning process the collaborator noted some important points about the strengths and weaknesses of the use of scaffolding technique, and gave some suggestions for further improvements.however, in general the collaborator as the observer concluded the strength of using the scaffolding technique could foster the students’ motivation to learn. for the further improvement, he suggested that the classroom management, time allotment, and modification of the activities should be considered to encourage better students’ participation. the students’ response to the implementation of scaffolding technique in writing report texts. after thetreatment, the students weregiven a questionnaire related to the effectiveness of scaffolding as a teaching technique.inclosed-ended questions, most of them agreed that scaffolding could help them develop ideas and vocabulary,and organize them easily. moreover, related to the students’ attitude towards writing the intensive guidance given by the researcher in modeling and in completing the task in every stage help students to feel motivated and pleased to write report texts. besides, the enjoyable atmosphere and support created by the researcher helped students to decrease their reluctance to write.to be more specific, the exact number and details of each item in the questionnaire was presented in the table table 1.5the students’ response to the questionnaire in cycle 1 easily findin g ideas (1) easily dev. ideas (2) easily org. ideas (3) easily dev. vocab (4) feeling motivate d (5) showing confidenc e (6) showing pleasure (7) strongly 9 6 13 3 3 3 1 10 agree agree 23 22 19 19 13 17 22 not really agree 0 3 0 10 15 10 9 disagree 0 0 0 0 1 2 0 strongly disagree 0 0 0 0 0 0 0 reflection in cycle 1 after different sets of data were compared to find its difference and similarity, the findings obtained by using observation checklist, field notes and questionnaire indicated similar results, and achieved the criteria of success. however, these results were in not line with students’ writing score. this contradiction implied that scaffolding technique had not been successful yet. therefore, considering the findings and suggestions in the cycle 1, the teacher and the collaborator decided to continue the action to the cycle 2. the lesson plan of the study in the cycle 2 needed to be revised and improved so that it could meet the criteria of success. then revision in the cycle 2 was focused on the lesson plan and the classroom management. in relation to the lesson plan, the instructional material and the learning activities were the main concern. in the cycle 2 the topic of natural phenomenon was given to students. the researcher allotted more time in explaining the material time, this way, students were expected to have a better understanding so that they would be able to distinguish and express fact and opinion correctly in their writing. moreover, the researcher also focused on the model of the development and organizing ideas of report texts by modifying the scaffolding diagram to match with the certain topics of natural phenomenon such as; earthquake, sandstorm, tornado, volcano. as for the classroom management, the researcher together with collaborator managed to make a time restriction for every activity. in addition, the researcher used videos as an additional entertaining material; this change was to make the students to be more act ive than before. in addition, the students were also asked to play a game as warm up exercise to prepare students for the actual material be given, this activity was done to refresh students’ memory of report text and created fun and enjoyable learning atmosphere. the revision related to the material was the leading question, by giving more portions to the questions aimed to ease and support the students to understand the report text. moreover, the researcher also provided students with list of vocabularies to help them find the appropriate words or technical terms to express their idea. the researcher also revised some questions in the editing and guidelines as well as gave them the revising and editing exercise so that the students would easily recognize their mistake and revised it into a better writing. generally, the procedures of instruction and procedures of assessment were similar to those in cycle 1 since the action in the cycle 2 was mainly to continue the teaching and learning process in order to achieve the criteria of success. 11 findings in cycle 2 slightly different to the previous cycle, the observation of teaching and learning process was obtained through observation checklist and field notes in 3 meetings; thursday, may 16th 2013; tuesday, may 21st 2013; tuesday, may 28th 2013 with the time allotment 2×45 minutes for each meeting. in this cycle, the prewriting and drafting stage were covered in the fifth meeting which was comprised in 10 activities, while the revising stage was held in the sixth meeting which comprised in 4 activities, and 6 activities were covered in the editing and publishing stage were done as the last activities in the seventh meeting. the students’ writing scores in line with the improvement of students’ writing product in the previous cycle, the number of students who passed the writing test in cycle 2 had also increased. the result of their writing showed that 96.87% or 31 out of 32 students achieved the targeted scores namely > 75 and passed the writing task in cycle 2. the teacher and collaborator analyzed the result of students’ final writing based on the scoring rubric set in this study. in the cycle 2, the product of students’ writing report text by applying the scaffolding technique showed great improvement comparing to the gain in the previous cycles. from their writing it could be seen that even though they still made few trivial mistakes on the appropriate convention of writing, nonetheless, the students could finally organized their writing in terms of stating the subject correctly, describing the subject comprehensively, and using appropriate vocabulary/technical term based on the students’ scores, it can be concluded that the scaffolding technique implemented in cycle 2 almost met the criteria of success. the average score was 89.58. there was only 1 student (3.1%) who got score under <75 and the rest 31 students (96.8%) were able to achieve the criteria of success. in cycle 2, the lowest score achieved by a student was 71.4 and the highest score was 95.5. the data above showed that the students’ achievement in their writing ability had finally achieved the criteria of success.moreover, there was also an improvement in terms of aspect of writing. for the detailed information about the students, improvement in every aspect of writing can be seen in the table 1.6 table 1.6 the students’ improvement in writing aspect in cycle 2 aspect of writing stage preliminary study cycle 1 cycle 2 mean min score max score mean min score max score mean min score max score content 16.89 10.2 23.85 25.79 20.4 27.3 26.7 20.4 27.3 organization 14.55 10.2 20.4 21.48 17 27.3 23.74 17 27.3 grammar 9.51 4.5 13.6 14.03 11.35 18.2 13.67 11.35 15.9 vocabulary 11.13 9.1 13.6 15.9 11.35 18.2 17.48 13.6 18.2 mechanics 5.55 3.4 7.95 8.16 6,8 9.1 7.91 6.8 9.1 12 despite the unsuccessfulness of students’ achievement in term of their grammar and mechanic aspects, the improvement of students’ ability in writing report text can also can be seen from their range scores of improvement for every writing aspect from preliminary study, cycle 1 and cycle 2. after the calculation of the data gained from all cycles, it showed that students’ achievement was significantly improved in three aspects of writing; content, organization, and vocabulary. the students’ involvement in the teaching and learning activities based on the result of the data analysis, the effectiveness of scaffolding technique in this cycle could meet the criteria of success. most of the students were participating actively compared to the previous cycle. in this cycle, students showed major improvement especially in their involvement in the classroom discussion, group work and also responded positively to the teaching technique used, and able to write report texts better through development of subject, complete features of report texts and effective vocabulary. they also responded positively. the summary of students’ involvement in the cycle 2 was presented as the following description. table 1.7 summary of the students’ involvement in the writing activities in cycle 2 meeting numbers of activities stage of writing process percentage % interpretation 5 10 prewriting & drafting 85% excellent 76-100% of the students involved in the activity 6 4 revising 87,5% excellent 76-100% of the students involved in the activity 7 6 editing & publishing 88,1% excellent 76-100% of the students involved in the activity total 88,1% above the criteria of success, 80% the total percentage of students’ involvement during the three meetings in the cycle 2 was 88.1%. it increased 7.06% from cycle 1 which was only achieved 81.04%. this significant improvement of percentage of the students’ participation was the sign that students’ had achieved the stipulated criteria of success stipulated in this study namely 80%. in accordance to the findings in the classroom, the additional activity in using video and game as the warming-up activities were really helpful. it helped students to release some tension and prepare them to do the task. in addition to this, the list of helpful vocabularies gave the impression positively. the students seemed more relax in completing their writing and they were also able to manage the time effectively. in short, students were no longer complained about the insufficient time given or asking additional time to finish their draft. 13 the students’ response to the implementation of scaffolding technique in teaching writing report texts. concerning the student responses to the questionnaire about the teaching using the sscaffolding technique, in the second cycle,most of the students agreed that the technique helped them to improve their writing ability better and make them more interested in the learning. however, their responses to the action implemented was almost similar with their responses in the first cycle.these findings were presented more detailed intable 1.8 table 1.8 the students’ response to the questionnaire in cycle 2 easily findin g ideas easily dev. ideas easily org. ideas easily dev. vocab feeling motivat ed showing confiden ce showing pleasure strongly agree 6 5 12 3 3 4 6 agree 24 23 18 24 15 17 17 not really agree 2 4 2 5 13 10 9 disagree 0 0 0 0 1 1 0 strongly disagree 0 0 0 0 0 0 0 reflection of cycle 2 based on the previous descriptions of the teaching process and the evaluation of students’ final writing in cycle 2. the researcher and the collaborator drew a conclusion that the implementation of teaching writing by using scaffolding technique had reached the criteria of success. even though there were still weaknesses found in the students’ grammatical and mechanical achievement in cycle 2. however, it was worth saying that they had successfully improved their scores comprehensively. therefore, this is meant that there is no more cycle to be implemented. discussion scaffolding is a practice based on lev vygotsky’s socio-cultural theory and its relation to the concept of assisted learning. this concept views the teacher as the cultural agent who guides instruction so that students will master and internalizes the skills that permits higher cognitive functioning (slavin, 2003: 262). therefore, it commonly used as a metaphor to describe the role of adults or more knowledgeable peers in guiding students’ learning development. in addition, with regard to the statement above and its relation to the teaching practice, the zone of proximal development (zpd) is the distance between the two levels of learner’s past independent capabilities or understanding and their potential development or capability with the support and guidance of other capable adults or peers (galea and nair: 2008). with regard to the vigotsky’s theory, the teacher’s roles were very crucial in leading the 14 students into effective learning, especially when the teacher utilized a teaching technique in its practical term, scaffolding technique implemented in this study were taken into various form of teacher supports such as demonstration; modeling; ongoing dialogue; providing guidelines; keeping attention focused as well as providing examples/questioning; and dividing task into simpler steps through the information report scaffolding diagram. during the process, the researcher constantly judged what kind of scaffolds are appropriate and to which degree adults shifted the level of intervention to fit the students’ individual zone of proximal development. for example, when student is having difficulty, the teacher increases his or her help just enough to provide support and assistance but not so much as to take over the task. as it mentioned before, the researcher used the information report scaffolding diagram as the main teaching aid in assisting students to complete their writing task. the guided questions in the scaffolding diagram help students to generate ideas and give details to their writing. this is in line to yangrifqi’s study (2012) proves that asking questions is one of best way of discovering ideas. it is useful in discovering what to say or what to write about the topic and it also help students to discover details of experience and provides some structures to the development of ideas. related to the difficulties in organizing ideas, the information report scaffolding diagram was constructed by following the generic structures of the text. as what anderson and anderson (1997) state that the scaffolding which was constructed by following the generic structures of the text helped students to organize their writing into a reasonable right ordered piece of text. responding to anderson and andersons’statement, students can understand the complex structure because they could recognize and identify relationship of the ideas presented in diagram. regarding to the achievement of students’ writing products from viewed on cycle 2, there was quite degradation in terms of their average scores on the grammatical and mechanical aspects of writing. precisely, for the grammar the score reached down to 13.67 or decreased by 0.36 points on average scores below to gain in the previous cycles. as for the mechanical aspect, the average score decreased by 0.25 points. concerning to the gain of grammar, there were some aspects of that needed to be discussed. first of all the teaching grammar was conducted in integration with writing skill, not isolated grammar teaching. the students, moreover, did not only learn how to construct sentence accurately, but also they analyzed grammatical errors in their writing. however, this strategy was somehow did not work out well since as students were busy in the process developing their ideas, they were running out of time to check the grammatical aspect of their writing. as a result, their ability in grammar did not improved enough; however, unlike the other aspects, grammar and mechanics were the lowest score gained in the second cycle. it was because the limited time to teach grammar during 2 cycle, while students had many grammatical problems to be solved. moreover, this study more concerned students’ problems in developing and organizing ideas. 15 as the underpinning of scaffolding technique in teaching writing, it was implemented through the process writing based approach. the writing process used in this study incorporate five basic writing stages; prewriting, drafting, revising, editing, and publishing. as richard and renandya (2002) state, this approach which expose students with series of a planned learning experience which help them understand and experience the nature of writing at every point. in addition, as students managed their ideas from the scaffolding diagram until the final draft especially from prewriting to drafting stage. to give a better insights on how scaffolding worked on students’ writing process, some example of their works are presented. (source – presented as original: esb/cycle 1) 1.2 figure sample of student’s scaffolding diagram after having their ideas organized, the students therefore managed to create their first rough draft in the drafting stage, they therefore proceed to the revising stage, the students were assisted to revise their draft by adding, deleting, or substituting some materials of their draft. furthermore, in the editing stage, the students attempt to make their writings optimally readable, and so, the focus is shifted to looking at mechanics of writing, which includes conventions of written standard english: capitalization, punctuation, spelling, and grammar. sample of student’s draft during the process of revising and editing is presented in figure 1.3. 16 figure 1,3the samples of students’ self-edited writing moreover, the students read word by wordto identify and locate mistakes. they initially find this activity burdensomeas they are used to leaving the judgment concerning mistakes to the teacher.however, encouragement and guidelines inediting have helped them easethe burden. they use marks, as illustrated in figure 1.4 and editing checklist,as illustrated in figure 1.5. table 1.4 students’ selfediting guideline (adapted from richards &renandya: 2004) no questions yes (√) no (√) 1 have you used your text in simple present tense (v1)? 2 have you used the correct preposition? 3 does the text use the correct choice of word? 4 have you used the appropriate tornado tornado is a strong dangerous wind. it looks like dark wind that √(on) the ground and its speed is about 300-00 mile per hour. it has very high air presure that spinning(t/spin) in the air. tornado appear after the suppercells and strom cloud happen(ww/clash). it followed by the satellite tornado, a smaller tornado that moving(t/move) with the main tornado. there is a funnel of claud too, where the objects or victims of tornado are spinning(t/spin) inside it. tornadoes mostly happen in america. but in indonesia they √known as putting beliung. they may kills (t/kill) many people and animals, destroy everything they touch, and damage every land that crossed by tornado. people can survive from tornado by using their basement in their house or public places. we also can detect the tornado before it comesnear our side. there is tool(ww/device)called toto that √dropped(ww/is put) in the path of tornado to measure its strength, speed and direction. (source – rewritten as original: larsp/cycle 2) 17 articles? 5 is every word in the text written in correct spelling? 6 are the capital letters written in correct position? table 1.5 students’ peer-editing guideline (adapted from harmer: 2004) symbol meaning example error sp a spelling error the asnwer is obvius t wrong verb tense it have slippery skin p punctuation error do you like london. c capitalization error people love komodo pl you need plural noun there 30 student_ in the classroom sing you need singular noun i have one science books ww wrong word he has rude skin agr verb agreement problem i has one younger brother √ you need a word/preposition etc. i put the book on √ table ____ you don’t need this word conclusions referring to the discussion presented in the preceding chapters, the researcher draws some conclusions about how the scaffolding technique can improve the quality of the students’ ability in writing, particularly in writing report text. results of the study indicate that scaffolding as a teaching technique can improve students’ writing ability and attitude. the major improvements in the aspects of writing score are content, organization, and vocabulary; so, these results are in line with the essence of the scaffolding technique that is to develop and organize ideas visibly. in relation to the use information report scaffolding diagram in prewriting, which every element on it was associated with the schematics structure of report text triggers students’ ability to dig deeper into ideas to be expressed. as a result, they are able to recognize the whole picture of the information to be developed and organized into coherent writing. the scaffolding technique is implemented through the five stages of writing process approach. by giving the students the experience of going through these processes of writing as a real writerhelp students to develop the skills needed in writing. at the same time, they also learn to work in collaboration with their friend, help each other to produce the best writing works, communicate ideas, and help them to develop the other language skills. 18 suggestions the findings of this study offer suggestion for english teachers and future researchers. due to the facts shown in the implementation of scaffolding technique can improve students’ ability in writing report text, it is recommended for english teachers and others who have similar problems to apply this teaching technique as an alternative solution to solve their teaching of writing problems. however, there some aspects need to be considered before implementing this technique. firstly, to improve the quality of students’ writing ability, teachers should adopt the information report scaffolding diagram as one of the effective teaching strategies to help students to select, compose, and develop their ideas for writing. in order to help students to be accustomed in the process of writing, teachers should implement the scaffolding technique through the process writing approach. besides, the consideration of selection of instructional materials is very important to support effectiveness of the teaching technique. teachers may introduce and relate new knowledge and experience to the students, by focusing more on a particular main topic as the umbrella. for instance choosing topic about natural phenomenon like tornado, earthquake, sandstorm, in which students can learn and share different information on particular culture, people, tradition, climate, measurement, etc. in addition, with regard to the weakness of this study in which some aspects of writing; grammar and mechanics did not show satisfying result and one student did not pass the standard score of 75 as the minimum learning mastery, the english teachers of sman 5 mataram have to take another action or continue the action to improve the students’ ability in writing. for the future researchers, they are recommended to use this study to carry out a study related to the use of scaffolding technique by employing the use of ict and any other learning software as an attractive media to foster students’ effective learning. this scaffolding technique, however, is a dynamic and flexible; teacher can always modified what types of scaffolding that suit to particular classroom by considering their students’ level and proficiency. in sum, the use of scaffolding technique as a teaching strategy has two important implications to the teaching and learning process; firstly, for the long time effect is this technique can be used by all the english teachers to overcome their classroom problems, especially in solving their students’ writing problem. secondly, in its short term implication, the technique itself can be used as a learning strategy for student. as they get the real experience in completing their task, the students gradually become accustomed to every step of writing, and therefore it stimulates and affects their learning style, and therefore it will eventually become a more independent learner. references anderson, m & anderson, k. 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(2005). a process genre approach model for teaching writing.english teaching forum, (online), 13 (3), (http://exchanges.state.gove/englishteaching/forom/archieves/docs/15-43-3d.pdf), accessed on november 21, 2012. http://www.wm.edu/ttac/packets/writing%20proocess.pdf http://exchanges.state.gove/englishteaching/forom/archieves/docs/15-43-3-d.pdf http://exchanges.state.gove/englishteaching/forom/archieves/docs/15-43-3-d.pdf 22 the students’ problems in listening comprehension noor maulidiyah a lecturer of english education department at tarbiyah and teachers training faculty of iain antasari banjarmasin abstract the research aims to investigate the students’ problems in listening comprehension. the research has two statements of problems: (1) how do the fifth semester students perceive the importance of studying listening comprehension at the english department of tarbiyah and teachers training faculty at antasari state institute for islamic studies banjarmasin in the academic year of 2013/2014? and (2) what problems do the fifth semester students encounter the most in listening comprehension at the english department of tarbiyah and teachers training faculty at antasari state institute for islamic studies banjarmasin in the academic year of 2013/2014? key words: listening, comprehension, problem the participants of this research are 84 students of the fifth semester who were taking listening comprehension subject at the tarbiyah and teachers training faculty. the researcher uses questionnaire to collect the data. to analyze the data, the researcher uses descriptive statistics such as frequency and percentage. the findings of the research showed that the majority of students are aware of the importance of english listening skill. 67, 50% of the students showed their positive awareness of the listening skill. three most common problems encountered by the students were difficulty to concentrate with noises around (83.94%), unclear sounds as a result of poor acoustic conditions of the classrooms (81.47%), and difficulty to understand fast speakers (79.76%). key words: listening, listening comprehension, problems there are four main skills in english and listening is one part of them. listening is an important part of effective communication. the importance of listening in language learning is worth considering since when people do not listen they will never learn anything new. the importance of listening in second and foreign language learning is summarized in rost (1994, pp.141-142). according to rost, listening is vital in the language classroom because it provides input for the learner. without understanding input at the right level, any learning simply cannot begin. therefore, listening is essential not only as a receptive skill but also to the development of spoken language proficiency. moreover, gilakjani and ahmadi (2011) explain that listening plays a significant role in the lives of people. of the four major areas of communication skills and language development –listening, speaking, reading, and writingthe one that is the most basic is listening. it is evident that children listen and respond to language before they learn to talk. when it is time for children to learn to read, they still have to listen so that they gain knowledge and information to follow directions. in the classrooms, students have to listen carefully and attentively to lectures and class discussions in order to understand and to retain the information for later recall. despite the importance of listening, many students find listening to be one of the most difficult skills in english. long and ross (2009) state that of the four skills, listening is perhaps the most difficult for learners. over the years researchers have attempted to define the nature of l2 learners’ listening problems. among the studies that have looked at l2 listening difficulties, few attempts have been made to probe into these difficulties from learners’ perspectives (graham, 2006). results of these studies have shown that language learners are capable of evaluating their listening performance and articulating the difficulties they face when listening in an l2. they are aware of the factors that influence their listening performance, even though they may not be able to act upon this knowledge (berne, 2004). this suggests that by providing opportunities for learners to express their beliefs, teachers can gain better understanding of their learners’ needs to assist them in ways of dealing with some of their listening difficulties (graham, 2006). brown also stated that, “second language learners need to pay special attention to such factors because they strongly influence the processing of speech, and can even block comprehension if they are not attended to. in other words, they can make the listening process difficult” (2001, p. 252). theoretical review listening comprehension listening is a fundamental language skill. its importance is pointed out by hansan (2000), “listening comprehension provides the right conditions for language acquisition and development of other language skills” (p.138). rost (2002) in hamouda (2013) defined listening comprehension as a complex and interactive process in which listeners are involved in dynamic construction of meaning. listeners understand the oral input from sound discrimination, prior knowledge of vocabulary, grammatical structures, stress and intonation, as well as other use of linguistic, paralinguistic, or even non-linguistic clues in contextual utterance. problems and difficulties in listening comprehension before explaining about the problems in listening comprehension, the word problem should be defined. goh (2000) in hamouda (2013) defined listening problems as the internal and external characteristics that might interrupt text understanding and real-life processing problems directly related to cognitive procedures that take place at various stages of listening comprehension. brown (2001, pp.252-254) explained why listening comprehension is difficult. he listed a number of characteristics of spoken language that can make the listening process difficult. there are eight characteristics of spoken language explained by brown as follows: 1. clustering in spoken language, due to memory limitations and predisposition for “chunking,” or clustering, people break down speech into smaller groups of words. in teaching listening comprehension, teachers need to help students to pick out manageable clusters of words. 2. redundancy spoken language has a good deal of redundancy. in conversation, there are a lot of rephrasing, repetitions, and elaborations. learners can train themselves to profit from such redundancy by first becoming aware that not every new sentence or phrase will necessary contain new information and by looking for the signals of redundancy. learners might initially get confused by this, but with some training, they can learn to take advantage of redundancies as well as other markers that provide more processing time. 3. reduced forms spoken language has many reduced forms. reduction can be phonological (“djeetyet?” for “did you eat yet?”), morphological (contractions like “i’ll”), syntactic (elliptical forms like “when will you be back?” “tomorrow, maybe.”), or pragmatic (phone rings in a house, child answers and yells to another room in the house, “mom! phone!”). these reduction pose significant difficulties, especially for classroom learners who may have initially been exposed to the full forms of the english language. 4. performance variables in spoken language, excepts for planned discourse (speeches, lectures, etc.), hesitations, false starts, pauses, and corrections are common. this condition can easily interfere with comprehension in second language learners. learners have to train themselves to listen for meaning in the midst of distracting performance variables. everyday casual speech by native speakers also commonly contains ungrammatical forms. 5. colloquial language learners who have been exposed to standard written english and/or “textbook” language sometimes find it surprising and difficult to deal with colloquial language. idioms, slang, reduced forms, and shared cultural knowledge are all manifested at some point in conversations. colloquialisms appear in both monologues and dialogues. 6. rate of delivery learners need to be able to comprehend language delivered at varying rates of speed and, at times, delivered with few pauses. 7. stress, rhythm, and intonation the prosodic features of the english language are very important for comprehension. stress and intonation are very significant. intonation patterns are important for interpreting straightforward elements such as questions, statements, emphasis, and for understanding more subtle messages like sarcasm, endearment, insult, solicitation, praise, etc. 8. interaction interaction plays a large role in listening comprehension. conversation is especially subject to all the rules of interaction: negotiation, clarification, attending signals, turn-taking, and topic nomination, maintenance, and termination. so, to learn to listen is also to learn to respond and to continue a chain of listening and responding. in addition, ghoneim (2013) and underwood (1989) outlined potential problems that could hinder listening comprehension. the first problem is the speed of delivery. the speed of delivery is beyond the control of listeners. the second problem, it is not always possible for learners to have words repeated. third, the small size of the learner vocabulary frequently impedes listening comprehension. the speaker does not always use words the listener knows. sometimes when listeners encounter a new word, they stop to figure out the meaning of that word, and they therefore, miss the next part of the speech. fourth, listeners may not recognize the signals that the speaker is using to move from one point to another especially if the learner is listening to radio where he can not see the facial expressions of the speaker. fifth, it can be very challenging for listeners to concentrate in a foreign language. it is generally known that in listening, even a slight break or a wander in attention can impede comprehension. when the topic of the listening passage is interesting, it can be easier for listeners to concentrate and follow the passage; however, students sometimes feel that listening is very challenging even when they are interested in the topic because it requires a lot of effort to figure out the meaning intended by the speaker. sixth, the learning habits which teachers emphasize in the classroom such as the desire to understand the meaning of every word could impede the use of top down strategies in listening. teachers want students to understand every word they encounter while listening by pronouncing and repeating words clearly and carefully, and by speaking slowly and so forth. as a result, students tend to feel worried when they fail to recognize what a particular word means. seventh and last, comprehension problems arise when students lack contextual knowledge. the factors influencing the students’ listening comprehension there are several factors that influence the students’ listening comprehension. brown and yule (1983) in nunan (1991) suggest that there are four clusters of factors which can affect the difficulty of oral language tasks. these relate to the speaker (how many there are, how quickly they speak, what types of accents they have); the listener (the role of the listenerwhether a participant or eavesdropper, the level of response required, the individual interest in the subject); the content (grammar, vocabulary, information structure, background knowledge assumed); support (whether there are pictures, diagrams or other visual aids to support the text. nunan (1991) also quoted from anderson and lynch (1988) who did a series of experiments. they found that the difficulty of listening tasks was particularly influenced by the following: 1. the organization of the information (texts in which the order in which the information was presented matched its chronological sequence in real life were easier than texts in which the information was presented out of sequence). 2. the familiarity of the topic. 3. the explicitness and sufficiency of the information. 4. the type of referring expressions used 5. whether the text described ‘static’ relationship (for example, geometric figures) or dynamic relationship (for example, a road accident). research method research participants the participants in this research were 84 students of the fifth semester who were taking listening comprehension course at the english department of tarbiyah and teachers training faculty at antasari state institute for islamic studies banjarmasin in the academic year of 2013/2014. they were chosen because of the researchers’ easy access to the sample population. in fact, the total number of the fifth semester students is 106 students. there are three classes of the fifth semester; class a that consists of 38 students, class b that consists of 34 students, and class c that consists of 34 students. however, because there were only 84 questionnaires were returned back to the researcher, the questionnaires of the 84 students were analyzed. data collection procedure the researcher uses a questionnaire for the data collection. the questionnaire was adopted from two sources; hamouda (2013) and lotfi (2012). the researcher reduced some items in the questionnaire because of redundancy. the aim of the questionnaire is to elicit students’ self-reported problems and difficulties in listening comprehension. the questionnaire includes 10 parts. in part two through part ten of the questionnaire, the students are asked to give their responses by ticking (✓) a box representing their choice. the questionnaire is a 5-point likert scale ranging from 5 (always true) to 1 (never true). there are five different responses offered to the students; always true (at), usually true (ut), sometimes true (st), usually not true (unt), and never true (nt). the questionnaires were distributed during class times by the researcher herself on january 3rd 2014 for class a, january 6th for class c, and january 13th 2014 for class b. however, the students were allowed to take the questionnaires back home. they were given time two to three days to return the questionnaires. data analysis procedure after all of the data are collected and processed, the researcher analyzes the data by using descriptive quantitative method. the researcher uses descriptive statistics. these descriptive statistics such as the frequency and percentage are obtained to see the overall patterns of students’ problems in listening comprehension. findings and discussion findings the fifth semester students’ perception to the importance of studying listening comprehension before presenting the data related to the fifth semester students’ perception to the importance of studying listening comprehension, the data related to students’ general self-rating to listening proficiency is presented. table 4.1 below shows this information. table 4.1 students’ general self-rating to listening proficiency statement n frequency and percentage (%) excellent good average poor how do you rate your english listening ability? 83 3 (3.61 %) 22 (26.50 %) 56 (67.46 %) 2 (2.40 %) table 4.2 below illustrates the students’ perception to the importance of the english listening skill. there were four items that asked about perception. table 4.2 students’ perception to the importance of the english listening skill no. statements n frequency and percentage (%) at ut st unt nt 1. i am aware of the perceived importance of english listening skill 80 31 (38.75 %) 23 (28.75 %) 24 (30 %) 2 (2.5 %) (0 %) 2. i find that listening 84 2 20 50 11 1 comprehension is difficult (2.38 %) (23.80 %) (59.52 %) (13.09%) (1.19%) 3. i find that listening comprehension is boring and not interesting 84 0 % 5 (5.95 %) 23 (27.38 %) 33 (39.28%) 23 (27.38%) 4. i find that listening comprehension is exciting 83 8 (9.63 %) 37 (44.57 %) 36 (43.37 %) 2 (2.40 %) 0 % the fifth semester students’ problems in listening comprehension parts three through ten asked the students about their problems they face in listening comprehension. they are 70 items. part three asked the students about their problems related to the process of listening. this part consists of 13 items. the items of the questionnaire were examined in terms of their frequency of selection and percentage so as to determine the extent to which the participants encounter the problem in listening comprehension. to provide a more succinct and comprehensible pattern of the participants’ answers to the questionnaire, the first two alternatives (‘always true’ and ‘usually true’) were combined and the last two (‘usually not true’ and ‘never true’) were also combined. the first two alternatives were combined to show that the difficulty in listening comprehension is high, and the last two were combined to show that the difficulty in listening comprehension is low. table 4.3 below presents the students’ responses. table 4.3 students’ problems related to the process of listening no. statements n frequency and percentage (%) at ut st unt nt 1. it is difficult for me to understand the listening text if the teacher does not pre teach some vocabulary words. 84 12 (14.28 %) 43 (51.19 %) 19 (22.61 %) 9 (10.71 %) 1 (1.19 %) 2. it is difficult for me to understand the listening text if the teacher does not give warming up activities. 84 7 (8.33 %) 35 (41.66 %) 28 (33.33 %) 12 (14.28 %) 2 (2.38 %) 3. before listening, it is difficult for me to predict from the visuals that the teacher shows what i will hear. 84 2 (2.38 %) 26 (30.95 %) 34 (40.47 %) 18 (21.42 %) 4 (4.76 %) 4. it is difficult for me to relate what i hear with something from an earlier part of the listening text. 84 3 (3.57 %) 21 (25 %) 46 (54.76 %) 10 (11.90 %) 4 (4.76 %) 5. during listening, i have difficulty checking whether i correctly understand the meaning of the whole chunks of the listening text. 84 8 (9.52 %) 28 (33.33 %) 35 (41.66 %) 11 (13.09 %) 2 (2.38 %) 6. i have difficulty with finding out what the main purpose of the listening task i am going to do is. 84 9 (10.71 %) 19 (22.61 %) 32 (38.09 %) 20 (23.80 %) 4 (4.76 %) 7. when i listen to texts in english, i experience difficulty with listening for the main idea of the text. 84 13 (15.47 %) 27 (32.14 %) 32 (38.09 %) 10 (11.90 %) 1 (1.19 %) 8. i find it challenging to focus on the text when i have trouble understanding. 84 20 (23.80 %) 28 (33.33 %) 30 (35.71 %) 5 (5.95 %) 1 (1.19 %) 9. while listening, i find it difficult to guess the meaning of unknown words by linking them to known words. 83 15 (18.07 %) 22 (26.50 %) 35 (42.16 %) 10 (12.04 %) 1 (1.20 %) 10. i find it difficult to make a mental summary of information gained through listening. 84 7 (8.33 %) 25 (29.76 %) 42 (50 %) 9 (10.71 %) 1 (1.19 %) 11. while listening, i have difficulty to check my understanding of the text based on what i already know about the topic. 84 6 (7.14 %) 16 (19.04 %) 39 (46.42 %) 21 (25 %) 2 (2.38 %) 12. i find it difficult to use the context to guess those parts of a listening text that i cannot hear clearly. 83 19 (22.89 %) 29 (34.93 %) 25 (30.12 %) 10 (12.04 %) 0 % 13. after listening, i find it difficult to evaluate the overall accuracy of my comprehension. 84 7 (8.33 %) 25 (29.76 %) 30 (35.71 %) 20 (23.80 %) 2 (2.38 %) the fourth part of the questionnaire includes items that ask about the students’ problems related to the content of the listening text. there are 10 items in the fourth part. table 4.4 below shows the frequency and percentage of the students’ problems. table 4.4 students’ problems related to the content of the listening text no. statements n frequency and percentage (%) at ut st unt nt 14. i find it difficult to understand listening texts in which there are too many unfamiliar words including jargon and idioms. 84 34 (40.47%) 32 (38.09%) 15 (17.85%) 2 (2.38%) 1 (1.19%) 15. i find it difficult to understand listening texts which have difficult grammatical structures. 83 16 (19.27%) 30 (36.14%) 21 (25.30%) 16 (19.27%) 0 % 16. long spoken text interfered 82 10 37 30 4 1 with my listening comprehension. (12.19%) (45.12%) (36.58%) (4.87%) (1.21%) 17. i find it difficult to interpret the meaning of a long spoken text. 83 14 (16.86%) 31 (37.34%) 33 (39.75%) 4 (4.81%) 1 (1.20%) 18. i find it difficult to remember the meaning of a long listening text 84 15 (17.85%) 28 (33.33%) 35 (41.66%) 5 (5.95%) 1 (1.19%) 19. i feel fatigue and distracted when i listen to a long spoken text. 82 13 (15.85%) 34 (41.46%) 23 (28.04%) 11 (13.41%) 1 (1.21%) 20. i find it difficult to understand listening texts when the topic is unfamiliar. 84 16 (19.04%) 34 (40.47%) 28 (33.33%) 5 (5.95%) 1 (1.19%) 21. i use my experience and background knowledge of the topic to understand the spoken text. 82 27 (32.92%) 22 (26.82%) 28 (34.14%) 3 (3.65%) 2 (2.43%) 22. i find it difficult to understand every single word of incoming speech. 83 6 (7.22%) 17 (20.48%) 42 (50.60%) 17 (20.48%) 1 (1.20%) 23. i find the listening passage difficult to understand. 84 3 (3.57%) 21 (25%) 39 (46.42%) 19 (22.61%) 2 (2.38%) the fifth part of the questionnaire was about the students’ problems related to the linguistic features. there are 9 items in the fifth part. the linguistic features include the use of colloquial language and slang, reduced forms, unknown pronunciation, stress and intonation, etc. the 9 items are shown in table 4.5. table 4.5 students’ listening problems related to linguistic features no. statements n frequency and percentage (%) at ut st unt nt 24. i find it surprising and difficult to deal with colloquial language and slang. 83 9 (10.84%) 30 (36.14%) 36 (43.37%) 8 (9.63%) 0% 25. i find it difficult to understand reduced forms (for example the sentence: he is going to live here is reduced to he’s gonna live here). 83 14 (16.86%) 24 (28.91%) 29 (34.93%) 11 (13.25%) 5 (6.02%) 26. i find the pronunciation 84 12 21 35 14 2 familiar but cannot recognize the words. (14.28%) (25%) (41.66%) (16.66%) (2.38%) 27. i do not often pay attention to intonation of the speaker. 84 2 (2.38%) 20 (23.80%) 24 (28.57%) 27 (32.14%) 11 (13.09%) 28. unfamiliar stress and intonation patterns of english interfere with my listening comprehension. 84 6 (7.14%) 29 (34.52%) 33 (39.28%) 14 (16.66%) 2 (2.38%) 29. i find it difficult to recognize the signals which indicate that the speaker is moving from one point to another. 84 6 (7.14%) 24 (28.57%) 39 (46.42%) 12 (14.28%) 3 (3.57%) 30. when encountering an unknown word, i stop listening and think about the meaning of the word. 83 12 (14.45%) 24 (28.91%) 32 (38.55%) 9 (10.84%) 6 (7.22%) 31. i find it difficult to infer the meaning of an unknown word while listening. 83 9 (10.84%) 39 (46.98%) 28 (33.73%) 7 (8.43%) 0% 32. i find it difficult to follow the sequence of the spoken text when the sentences are too long and complex. 83 22 (26.50%) 30 (36.14%) 27 (32.53%) 4 (4.81%) 0% the sixth part of the questionnaire includes 8 items that are related to the students’ problems caused by the students’ failure to concentrate. the items, frequencies and percentages of the items are shown in the following table. table 4.6 problems caused by the failure to concentrate no. statements n frequency and percentage (%) at ut st unt nt 33. i find it difficult to really concentrate on listening. 84 6 (7.14%) 16 (19.04%) 38 (45.23%) 21 (25%) 3 (3.57%) 34. i lose the flow of the spoken text because i concentrate very hard on understanding every word or phrase i hear. 84 9 (10.71%) 25 (29.76%) 28 (33.33%) 21 (25%) 1 (1.19%) 35. i lose focus of the talk when i have got an expected answer in my mind. 84 12 (14.28%) 25 (29.76%) 31 (36.90%) 16 (19.04%) 0% 36. i am unable to concentrate because i 83 11 (13.25%) 28 (33.73%) 29 (34.93%) 11 (13.25%) 4 (4.81%) search for the answers, and i listen to the dialogue/text at the same time. 37. i lose my concentration when the text is too long. 84 12 (14.28%) 20 (23.80%) 42 (50%) 8 (9.52%) 2 (2.38%) 38. i lose my concentration when i think about the meaning of new words. 83 11 (13.25%) 32 (38.55%) 28 (33.73%) 11 (13.25%) 1 (1.20%) 39. i lose my concentration if the recording is in a poor quality. 83 39 (46.98%) 24 (28.91%) 16 (19.27%) 3 (3.61%) 1 (1.20%) 40. i lose my concentration when i think of another question. 83 15 (18.07%) 27 (32.53%) 26 (31.32%) 12 (14.45%) 3 (3.61%) the seventh part of the questionnaire questioned the students about the students’ problems related to psychological characteristics. this part consists of 6 items. table 4.7 shows the information related to psychological characteristics. table 4.7 students’ perceptions of listening problems related to psychological characteristics no. statements n frequency and percentage (%) at ut st unt nt 41. i feel nervous and worried when i do not understand the spoken text. 84 23 (27.38%) 25 (29.76%) 28 (33.33%) 5 (5.95%) 3 (3.57%) 42. i find it difficult to understand the spoken text which is not of interest to me. 84 5 (5.95%) 21 (25%) 34 (40.47%) 19 (22.61%) 5 (5.95%) 43. i stop listening when i have problems in understanding a listening text. 84 1 (1.19%) 17 (20.23%) 30 (35.71%) 23 (27.38%) 13 (15.47%) 44. if i do not arrive at a total comprehension of an oral text, i feel disappointed. 84 12 (14.28%) 30 (35.71%) 30 (35.71%) 7 (8.33%) 5 (5.95%) 45. before doing listening comprehension tasks, i fear that i cannot understand what i will 84 8 (9.52%) 25 (29.76%) 26 (30.95%) 17 (20.23%) 8 (9.52%) hear. 46. i find it difficult to reduce my anxiety before doing the listening task. 84 5 (5.95%) 16 (19.04%) 41 (48.80%) 14 (16.66%) 8 (9.52%) the eighth part of the questionnaire is about the students’ problems related to the listener and tasks. it consists of 12 items. the items related to the listener ad tasks, frequencies and percentages are shown in table 4.8 below. table 4.8 listening problems related to the listener and tasks no. statements n frequency and percentage (%) at ut st unt nt 47. i find it difficult to get a general understanding of the spoken text from the first listening. 84 11 (13.09%) 22 (26.19%) 38 (45.23%) 10 (11.90%) 3 (3.57%) 48. at the time of listening i found it difficult to predict what would come next. 84 5 (5.95%) 30 (35.71%) 36 (42.85%) 9 (10.71%) 4 (4.76%) 49. i find it difficult to quickly remember words or phrases i have just heard. 84 17 (20.23%) 28 (33.33%) 20 (23.80%) 18 (21.42%) 1 (1.19%) 50. during listening, although some words sound familiar, it is difficult for me to recall their meaning immediately. 84 3 (3.57%) 20 (23.80%) 42 (50%) 16 (19.04%) 3 (3.57%) 51. when i hear the new words, i forget the content which was mentioned before. 84 4 (4.76%) 21 (25%) 40 (47.61%) 13 (15.47%) 6 (7.14%) 52. i found it difficult to recognize the words i know because of the way they are pronounced. 84 8 (9.52%) 26 (30.95%) 34 (40.47%) 15 (17.85%) 1 (1.19%) 53. there were words that i would normally understand in writing, but when i heard them in a stream of speech, i found it difficult to tell where one word finishes and another begins. 84 8 (9.52%) 28 (33.33%) 38 (45.23%) 9 (10.71%) 1 (1.19%) 54. i find it difficult when listening to english 84 8 (9.52%) 29 (34.52%) 31 (36.90% 13 (15.47%) 3 (3.57%) without transcripts. 55. i find it difficult to answer wh-questions in a listening task. 84 11 (13.09%) 18 (21.42%) 40 (47.61%) 13 (15.47%) 2 (2.38%) 56. i find it difficult to answer questions which require other than a short answer (e.g. why or how questions). 83 9 (10.84%) 26 (31.32%) 35 (42.16%) 11 (13.25%) 2 (2.40%) 57. i find it difficult to do listening tasks, such as filling a grid for which i need to draw on specific information from the text. 84 4 (4.76%) 25 (29.76%) 41 (48.80%) 11 (13.09%) 3 (3.57%) 58. i find it difficult to do listening tasks for which i need to combine information to make generalization while listening to the text. 84 9 (10.71%) 30 (35.71%) 34 (40.47%) 10 (11.90%) 1 (1.19%) the ninth part of the questionnaire includes items about the listening problems related to the speaker. they are 8 items in the ninth part. the last part of the questionnaire is related to the problems pertaining to physical settings. it consists of 4 items. table 4.9 listening problems related to the speaker no. statements n frequency and percentage (%) at ut st unt nt 59. i find it difficult to understand the natural speech which is full of hesitation and pauses. 83 5 (6.02%) 28 (33.73%) 37 (44.57%) 12 (14.45%) 1 (1.20%) 60. i find it difficult to understand the meaning of words which are not pronounced clearly. 84 22 (26.19%) 38 (45.23% 18 (21.42%) 4 (4.76%) 2 (2.38%) 61. i find it difficult to understand the meaning of the spoken text without seeing the speaker’s body language. 84 4 (4.76%) 17 (20.23%) 31 (36.90%) 27 (32.14%) 5 (5.95%) 62. i find it difficult to understand well when speakers speak with a variety of accents. 84 13 (15.47%) 25 (29.76%) 33 (39.28% 13 (15.47%) 0% 63. i have difficulty 84 20 22 30 12 understanding speakers with unfamiliar accents. (23.80%) (26.19%) (35.71%) (14.28%) 0% 64. i find it difficult to understand well when speakers speak too fast. 84 42 (50%) 25 (29.76%) 11 (13.09%) 5 (5.95%) 1 (1.19%) 65. i find it difficult to understand the recorded material if i am unable to get things repeated. 84 19 (22.61%) 31 (36.90%) 31 (36.90%) 2 (2.38%) 1 (1.19%) 66. i find it difficult to understand the listening text when the speaker does not pause long enough. 84 13 (15.47%) 37 (44.04% 20 (23.80%) 10 (11.90%) 4 (4.76%) the last part of the questionnaire is related to the problems pertaining to physical settings. it consists of 4 items. this will be summarized in table 4.10 below. table 4.10 problems pertaining to physical settings no. statements n frequency and percentage (%) at ut st unt nt 67. it is difficult for me to concentrate with noises around 81 44 (54.32%) 24 (29.62%) 11 (13.58%) 2 (2.46%) 0% 68. unclear sounds resulting from a poor-quality cd-player interfere with my listening comprehension. 81 40 (49.38%) 21 (25.92%) 16 (19.75%) 4 (4.93%) 0% 69. unclear sounds resulting from poor equipment (such as headset) interfere with my listening comprehension. 81 50 (61.72%) 8 (9.87%) 15 (18.51%) 8 (9.87%) 0% 70. unclear sounds resulting form poor acoustic conditions of the classroom interfere with my listening comprehension. 81 38 (46.91%) 28 (34.56%) 10 (12.34%) 5 (6.17%) 0% then the researcher identified 10 highest percentages of difficulties faced by the students. as stated before, the two alternatives ‘always true’ and ‘usually true’ are combined to come up with the high frequency and percentage of problems. the result is shown in table 4.11 below. table 4.11 ten most common problems encountered by the fifth semester students item no. statements frequency percentage 67 it is difficult for me to concentrate with noises around 68 83.94% 70 unclear sounds resulting from poor acoustic conditions of the classroom interfere with my listening comprehension 66 81.47% 64 i find it difficult to understand well when speakers speak too fast 67 79.76% 14 i find it difficult to understand listening texts in which there are too many unfamiliar words including jargon and idioms 66 78.56% 39 i lose my concentration if the recording is in poor quality 63 75.89% 68 unclear sounds resulting from a poor-quality cd-player interfere with my listening comprehension 61 75.30% 69 unclear sounds resulting from poor equipment (such as headset) interfere with my listening comprehension 58 71.59% 60 i find it difficult to understand the meaning of words which are not pronounced clearly 60 71.42% 1 it is difficult for me to understand the listening text if the teacher does not pre teach some vocabulary words 55 65.47% 32 i find it difficult to follow the sequence of the spoken text when the sentences are too long and complex 52 62.64% discussion in the first item of the questionnaire, the students were asked to rate their proficiency levels in listening skills. the finding shows that the students have self confidence to rate themselves not as poor but as good and average listeners. in relation with students’ perception to the importance of the english listening skills, the result showed that the majority of students are aware of the importance of english listening skill. the researcher thinks that these findings are in line with their self-rating to listening proficiency. because of the students’ positive awareness of the importance of the listening skills, they try hard to improve their listening ability. the fifth semester students found themselves good and excellent listeners. although the majority of the students evaluated themselves as average learners, they still think that listening is an important skill. listening skill is an exciting and interesting skill for them. the other parts of the questionnaire asked about the problems encountered by the fifth semester students of english department. generally, the finding shows that the fifth semester students encounter various kinds of problems and difficulties. the third part of the questionnaire asked the students about their problems related to the process of listening. in the third part, the most common problem was related to the difficulty to understand the listening text if the teacher does not pre teach some vocabularies. there were 65.47% of the students who reported that difficulty. this means that one of the successful techniques in teaching listening that helps students become good listeners is to provide the new vocabularies or unfamiliar words that the students will hear in the listening texts. the pre teaching of new words might help decrease the difficulties face by the learners. furthermore, most of the students (57.82%) find it difficult to use the context to guess the parts of listening text that they cannot hear clearly. this means that the teacher should provide the students with activities to practice guessing from context. the fourth part of the questionnaire asked the students about their problems related to the content of the listening text. in this part, the most common problem was related to the difficulty to understand listening texts in which there are too many unfamiliar words including jargon and idioms. a great number of students (78.56%) reported that they have this difficulty. this means that the students have the problem of limited vocabulary. this finding coincides with many other researchers who conducted similar research about the students’ difficulties in listening comprehension. muhammad naeem butt (2010) reported that the major problem hindering listening comprehension was that the students’ vocabulary was too limited to understand the message. the data also proves the theory realized by underwood (1989) that lack of vocabulary is a big obstacle to most students in listening comprehension. the students have difficulty to understand listening texts with unfamiliar topics. they also have difficulty interpreting and remembering the meaning of long listening texts. they feel fatigue and distracted when they listen to long listening texts. the students also have difficulty to understand listening texts which have difficult grammatical structures. this is in line with hamouda (2013) who stated that “the material itself may be the main source of listening comprehension problems. in particular, unfamiliar words, difficult grammatical structures, and the length of the spoken text may present students with listening problems.” vogely’s study (1995) also shows that the difficulty in listening comprehension is partly due to the structural component of the text. in relation with the length of the spoken texts, hamoudas’ study (2013) also reveals shows that the length of the text can be one major factor that negatively affects the listeners’ listening comprehesnion. the result of the current study confirms ur’s assertion (1984) which justifies that the problem in listening comprehension is partly because of the length of the listening texts which bore the learners and distract their concentration. the above findings suggest that the teacher should give warming up activities to introduce not only the new words but also the topics of the listening texts. warming up activities are useful to help students to get the general ideas of the topics discussed in the listening texts. the teacher also can introduce the grammatical structures that are in the listening texts. in relation with long texts, the teacher should find shorter texts that are also appropriate with the students’ level. the fifth part of the questionnaire is about the students’ problems related to linguistic features. there are 9 items in the fifth part. linguistic features are related to the use of colloquial and slang expressions, reduced forms, stress and intonation, use of signal words, and the use of long and complex sentences. among the nine items, the most common problem was related to the difficulty to follow the sequence of the spoken text when the sentences are too long and complex (62.64%). this finding reminds the english teachers not to use very long and complicated texts. hamouda (2013) stated that, “the use of long and complex sentences can make it hard for non-native speakers to understand a lecture.” the next part of the questionnaire is related to the problems caused by the failure to concentrate. there are 8 items in the sixth part. concentration is one of the factors which affect students’ listening comprehension. hamouda (2013) explained that, during listening lessons students are required to be attentive since in a very restricted time they are required to process and understand a strand of newly introduced information. failure to concentrate will result in the students missing some of the lecture content, which will eventually affect their understanding of the whole lecture. among the 8 items, the most common problem with the highest percentage (75.89%) was related to losing concentration if the recoding is in a poor quality. it seems that there are two factors that interfere with the students’ listening comprehension, the first is concentration and the second is poor quality of the recoding. this might be the reason of the great number of students who have that problem. the seventh part of the questionnaire asked about the students’ perception of listening problems related to psychological characteristics. this part consists of 6 items. the psychological characteristics involve the feelings of nervousness, worry, boredom, disappointment, fear, and anxiety. based on table 4.7, the students did not show that they have a great problem with psychological characteristics because almost all of their responses were less than 50%. there was only the first item in the seventh part that has higher percentage of problem. there were 57.14% of the students who feel nervous and worried when they do not understand the spoken text. hamouda (2013) explained that. “in psychology, it is stated that when a person feels nervous or anxious he or she may not be concentrated. when one felt uncomfortable, his or her ability to listen is greatly reduced.” he further elaborated that, “boredom and frustration are other barriers to listening comprehension. boredom and frustration may affect the extent to which attention is paid to listening.” hamouda continues to explain that “this occurs as a result of poor stimulation caused by disinterest in the topic, lack of motivation, and failure in the part of the teacher to present meaningful material in a stimulating manner.” the eighth part of the questionnaire asked that students to report their listening problems related to the listener and tasks. the students seem did not have great problems related to the listeners and tasks because almost all of the students responded with less than 50%. there was only one statement that the students agree with higher percentage (53.56%). it is related to the difficulty to remember words or phrases they have just heard. this means that one of the factors that may affect students’ listening comprehension is memory. this finding is in line with hamouda (2013) who stated that, memory, as depicted by the students, stands for ‘trouble remembering the definition of the word after being taught’, ’difficulty in recalling the meaning of familiar words’ and ‘immediately forgetting the word after being said’. many learners tend to quickly forget what they heard after the speaker finishes talking or they may spend too much time on translating. therefore, when they need to choose the answer, they forget what was said and end up not knowing which answer is correct. the next part of the questionnaire is the ninth part which asked the problems related to the speakers. many students have problems in relation to the speakers. a great number of students (79.76%) reported that they have difficulty in understanding well when the speakers speak too fast. hamouda (2013) explained that “faster speech rates, whether computermanipulated or naturally produced, tend to have a negative impact on the comprehension of l2 listeners.” as the finding shows, the students absolutely encounter certain difficulties in listening comprehension since they lack control over the speed at which the speakers speak. the second high problem related to the speakers is the students’ difficulty to understand the meaning of words which are not pronounced clearly. according to the students’ responses, there were 71.42% of the students who face that problem. this again reminds the teacher to choose listening materials that are clear and easy for the students. other difficulties which have high percentage of frequency were related to inability to understand the recording material if it is not repeated several times, and lack of pauses (59.51%). ur (1984) argues that learners should be exposed to the recording more than once in order to understand the discourse. moreover, in relation with the lack of pauses, several researches on the effect of pauses revealed that pauses facilitate listening (hamouda, 2013). moreover, they give listeners time to take a greater quantity of notes (dunkel, 1988). the tenth part of the questionnaire is related to the problems related to physical settings. the most common problem was related to difficulty to concentrate with noises around (83.94%). hamouda (2013) stated that, “if the listening task is carried out with noises around, it is for sure they will not have a good result in listening. they are distracted by the by the noise no matter how hard they try to focus on the task.” a great number of students (81.47%) also revealed that their problem comes from unclear sounds as a result of acoustic condition of the classroom. there were 75.3% of the students have problem with unclear sounds resulting from a poor quality cd-player, and 71.59% of the students who have problems with poor equipment such as poor headsets. the high frequency of percentages shows that the facilities and listening equipment interfere much with the students’ listening comprehension. surely, it is difficult to expect the students to learn to listen better when they are exposed to so many problems. the teachers’ responsibility then is to find way to encourage their students to tackle the listening tasks with positive anticipation. especially, for students at the early levels, teachers should present some key words and structure before allowing the students to do their listening (hamouda, 2013). conclusion based on the result of the questionnaire, the researcher has the following conclusions: 1. the majority of students are aware of the importance of english listening skill. 67, 50% of the students showed their positive awareness of the listening skill. there awareness is also shown by reporting that they find listening is not boring for them (66.66%) and they find listening exciting (54.20%). 2. the fifth semester students face various kinds of problems. the ten most frequent problems encountered by the students are: a. difficulty to concentrate with noises around (83.94%). b. unclear sounds as a result of poor acoustic conditions of the classrooms (81.47%). c. difficulty to understand fast speakers (79.76%). d. difficulty to understand listening texts with too many unfamiliar words (78.56%). e. losing concentration if the recording is in poor quality (75.89%). f. unclear sounds as a result of poor-quality cd player (75.3%) g. unclear sounds resulting from poor equipment such as headsets (71.59%). h. difficulty to understand the meaning of words which are not pronounced clearly (71.42%). i. difficulty to understand the listening text if the teacher does not pre teach vocabulary words (65.47%) j. difficulty to follow the spoken text when the sentences are too long and complex (62.64%). references berne, j. e. (2004). listening comprehension strategies: a review of the literature. foreign language annals , 37 (4), 521-533. brown, h. d. (2004). language assessment: principles and classroom practices. new york: pearson education,inc. butt, m. n. (2010). listening comprehension problems among the students: a case study of three govt. boys' higher secondary schools. european journal of social sciences , 18 (2). dunkel, p. (1988). academic listening and lecture note-taking for l1/sl studnets: the need to investigate the utility of the aximos of good note-taking. tesl canada journal , 11-26. ghoneim, n. m. (2013). the listening comprehension strategies used by college students to cope with the aural problems in efl classes: an analytical study. english language teaching , 6 (2), 100-112. gilakjani, a. p. (2011). the effect of text familiarity on iranian efl learners' listening comprehension. journal of language teaching and research , 2 (4), 783-789. graham, s. (2006). listening comprehension: the learners' perspective. system , 34 (2), 165-182. hamouda, a. (2013). an investigation of listening comprehension problems encouneterd by saudi students in the el listening classroom. international journal of academic research in progressive education and development , 2 (2), 113-155. hansan, a. (2000). learners' perceptions of listening comprehension problems. language, culture and curriculum , 13, 137-152. long, m. h. (2009). input elaboration: a viable alternative to "authentic"and simplified texts. in k. nakai (ed.), festschrift for yasutaka yano (pp. 307-323). tokyo: waseda university press. lotfi, g. (2012). a questionnaire of beliefs on english language listening comprehension problems: development and validation. world applied sciences journal , 16 (4), 508-515. nunan, d. (1991). language teaching methodology: a textbook for teachers. uk: prentice hall international. rost, m. (1994). introducing listening. london: penguin. underwood, m. (1989). teaching listening. new york: longman. ur, p. (1984). teaching listening comprehension. cambridge: cambridge university press. readability level of “bahasa inggris” textbook for the seventh grade students fahriah alumni of english education department , tarbiyah and teachers training faculty iain antasari banjarmasin puji sri rahayu a lecturer at english education department, tarbiyah and teachers training faculty iain antasari banjarmasin abstract this research aims to investigate the level of readability of “bahasa inggris” textbook for the seventh grade students published by mediatama and to know whether “bahasa inggris” textbook is readable for the seventh grade students. the population of this study is + 210 students of seventh grade of smp negeri 1 banjarmasin. the sample is 20% of the population or 42 students. the sample is chosen by using random-sampling techniques which is taken 6 students in each class. to collect the data, the writer uses two techniques that are cloze test and readability formula (flesch reading ease formula). the result of this research showed that through flesch reading ease formula, the readability score for the whole texts of the english textbook entitled “bahasa inggris” is 76,35 (fairly easy) and through cloze test, the textbook has high readability which shown by its readability score 62,068. it means that “bahasa inggris” textbook published by medaiatama is readable and suitable for the seventh grade of smp negeri 1 banjarmasin. key words : reading, readibility level, bahasa inggris textbook reading an english textbook is one of the key components of teaching english, since it generally serves as the basis for much of the language input that learners receive and the language practice in english teaching and learning processes, so that the high quality of textbook is required by every person involved in education. a teaching-learning process will run well if the material can fully comprehended by the student. a good english textbook is readable, understandable and comprehensible for students. the suitable difficulty text level will make students motivated and enjoy reading the material. then, it will help them to catch the material. too low readability text will make students bored. otherwise, if it is too difficult, there will be lost of interest and students get frustrated. the way to know whether an english textbook is appropriate for students is using readability analysis. readability analysis concerns on how easily written materials can be read and understood. knowing that fact, the writer would like to try to analyse the readability level of reading materials found in “bahasa inggris” textbook for seventh grade of junior high school published by mediatama and this analysis will be conducted to the seventh grade of smp negeri 1 banjarmasin. the problems which are formulated by the writer are how is the level of readability of “bahasa inggris” textbook for seventh grade students published by mediatama? and is “bahasa inggris” textbook readable for the seventh grade students of smp negeri 1 banjarmasin?. the research is limited to explore the readability level of five reading texts that are taken from the textbook entitled “bahasa inggris” published by mediatama. the readability analysis is carried out using cloze test and readability formula which is flesch reading ease formula. theoretical review reading in language learning plays an important role. it is one of four language skills which students have to learn. it is assumed to be the central means for learning new information and gaining access to alternative explanations and interpretations. linguists give various opinions about reading. according to hildreth written in his book “reading is a mental process involving the interpretation of signs perceived through the sense organs” (1959, p.2). nuttal (1982, p.2) explained the meaning of reading as (a) understand, interpret, meaning, sense, etcetera, (b) decode, dechiper, identify, etc, (c) articulate, speak, pronounce, etcetera.. while lado stated that “reading in a foreign language consist of grasping meaning in the language though its written representation” (1964, p. 132). to enable the students to master reading activity, teacher of english should provide materials. according to harmer, reading texts provide opportunities to study language such as; vocabulary, grammar, punctuation and the way to construct sentence, paragraph and text (harmer, 1998, p.68). based on the definitions above, it is important for teachers to use a textbook when they teach a particular subject in order to help them when they conduct teaching and learning activities as well as to reach educational purposes. according to thomson, “the textbook is a stimulus or instrument for teaching and learning”(heinle, 2000, p. 175). in another definition, textbook is a manual of instruction or a standard book in any branch of study which is produced according to the demands of educational institutions (wikipedia). nuttall (1989, p. 170) states that a good textbook should fulfil some criteria such as suitability of content, exploitability and readability. a. suitability of content the most important criterion is that the text should interest the reader – preferably enthral and delight them. it is suggested to look for motivating material implies the students’ interest. in addition to being interesting, some classroom text at least should represent the kind of material students will need to handle. b. exploitability exploitability that is, facilitation of learning is arguably the most important criterion after interest. when teacher exploits a text, teacher uses it to develop the students’ competence as the reader. c. readability the term “readability” is often used to refer to the combination of structural and lexical difficulty. it forces on the easiness with which a text can be read. since the language of a text may be difficult for one student and easy for another, it is necessary to assess the right level for the students. from the explanation above, it can be concluded that a good textbook is a textbook that fit to the curriculum, teachers, and students. dealing with the students, the textbook has to have certain readability level that is appropriate with the students. readability is derived from the root word “read”, “able” and “ity”. in webster’s collegiate dictionary (webster, 2003, p. 1035), readability is noun form of readable (adj) that means able to read easily. readable is also defined as fit to read, interesting, agreeable, attractive in style and enjoyable. readability is basically related to the level of ease of understanding of a text. a text which has high readability level is easy to understand. on the contrary, text having low readability level is difficult to understand (sakri in catur, 2010, p. 13). national education department in its website stated “aspek keterbacaan (readability) berkaitan dengan tingkat kemudahan bahasa (kosa kata, kalimat, paragraf, dan wacana) bagi siswa sesuai dengan jenjang pendidikannya...” (a readability aspect is related to the ease level of language (vocabulary, sentences, paragraph, and text) for students based on their educational level ...) richard in murwati (2010, p. 36) asserts that readability has many factors, namely (a) the average length of sentences in a passage; (b) the number of new words a passage contain; (c) the grammatical complexity of the language used. among those elements, the element of the difficulty of vocabulary and the length of a sentence determine intensively the readability level of a text. the readability of a textbook can be measured by using cloze procedure and readability formula. cloze procedure is conducted by preparing one or more cloze passages taken from the material. w.l. taylor is credited with being the investor of the cloze technique. taylor in murwati (2010, p. 39) introduces that actually the cloze procedure is an attempt to improve the existing readability measures. one approach which is focused on the reader’s process through a text rather than on the text itself is cloze procedure. in cloze procedure, students are given a text, which has several gapped spaces for word place that has been deleted from the original text. then, it is scored. by scoring result, teacher can identify if the text is at independent, instruction, or frustration grade for students. moreover, it can be known whether the text is suitable for them. table 1. cloze scores: material is too easy independent level 60% and above material is about right instructional level 40%-60% material is too difficult frustation level under 40% while readability formula is computed by using some mechanical procedures involving use of average sentence length, vocabulary lists, and counts of syllable length. there are several types of statistical readability formulas, namely smog readability formula, mclaughhlin “smog” formula, fry readability graph, gunning “fog” readability formula, flesch kincaid formula, powers, summer, kearl readability formula, dale-chale formula, forcast formula, and flesch reading ease formula. a readability formula which is used in this study is flesch reading ease formula because it is the best meant for school text and is a standard used by many u.s. government agencies. moreover, it is the most widely used formula and the easiest formula to use. method of research in this research, the writer uses descriptive quantitative method in which the writer tries to measure, describe, elaborate and analyze the readability level of textbook entitled bahasa inggris for smp/mts grade vii. there were five text taken from bahasa inggris for smp/mts grade vii which were examined in this study. the population of this research was the seventh grade of smp negeri 1 banjarmasin. there are  210 students which are separated in seven classes. the sample of the research is about 20% of the population or 42 students. the sample is chosen by using random-sampling techniques which is taken 6 students in each class. findings and discussion flesch reading ease the readability score is gained by counting the syllables, words, sentences and paragraphs which are in the texts. the writer analyses the syllables of each text by using oxford advanced learner’s dictionary then counts the number of these syllables. then, the writer counts words by using microsoft word. the number of sentences and paragraphs of the texts are counted manually. the results of the calculation are presented in the following table: table 2. the number of syllables, words, sentences, and paragraphs of the five texts. no components text 1 text 2 text 3 text 4 text 5 1 syllables 291 349 348 348 203 2 words 196 256 237 240 149 3 sentences 13 27 24 26 23 4 paragraphs 4 7 6 8 6 then, the writer counts asl and asw. asl is the result from the number of words divided by the number of sentence, while asw is the result from the number of syllables divided by the number of words. 1) text 1 13 196 asl = 15,07 196 291 asw =1,48 2) text 2 27 256 asl = 9,48 256 349 asw =1,36 3) text 3 24 237 asl = 9,87 237 348 asw =1,46 4) text 4 26 240 asl = 9,23 240 348 asw =1,45 5) text 5 23 149 asl = 6,47 149 203 asw =1,36 then, the writer puts the calculation of asl and asw of the texts into the readability score formula as follows: text 1 (birthday traditions around the world) = 206,835 – (1,015 x 15,07) – (84,6 x 1,48) = 66,32 text 2 (tiger) = 206,835 – (1,015 x 9,48) – (84,6 x 1,36) = 82,15 text 3 (my town, wilson creek) = 206,835 – (1,015 x 9,87) – (84,6 x 1,46) = 73,29 text 4 (elephants: the amazing animals) = 206,835 – (1,015 x 9,23) – (84,6 x 1,45) = 74,79 text 5 (i want to be a firefighter) = 206,835 – (1,015 x 6,47) – (84,6 x 1,36) = 85,20 another way to know the average sentence length and word length of the text can be seen from readability chart below. then, take a strightedge or ruler and connect the two figures. the intersection of the rler with the center column shows the readability scores. 206,835 – (1,015 x asl) (84,6 x asw) readability chart 5 10 15 20 25 30 35 100 90 80 70 60 50 40 30 20 10 0 very easy easy fairly easy plain english fairly difficult difficult very difficult 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 .0 word per sentence readabilty score syllabe per word birthday traditions around the world the chart shows that the text entitled “birthday traditions around the world” is in plain english in which it has readability score of 66,32 readability chart 5 10 15 20 25 30 35 100 90 80 70 60 50 40 30 20 10 0 very easy easy fairly easy plain english fairly difficult difficult very difficult 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 .0 tiger word per sentence readabilty score syllabe per word the chart shows that the text entitled “tiger” is in easy level in which it has readability score of 82,15. readability chart 5 10 15 20 25 30 35 100 90 80 70 60 50 40 30 20 10 very easy easy fairly easy plain english fairly difficult difficult very difficult 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 .0 my town, wilson creek 0 word per sentence readabilty score syllabe per word the chart shows that the text entitled “my town, wilson creek” is in fairly easy level in which it has readability score of 73,29. readability chart 5 10 15 20 25 30 35 100 90 80 70 60 50 40 30 20 10 very easy easy fairly easy plain english fairly difficult difficult very difficult 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 .0 elephants: the amazing animals 0 word per sentence readabilty score syllabe per word the chart shows that the text entitled “elephants: the amazing animals” is in fairly easy level in which it has readability score of 74,79. readability chart 5 10 15 20 25 30 35 100 90 80 70 60 50 40 30 20 very easy easy fairly easy plain english fairly difficult difficult very difficult 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2 .0 i want to be a firefighter 10 0 word per sentence readabilty score syllabe per word the chart shows that the text entitled “i want to be a firefighter” is in easy level in which it has readability score of 85,20. to get score for the readability level of the textbook, the writer calculates the average results of each text. the readability of textbook = 5 20,8579,7429,7315,8232,66  = 76,35 the result shows that the five reading text get the level of 76, 35. it means that the readability level of the textbook is fairly easy level. the cloze test procedure in the cloze test, the writer deletes every sixth (6th) word in the texts. the first and the last sentence of the texts are left intact. the writer give a cloze test to 42 students of the seventh grade of smp negeri 1 banjarmasin. and then, the writer analyzed the score of their results in order to find out the readability level reading texts in the textbook. the score of each student are presented in the following table: table 3. the scores of seventh grade students of smp negeri 1 banjarmasin academic year 2013-2014 no number of student total number of right answers total text 1 text 2 text 3 text 4 text 5 27 38 36 35 22 158 1 1 17 10 23 19 22 91 2 2 13 7 25 25 22 92 3 3 14 13 29 16 20 92 4 4 18 14 30 21 21 104 5 5 20 13 33 19 19 104 6 6 22 14 26 22 18 102 7 7 25 8 32 24 19 108 8 8 17 9 26 23 17 92 9 9 13 30 27 24 22 89 10 10 12 17 27 19 22 97 11 11 11 12 35 24 21 103 12 12 9 7 34 27 20 97 13 13 12 9 29 16 17 83 14 14 17 12 33 21 19 102 15 15 12 12 31 18 21 94 16 16 15 4 29 24 21 93 17 17 15 9 33 16 20 93 18 18 14 12 27 21 19 93 19 19 13 13 28 24 19 97 20 20 12 7 27 19 16 81 21 21 18 5 25 16 20 84 22 22 12 13 27 19 22 93 23 23 16 19 24 25 18 102 24 24 13 19 27 15 19 93 25 25 19 14 28 19 21 101 26 26 12 19 23 19 16 89 27 27 17 14 27 15 17 90 28 28 13 19 23 19 18 92 29 29 11 15 29 19 21 95 30 30 9 14 23 21 17 84 31 31 12 17 32 24 19 104 32 32 14 19 34 19 15 101 33 33 16 13 27 22 14 92 34 34 19 14 35 16 20 104 35 35 13 15 29 18 17 92 36 36 17 15 27 19 19 97 37 37 13 18 29 15 21 96 38 38 19 16 23 16 16 90 39 39 13 11 26 22 18 90 40 40 15 12 35 24 15 101 41 41 12 16 28 17 16 89 42 42 17 19 25 24 16 101 total 621 541 1190 845 790 3987 average 14,78 12,89 28,33 20,11 18,81 94,92 after giving the cloze test to 42 students and correcting their answers, the writer percentages the students’ score by using this formula: %)100(sm n r s  where s= standard score sm= standard mark (100%) r= the number of the right answers n= the number item table 4. percentage of the scores of the seventh grade students of smp negeri 1 banjarmasin academic year 2013-2014 no name of student percentage of the scores text 1 text 2 text 3 text 4 text 5 27 38 36 35 22 1 1 62,96% 26,31% 63,89% 54,28% 100% 2 2 48,15% 18,42% 69,44% 71,43% 100% 3 3 51,85% 34,21% 80,56% 45,71% 90,91% 4 4 66,66% 36,84% 83,33% 60% 95,45% 5 5 74,07% 34,21% 91,67% 54,28% 86,36% 6 6 81,48% 36,84% 72,22% 62,85% 81,82% 7 7 92,59% 21,05% 88,89% 68,57% 86,36% 8 8 62,96% 23,68% 72,22% 65,71% 77,27% 9 9 48,15% 78,95% 75% 68,57% 100% 10 10 44,44% 44,74% 75% 54,28% 100% 11 11 40,74% 31,58% 97,22% 68,57% 95,45% 12 12 33,33% 18,42% 94,44% 77,14% 90,91% 13 13 44,44% 23,68% 80,56% 45,71% 77,27% 14 14 62,96% 31,58% 91,67% 60% 86,36% 15 15 44,44% 31,58% 86,11% 51,43% 95,45% 16 16 55,56% 10,53% 80,56% 68,57% 95,45% 17 17 55,56% 23,68% 91,67% 45,71% 90,91% 18 18 51,85% 31,58% 75% 60% 86,36% 19 19 48,15% 34,21% 77,78% 68,57% 86,36% 20 20 44,44% 18,42% 75% 54,28% 72.73% 21 21 66,67% 13,16% 69,44% 45,71% 90.91% 22 22 44,44% 34,21% 75% 54,28% 100% 23 23 59,26% 50% 66,67% 71,43% 81,82% 24 24 48,15% 50% 75% 42,86% 86,36% 25 25 70,37% 36,84% 77,78% 54,28% 95,45% 26 26 44,44% 50% 63,89% 54.28% 72,73% 27 27 62,96% 36,84% 75% 42,86% 77,27% 28 28 48,15% 50% 63,89% 54,28% 81,82% 29 29 40,74% 39,47% 80,56% 54,28% 95,45% 30 30 33,33% 36,84% 63,89% 60% 77,27% 31 31 44,44% 44,74% 88,89% 68,57% 86,36% 32 32 51,85% 50% 94,44% 54,28% 68,18% 33 33 59,26% 34,21% 75% 62,86% 63,64% 34 34 70,37% 36,84% 97,22% 45,71% 90,91% 35 35 48,15% 39,47% 80,56% 51,43% 77,27% 36 36 62,96% 39,47% 75% 54,29% 86,36% 37 37 48,15% 47,37% 80,56% 42,86% 95,45% 38 38 70,37% 42,10% 63,89% 45,71% 72,73% 39 39 48,14% 28,95% 72,22% 62,86% 81,82% 40 40 55,56% 31,58% 97,22% 68,57% 68,18% 41 41 44,44% 42,10% 77,78% 48,57% 72,73% 42 42 62,96% 50% 69,44% 68,57% 72,73% average 54,76% 33,90% 78,70% 57,48% 85,50% the readability of the textbook can be measured by adding the average of each text which is presented in the table 4.7 above. the readability of textbook = 5 %50,85%48,57%70,78%90,33%76,54  = 62,068% it means that by using cloze test the readability level of the textbook for seventh grade students published by mediatama is independent level. conclusion based on the research findings described previously, the conclusion is that through flesch reading ease formula, the readability score for the whole texts of the english textbook entitled bahasa inggris for seventh grade students published by mediatama is 76,35. based on the flesch reading ease scale, this score shows that the texts are fairly easy to understand. furthermore, in 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